# data[].attributes.headline
Very hard to get traction, felt live i've been on quicksand all year. poor direction from central- constant changes in direction and leadership.

# data[].attributes.subject
Very hard to get traction, felt live i've been on quicksand all year. poor direction from central- constant changes in direction and leadership.

# data[].attributes.headline
I feel that this year has been a rollercoaster ride, with amazing highs, and difficult lows, and it’s been hard to get a steady ride. However, despite being obviously difficult, this has been a year of tremendous growth and learning. As a school community we have proven that we are capable of achieving the unthinkable as long as we work together. Our school members have learned to think outside the box and think in the moment, and most importantly be open to trying new things and taking risks. 

# data[].attributes.subject
I feel that this year has been a rollercoaster ride, with amazing highs, and difficult lows, and it’s been hard to get a steady ride. However, despite being obviously difficult, this has been a year of tremendous growth and learning. As a school community we have proven that we are capable of achieving the unthinkable as long as we work together. Our school members have learned to think outside the box and think in the moment, and most importantly be open to trying new things and taking risks. 

# data[].attributes.body
successes: learning to navigate digital systems. ex: digital morning memo, remote staff handbook, digital pacing calendars, digital staff attendance and student attendance, staff regularly communicating digitally, google drive organization of resources. Wellness team, scoreboards and improvements in attendance. Challenges: lack of clarity and guidance from city. Not enough citywide guidance to make plans or navigate the unexpected. Constant interruption of instruction w/ continuous class changes. Multiple times during the year with students moving between remote and blended, causing attendance issues. Tech issues and reprograming of classes.

# data[].attributes.headline
Success: Student Engagement was originally a challenge we’ve had success in overcoming with the use of technology and virtual protocols. Engaging teachers in cycles of learning around routines for effective online learning and through the exploration of different tech tools, such as (Jamboard, padlet, pear deck,) we discovered ways to make learning more engaging for our students.

# data[].attributes.subject
Success: Student Engagement was originally a challenge we’ve had success in overcoming with the use of technology and virtual protocols. Engaging teachers in cycles of learning around routines for effective online learning and through the exploration of different tech tools, such as (Jamboard, padlet, pear deck,) we discovered ways to make learning more engaging for our students.

# data[].attributes.body
Challenge: Meeting the needs of all learners. Remote learning is very challenging for our special education population. Students don’t always have the ability to self-discipline (showing up to class, participating in discussions, completing independent/asynchronous work, challenging when at times there may be a lack of parental support.

# data[].attributes.headline
This year has been a series of highs and lows, challenges and celebrations. It's great to see teachers in a virtual environment. It's also been great to work with teachers in small groups all the time.

# data[].attributes.subject
This year has been a series of highs and lows, challenges and celebrations. It's great to see teachers in a virtual environment. It's also been great to work with teachers in small groups all the time.

# data[].attributes.body
I am optimistic because children are coming back in-person and our health and safety protocols have been effective.

# data[].attributes.headline
Green and still hopeful that we got this at 33. 

# data[].attributes.subject
Green and still hopeful that we got this at 33. 

# data[].attributes.body
A major success this school year has been the ability to provide children with 100% access to devices.
A challenge: A major challenge was students learning loss due to interruption of the instruction.

# data[].attributes.body
I feel like this year is never ending. With the constant changes in procedures, I cannot get a grip on anything tangible. Just take each day as it comes and hope we make it to the next one. I also got the feeling that deadlines and compliance was eased for students and staff but Principals still had to adhere to all deadlines and compliance as if it was a regular school year. No more 5pm emails from Central on Fridays please.

# data[].attributes.body
Of our ability as a school team to overcome the many challenges we faced constantly across the school year so far.

# data[].attributes.headline
Even though it was challenging, new learnings, constant change, can’t seem to get a grip on much of anything we were able to accomplish so much as a Team!

# data[].attributes.subject
Even though it was challenging, new learnings, constant change, can’t seem to get a grip on much of anything we were able to accomplish so much as a Team!

# data[].attributes.headline
Success: Professional development- supporting teacher practice. Smaller class sizes were also helpful. Working with parents. We have weekly parent meeting for SEL and we have small group trauma support for our students. We also have some fun activities still taking place, chess, drama, dance, etc

# data[].attributes.subject
Success: Professional development- supporting teacher practice. Smaller class sizes were also helpful. Working with parents. We have weekly parent meeting for SEL and we have small group trauma support for our students. We also have some fun activities still taking place, chess, drama, dance, etc

# data[].attributes.body
Continue to keep in close contact with families, keep laser focus on concerns in order to support families (wellness team). Many old systems and ways of doing things can be more efficient through the use of technology and online platforms. Zoom meetings can be an effective way of communicating, allow for flexibility in scheduling with school community. Difficult sometimes not to have the in person contact as people are struggling, harder sometimes to offer support this way. Maintaining our network is crucial (social support). Social emotional piece has to be maintained moving forward.

# data[].attributes.body
By utilizing the half hour each morning, my teacher leaders have been able to support the staff by offering daily PD sessions from 8-8:30am. We have also assigned our school aides as success mentors and they are each assigned 10-12 students. These success mentors follow the students each day and when students do not attend live sessions, they call and get them logged on. The challenges were the interruption of instruction, difficulty to contact families and staff understanding of procedures due to the "work from home" option.

# data[].attributes.headline
Successes: Increased in person participation and student attendance.

# data[].attributes.subject
Successes: Increased in person participation and student attendance.

# data[].attributes.body
Keeping Community Structures remotely.
Helping Families with Technology needs.
Challenges: Time Consumed on COVID contact tracing and Situation Room.

# data[].attributes.body
I feel really happy about my school's ability to collaborate, communicate, problem-solve and think creatively- 21st Century skills.  I think we were thrust into this 'real-world' example as a staff we are learning a lot about teaching these 21st C skills

# data[].attributes.body
The lessons that I have learned during the pandemic that will inform my planning for the next school year include the importance of been flexible in an ever changing school environment and being prepared to pivot based on current needs.  Additionally, I learned the importance to be sensitive and the value of showing empathy to our community.  Around instruction, I learned the value of student engagement and the importance of developing equity of voice in the classroom.

# data[].attributes.headline
The use of Technology has improve tremendously by ALL was a major success! Parent learning side by side with their child during remote classes; AIS remote after school programs, Parent and Child Workshops. Parent and teacher collaborations grew stronger.

# data[].attributes.subject
The use of Technology has improve tremendously by ALL was a major success! Parent learning side by side with their child during remote classes; AIS remote after school programs, Parent and Child Workshops. Parent and teacher collaborations grew stronger.

# data[].attributes.body
We received a large grant for student iPads when central was no longer providing any iPads in October.

# data[].attributes.body
Next school year, students will need socio-emotional supports, specifically around grieving, trauma-responsiveness, and anxiety, and academic supports, specifically with meeting grade-level Next Generation Standards, including tutoring, enrichment programs, etc.

I.S. 206B families will need support with displacement as a result to COVID-19, understanding how to meet the socio-emotional needs of their children (i.e. access to counseling), meeting their own socio-emotional needs (i.e. access to parental groups, family counseling, etc.), training in school applications, and understanding academic expectations for the upcoming school year.
Next year, staff will need socio-emotional supports with grieving.  We lost a member of our school due to COVID-19 and the following year will be the first time all staff members will be back in the school building.  Staff will also need training in Leader In Me and Restorative Practices to support the socio-emotional needs of each other and the children they serve.  Also, staff will need training in the Next Generation Standards, Expeditionary Learning curriculum, Amplify Science curriculum, and implementation of other discussion techniques.

# data[].attributes.body
Success- All of the staff came together- supported each other- our culture is even stronger because we all realized working conditions wouldn't be equal but they would be equitable- again we lived that, we didn't just talk about it. Challenge- making sure to take care of all of the administrivia so the school can run smoothly and teachers can focus on the new types of instructional delivery as well as, learning a

# data[].attributes.headline
Rapid speed learning, digital curriculum, SEL Initiatives.  Not having time to train anyone on anything. Self-learned and self-paced. Students/staff/parents are nervous of the pandemic.

# data[].attributes.subject
Rapid speed learning, digital curriculum, SEL Initiatives.  Not having time to train anyone on anything. Self-learned and self-paced. Students/staff/parents are nervous of the pandemic.

# data[].attributes.headline
We need lots of supports for students and families, especially for students who have been remote for a long time. We need to continue our work on implicit bias and CHRE

# data[].attributes.subject
We need lots of supports for students and families, especially for students who have been remote for a long time. We need to continue our work on implicit bias and CHRE

# data[].attributes.body
Staff- understanding the change process and support with each element of the change process- What is our vision going forward?, What skills are necessary? What incentives are there?  What resources are need?  What is the action plan? Students- growth mindset support, learning flexibly, identifying SEL needs as well as academic needs and responding to these, continuing with Brain Power supports, Family- continuing support for basic needs (food, clothing, etc), job search support, computer training (basics, like e-mail, and beyond)

# data[].attributes.body
We experienced the application of 21st Century Skills and also of internalizing equity- as a staff- now we are working on incorporating these concepts as well as Gholdy Muhammad's pursuits in our units for next year.

# data[].attributes.body
No matter how prepared you think you may be, that can all changed with a moments notice. In the future, we need to focus on preparing the whole community, staff, students, parents and stakeholders for an emergency of this scale.

# data[].attributes.body
Staffing due to remote accommodations.

# data[].attributes.headline
Helping families readjust to being in school and not on the computer all day. Were need to continue SEL support for everyone. We all need to practice self care

# data[].attributes.subject
Helping families readjust to being in school and not on the computer all day. Were need to continue SEL support for everyone. We all need to practice self care

# data[].attributes.body
I'm concerned about the number of students and how we can continue to socially distance them.  I'm concerned about our capital projects and how they are impeding our flexibility for entrances and exits.  I'm concerned about not getting information until late in the summer and it becoming difficult to program, etc.

# data[].attributes.body
Trauma focused instruction, continued wellness team, support for families and students dealing with mental health issues, emotional and instructional supports for teachers as they pivot back to in person learning, support for teacher to continue to use and enhance the use of online platforms as kids come back in person. Academic and financial support for families and students.

Families and children are going to need to have the continued support of our STH Social Workers and STH Community Coordinators.
In school counselors etc.
This would not be a good time to take away these supports from the schools

# data[].attributes.headline
When it comes to instruction, that less is more!

# data[].attributes.subject
When it comes to instruction, that less is more!

# data[].attributes.body
Student/Family/Staff Supports: That it is important to be understanding and flexible with our families. Always have a trusted team/member that can be a point of contact for families.

Racially just and Equitable Education: More training is needed top down. We are finding success in pockets, but need this to spread across all classrooms. I think we have made progress in this area, but feel more is needed.

It's important to make sure that we acknowledge the trauma that a lot of young people have suffered and in order to connect with them have them we have to be aware of how culture impacts or will impact our students social emotional and academic development.

# data[].attributes.headline
Overall: Better communication, avoid interruptions in learning/teaching and time to adjust                              Student: Someone to listen. Someone who wants to hear their stories and gives them the opportunity to tell their stories and have them be heard and related to. Making connections with others. Families: More flexibility and understanding. More parental workshops and trainings to support children at home. Staff: Closing the learning gaps if we are back in person and using the data we get from the end of this school year to modify instruction for next year. Support on how to continue applying the use of technology for in person instruction, using it for small group or independent activities.                 

# data[].attributes.subject
Overall: Better communication, avoid interruptions in learning/teaching and time to adjust                              Student: Someone to listen. Someone who wants to hear their stories and gives them the opportunity to tell their stories and have them be heard and related to. Making connections with others. Families: More flexibility and understanding. More parental workshops and trainings to support children at home. Staff: Closing the learning gaps if we are back in person and using the data we get from the end of this school year to modify instruction for next year. Support on how to continue applying the use of technology for in person instruction, using it for small group or independent activities.                 

# data[].attributes.headline
Clear communication is key to the success of anything that we set out to do! Model and show yields the best results! Focus on CHRE, it has pushed my school’s planning,  verifying  by engaging faculty with do we have the resources, does our lessons reflect CHRE, our Unit do they reflect CHRE, etc  We need the same intensity of PD in Remote as we did in-person, pre COVID. Some of our teachers need more coaching than ever…

# data[].attributes.subject
Clear communication is key to the success of anything that we set out to do! Model and show yields the best results! Focus on CHRE, it has pushed my school’s planning,  verifying  by engaging faculty with do we have the resources, does our lessons reflect CHRE, our Unit do they reflect CHRE, etc  We need the same intensity of PD in Remote as we did in-person, pre COVID. Some of our teachers need more coaching than ever…

# data[].attributes.body
Programs that will address and meet the needs of our families. Afterschool intervention programs. Hiring personnel who can provide small group intervention during the school day.
Extra mental health support staff in the building

# data[].attributes.body
I wish we could get extra money in personnel and not always in per session.  It would be great to have more people here supporting our programs and giving us the capacity to expand on them.

# data[].attributes.headline
Smaller class sizes and more teachers/paras for Tier 2 and 3 supports for students

# data[].attributes.subject
Smaller class sizes and more teachers/paras for Tier 2 and 3 supports for students

# data[].attributes.body
Whatever support that child/staff/parent tells us they need. The students will need support regarding getting back into a classroom setting and sharing their thoughts. Families will need support on supporting their children more consistently. Staff need support in getting back into a routine and the five day a week in person schedule.

# data[].attributes.headline
I have a better understanding of the needs of our families.  We also understand  the struggle for families with technology, internet access, etc.  We will need to continue to provide support in this area. 

# data[].attributes.subject
I have a better understanding of the needs of our families.  We also understand  the struggle for families with technology, internet access, etc.  We will need to continue to provide support in this area. 

# data[].attributes.headline
If students need to eat six feet apart what will this mean for scheduling How will staff who have yet to be vaccinated feel about coming into the building

# data[].attributes.subject
If students need to eat six feet apart what will this mean for scheduling How will staff who have yet to be vaccinated feel about coming into the building

# data[].attributes.body
Providing services to students (enl, counseling, etc has all been provided remotely so as to not mix kids and pods this year- but if all are back in person how will we safely provide these services?), breakfast/lunch protocols with more students and classes in the building. Will we get info abt guidelines and protocols in a timely fashion so we have adequate time to plan? Planning ahead avoids confusion for school staff and families.

# data[].attributes.headline
Professional Development for  teachers to support students in areas like SEL and reading.

# data[].attributes.subject
Professional Development for  teachers to support students in areas like SEL and reading.

# data[].attributes.body
Mentors/counseling for student support

Ensuring that all students have access to the internet and a working device.

Providing students with resources to use at home.

# data[].attributes.body
Technology will always be a need as well as better meal choices for our students. If given additional funding, I would purchase wifi hotspots to give to families and better food for breakfast and lunch. Pancakes are a great choice for kids but not when they are given out frozen. I would also purchase more time and staff for an effective AIS program utilizing MTSS. Our students suffered learning losses and traditional classroom instruction will not get them back to grade level quick enough.

# data[].attributes.headline
I believe that our students can benefit from AIS support, Tiered Interventions, small group instruction, (parent and child-workshops 1x per a week was a huge success). Perhaps, we can consider allocating focused time for a school day with parent/child and teacher to engage in the upcoming Units of Study, weekly pacing, daily learning, etc.

# data[].attributes.subject
I believe that our students can benefit from AIS support, Tiered Interventions, small group instruction, (parent and child-workshops 1x per a week was a huge success). Perhaps, we can consider allocating focused time for a school day with parent/child and teacher to engage in the upcoming Units of Study, weekly pacing, daily learning, etc.

# data[].attributes.body
If I.S. 206B were offered additional funding, it should be spent on the hiring of staff who will help with supporting students’ and staff socio-emotionally, investing in existing staff to learn more about Leader In Me and Restorative practices, developing the capacity of student leaders to support the practice of core Leader In Me paradigms, and providing students with opportunities for additional academic enrichment and supports (i.e. Saturday school, after school enrichment, extra staff for small student to teacher ratio for small group instruction).

Additionally, funding would be used to work with our partner organizations to successfully transitioned students and families in the post-Covid-19 era.

These choices in spending will benefit students by supporting them with the socio-emotional supports needed to be successful in a potentially stressful academic environment.

# data[].attributes.headline
We will need to provide counseling support for students, parents and staff.  We will need community agencies to partner closely with us to support our families for the long term. 

# data[].attributes.subject
We will need to provide counseling support for students, parents and staff.  We will need community agencies to partner closely with us to support our families for the long term. 

# data[].attributes.body
My greatest concerns about COVID-19 safety protocols for the fall are the uncertainties of the everchanging guidance.  Constant guidance changes has caused confusion for the I.S. 206B community.  Consistency will support students, teachers, and families with knowing how to be successful.

# data[].attributes.headline
AIS /RTI/ Small Group Instruction for our students. Hire more staff to make this happen. 1x per a month implement a Fully Remote Parent and Child Workshop/Day of Learning for Units of Study by Classroom Teachers. Weekly SEL classes/workshops for parent and child/family.

# data[].attributes.subject
AIS /RTI/ Small Group Instruction for our students. Hire more staff to make this happen. 1x per a month implement a Fully Remote Parent and Child Workshop/Day of Learning for Units of Study by Classroom Teachers. Weekly SEL classes/workshops for parent and child/family.

# data[].attributes.body
If we still need to maintain the social distance guidelines, how will we fit all of our students? Will there be a remote option for students/staff? The date we get this information really concerns me. Will we receive it with enough time to plan?

# data[].attributes.body
1. AIS /RTI/ Small Group Instruction for our students. Hire more staff to make this happen. 1x per a month implement a Fully Remote Parent and Child Workshop/Day of Learning for Units of Study by Classroom Teachers. Weekly SEL classes/workshops for parent and child/family.

# data[].attributes.headline
Space to ensure that all are safe. Funding to ensure that we are ALL safe, to hire man-power, not stretching our man-power. A Brain-drain on faculty retiring or leaving due to the pandemic and the strain on man-power.

# data[].attributes.subject
Space to ensure that all are safe. Funding to ensure that we are ALL safe, to hire man-power, not stretching our man-power. A Brain-drain on faculty retiring or leaving due to the pandemic and the strain on man-power.

# data[].attributes.headline
We are in a pandemic, yet we are expected to perform and expedite as we are in normalcy, pre-COVID.

# data[].attributes.subject
We are in a pandemic, yet we are expected to perform and expedite as we are in normalcy, pre-COVID.

# data[].attributes.headline
My feelings about this school year has truly ran the gamut.  I vacillate between feeling really optimistic and focused on rigor and outcomes and feeling emotionally drained and empathic--wanting to stop and give credence to the bereavement that my staff and families are experiencing as they deal with massive losses.   Loss does not only apply to someone passing but loss of normalcy, interaction, ability to hug, play, go to a movie, visit friends, have gathering celebrating all the nuances of life that makes being alive so rich and vibrant.   I sometimes feel that I am expecting the world although the world has stopped spinning on its axis. 

# data[].attributes.subject
My feelings about this school year has truly ran the gamut.  I vacillate between feeling really optimistic and focused on rigor and outcomes and feeling emotionally drained and empathic--wanting to stop and give credence to the bereavement that my staff and families are experiencing as they deal with massive losses.   Loss does not only apply to someone passing but loss of normalcy, interaction, ability to hug, play, go to a movie, visit friends, have gathering celebrating all the nuances of life that makes being alive so rich and vibrant.   I sometimes feel that I am expecting the world although the world has stopped spinning on its axis. 

# data[].attributes.body
A major success this school year is the fact that I have half of my students in person and half of my staff who chose to come in despite many qualifying for accommodations to give our young learners the live interaction, social emotional support and scaffolded instruction that they need.  I celebrate that my remote teachers have now mastered on-line tools that allow them to have interactive lessons with their children, have embedded discussion prompts to engage students and are live with students for 5 hours of the day in an effort to negate learning loss.   I celebrate the wonderful women and men that make up my community and literally put their lives on the line each day coming into an area that has very high COVID cases because they know that the job that we do is important.    I also celebrate the fact that our in-person and on-line afterschool programs have been very successful in engaging student in academic and enrichment programs.

The challenges this year continue to be navigating the reality of COVID and the social emotional toll this pandemic has taken on me, my family, my staff, my students, my parents and my school community.   It is hard to lead when you are leading through loss.

# data[].attributes.body
The lessons I have learned this school year have been plentiful.   But the most important lesson I and my staff have learned pertains to our students home environment.   Teaching remotely gives you a very intimate look into the lives of our students and their familial structures.    Although we always state that we should approach each student with a level of understanding as we don’t know what he/she encounters in his or her home, this statement became extremely salient this year.  We were privy to many “private” moments that occurred on screen that opened our eyes to the home environment that impacted our students learning (positive & negative).  Remote teaching revealed the need for resources to support families who are living day to day but were always too proud to accept or ask for assistance; the need for parent workshops around parenting, healthy eating, social emotional learning, managing stress, yoga and the pivotal need for CRE training for staff who just didn’t “get” the norms and mores of some of our immigrant households.

# data[].attributes.body
This year- there was a system-wide emphasis on everyone's social-emotional health, however I wasn't clear how administrator social-emotional health was, tangibly, being supported.  I think some small changes to protocols-such as how we receive information- could have demonstrated support.  I do understand that this school system is HUGE and there were so many variables and I think for students, there was a lot of supports for safety and social-emotional needs and the school system did a really amazing job overall.

# data[].attributes.headline
As a K - 5 school with a 55% of our student learning remotely and dealing with pervasive attendance challenges, we will have to put in place on-going RTI , AIS services for all of our students in addition to small group instruction.   We currently have RTI occurring in both the in-person and remote platform but will need to tweak it and make it laser focused on reading and math mastery.   We will also need to continue and intensify our social emotional supports for families, students and staff.  

# data[].attributes.subject
As a K - 5 school with a 55% of our student learning remotely and dealing with pervasive attendance challenges, we will have to put in place on-going RTI , AIS services for all of our students in addition to small group instruction.   We currently have RTI occurring in both the in-person and remote platform but will need to tweak it and make it laser focused on reading and math mastery.   We will also need to continue and intensify our social emotional supports for families, students and staff.  

# data[].attributes.body
Social emotional and physical activities to help with getting them motivated. Every PA meeting was led through by BrainPower for the first 30 minutes of the meeting. We tried to support the families with computer literacy so they could support the kids.

The positive aspect, this is the year our communications with families have increased by using emails, googgle phone, Knivo, etc. Our next step is having them become accountable to checking and monitoring those communication trails.

# data[].attributes.body
I feel as if every time we got a handle on it, something would change. Protocols were different, opt-in changed, STARS was a hot mess.

# data[].attributes.body
BrainPower was a major success to the kids. They wanted more and they sent suggestions to the facilitators via a teacher for me to share. The teachers were starting to use it as Brain Breaks. We continued to work on small group work and what that meant for social distancing and students interaction.

The Instructional Leadership Team took control of the PPT on small-group work and made it their own.

The facilitators for Continuous Learning also took on the role and decided on how they wanted to work with their students on SEL.

# data[].attributes.body
How can we help the students return through small group-work? Thinking about helping the staff celebrate their milestones around technology and challenge their thinking around the students they are teaching and how they are going to support them.

# data[].attributes.body
Using an iReady manager to manage the data and work with the teachers. Use BrainPower to continue the SEL work for the students and staff.  Use Ruler to as the advisory topics for the students in the 7th and 8th Grade.

I would love to be able to fund extra teachers just for AIS.

# data[].attributes.body
Will everyone have to be vaccinated and what will that mean for students that are on accommodations.

# data[].attributes.body
Please give us as much flexibility in spending as possible- every school has different needs.

# data[].attributes.body
I would use the money to employ AIS teachers for math and ELA in order to tackle the learning loss that has happened across the grades.

# data[].attributes.body
My concerns center around the ever looming 3 ft CDC guidelines and its impact on the safety of our community.

I also have concerns around whether staff members will be mandated to be vaccinated in order to at least add a layer of protection.

Also will there be a remote learning component for fall?  Will teachers have accommodations?  Will there be changes in who will qualify for accommodations?

# data[].attributes.headline
Will there be a remote portion of the school year?

# data[].attributes.subject
Will there be a remote portion of the school year?

# data[].attributes.body
What is the guidance on preference
sheets?
Summer school??????

# data[].attributes.body
Success:
Professional Learning:
We embedded 75 minutes of asynchronous time for students to work each day.  During that time, teachers engaged in inquiry and  quality professional learning.  This dedicated time has truly impacted collaboration, understanding and classroom practice across our school.
-Relationships between staff and families
Challenges:
Managing emails and navigating all of the compliance (although that's not new for me)

# data[].attributes.body
Hoping that we can build upon the positives and learn from the negatives from this unique year.

# data[].attributes.body
Support needed:

-Navigating expectations which are still very unclear

-Maintaining the positive aspects of this year, including teacher learning time, dedicated SEL time,  use of Microsoft Teams and Google Meet for video meets rather than in-person or phone calls,

-Continuing to build upon the work of the blended learning model, even with all students and staff back in the building.   Though there have been issues to navigate including access to brick and mortar spaces, device and wi-fi issue,  blended learning has brought overall added value to the lives all students and teachers including student and teacher flexibility in learning, for teachers in how they present material and for students in the pace and variety of the learning approaches they experience; improved time management for tailored groups through the use of collaborative live streaming, breakout rooms which allows additional time for teachers to work 1:1 or in small groups; increased student engagement with the use of multimodal literacies being incorporated into all lessons; strategic and impactful differentiation due to the manner in which blended learning incorporates a variety of instructional approaches and high-quality digital educational tools allow teachers to have a clear formative measure of each student’s individual learning level and provide activities and instruction that meet the child where they are; the overall increase in the confidence and feeling of empowerment experienced by students as they have exponentially expanded their technological skills and competencies over the course of one year

-Physical and mental wellness affiliations for EVERY school to access and utilize in order ot support the variety of needs that all stakeholders will have in the years to follow based on their experiences this past year.

-Principals being provided with expectations with enough advance notice to ensure that all stakeholders including families, students and staff to feel comfortable and are able to rebuild some of the trust that was impacted due to lack of systemic timely and respectful communication.

# data[].attributes.body
1. IMMEDIATE INSTALLATION OF WI-FI AND AC's across classrooms.  Benefit: Wi-fi has been excruciating this year (though teachers have been wonderful using their hot spots and improvising) and September, October, May and June are EXTREMELY HOT in our building (several rooms have poor air circulation and some classes have to shift to the cafe during those months at the hottest points of the school day).  In addition, completion of unfinished projects which were approved prior to COVID which include an upgrade to our multi-purpose space (serves as a cafe, and auditorium, and the upgrade to a room on our lower level which we designated as a school library).  ALL of these projects have been in limbo over the last five years.

2. Additional funding for maintaining quality partnerships (especially the Arts), and funding for providing coverage for teacher learning time with these partnerships.

3. Funding for ongoing quality learning partnerships for Parent Coordinators such as Harvard’s Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success for PCs to learn more about community outreach, community resources, marketing, understand what the latest research on family engagement means for our school, understand what systemic, integrated family engagement looks like (as opposed to random acts of engagement, explore the infrastructure, roles, and skills required to sustain an effective engagement strategy, and learn how to define and measure outcomes and to evaluate practice.

3. Funding for dedicated Tier 3 programs and training for teachers.  In order to impact Tier 3 students, those providing the service must be highly qualified in the area that the student is struggling and utilize a program which embeds skills and strategies tailored to ach individual student’s needs.  For example, this year, we partnered with Great Leaps with a focus on 23 of our Grade 3 and 4 Tier 3 students.  Great Leaps will provide 15 min a day of direct 1:1 tutoring for each child for about 8 weeks.  Our gaol is to move the students from Tier 3 to Tier 2 in the 8 weeks.  In addition, Great Leaps is training 39 staff members so that we can provide this support in-house throughout the school year.  The funding needed for Great Leaps to provide the 1:1 service is approximately 350.00 per child.  Having staff trained will be helpful, however, providing time for staff to provide the Tier 3 intervention is also costly.  Either way, to sustain QUALITY 1:1 Tier 3 supports,  there is a tremendous cost and additional funding would be helpful.

IF FUNDING WAS LIMITLESS…

We would make use of our rooftop space!  Our thoughts have ben a greenhouse, a tennis court, a handball court, a mediation station, and a sensory space.

# data[].attributes.body
It is difficult to narrow down all of the lessons learned, however, what has stood out is the need for us to continue to recognize the varied struggles, and continue to strategically support families, however, placing emphasis and build upon the positives about this year.  A few questions we have asked ourselves  as we plan for next year include:

-How do we maintain and continue to build upon the intimate relationships developed between families and staff while our students were learning from home? -How can we deepen our understanding of blended learning as an instructional delivery model that gives students more control over their learning and leveraging the opportunity of personalization that blended learning can provide, to enable us o move the practice of blended learning forward?

-How can we creatively build blended learning into our schedule to provide space/time in the classroom to allow teachers to do things they currently need more time to do lime individual and small group instruction tailored to individual needs of each student AND to embed continued teacher learning time each day?

-How can we continue to build trusting relationships with families and students with the goal of increasing comfortability of being back in our building together.

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Clear, concise, consistent, open and timely communication with principals prior to public communication about expectations to alleviate confusion and mistrust.

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Optimistic! I'm looking forward to leaving the worst behind....we've gotten through a long period of great turmoil, and I'm hopeful that the lessons we learned through these experiences will offer us more stability. The rest we can figure out. 

# data[].attributes.subject
Optimistic! I'm looking forward to leaving the worst behind....we've gotten through a long period of great turmoil, and I'm hopeful that the lessons we learned through these experiences will offer us more stability. The rest we can figure out. 

# data[].attributes.headline
More collaboration! The need to be creative and flexible provided more opportunities to collaborate with people we could not otherwise "meet" with so frequently (e.g. Monthly attendance meetings are now taking place weekly, greater follow-up between PD sessions, etc)

# data[].attributes.subject
More collaboration! The need to be creative and flexible provided more opportunities to collaborate with people we could not otherwise "meet" with so frequently (e.g. Monthly attendance meetings are now taking place weekly, greater follow-up between PD sessions, etc)

# data[].attributes.headline
I've learned about the importance and impact of SEL and relationship building.  Teams are more collaborative thanks in part to the time dedicated to mindfulness, teambuilding activities, and getting to know one another. 

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I've learned about the importance and impact of SEL and relationship building.  Teams are more collaborative thanks in part to the time dedicated to mindfulness, teambuilding activities, and getting to know one another. 

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Schools will need stronger partnerships with outside agencies and modified expectations that align with the complexities of the transition back to full in-person learning. The effects of COVID-19, isolation and social-distancing, have impacted members of the community in different ways, and if the expectations for teaching and learning return to "normal" without offering support and flexibilities needed to transition  to a more social daily routine (for some) that combines the 'best of both worlds' (for the sake of those that thrive in remote v. in-person teaching and learning. 

# data[].attributes.subject
Schools will need stronger partnerships with outside agencies and modified expectations that align with the complexities of the transition back to full in-person learning. The effects of COVID-19, isolation and social-distancing, have impacted members of the community in different ways, and if the expectations for teaching and learning return to "normal" without offering support and flexibilities needed to transition  to a more social daily routine (for some) that combines the 'best of both worlds' (for the sake of those that thrive in remote v. in-person teaching and learning. 

# data[].attributes.body
No one knows for sure (I think) what the pandemic will look like in September, so we should prepare for the different scenarios. Securing additional staff would ensure that regardless of what learning models are offered, there will be staff available to support students the way they need and deserve to be supported.
Professional Development for staff would be the other top priority. Teaching and learning has changed profoundly, and the transition to full in-person learning will require additional skills to meet the new demands.

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1. Physical distancing requirements and what that will mean for staffing and the use of space 

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1. Physical distancing requirements and what that will mean for staffing and the use of space 

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2. What type of WFH accommodations will be available and to whom.
3. School closures and disruption of learning.
4. What will meal service look like when all students are back in-person?