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Focus less on flashy flexible spaces and focus more on energy efficient, affordable, and easily maintainable structures that will stand the test of time. Listen to students who will tell you that the bathrooms in every building need better maintenance and design, not the open spaces.

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Thank you for the recent upgrades and cleaning done by the maintenance and janitorial crews! Upgrade the high school, consolidate middle school to one 6-8th grade school, and bring 5th back down to elementary school. Keep 4 elementary schools. If population decline calls for a closing, do not try to close Wakefield school, it makes more sense to close Matunuck, we do not need to sell the property, we can just give it back or use it for a satellite high school program (maybe agriculture or marine technology). Most kids live central to PDES and WES, we are currently spending money to bus kids from Tuckertown and other areas closer to Wakefield because Matunuck’s population of students is too low.

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Keep all 4 elementary schools. Pk-5,6-8, 9-12 model fots better and is a better use of space. With redistricting, the space utilization will be more balanced after the problems we have seen with enrollment decrease and DLI causing schools to have unbalanced student population.

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Nurture and grow the DLI program.  Commit to and invest in foreign language learning for SK students.  Provide all students the option to take Spanish 1 beginning in seventh grade.  Continue and expand upon language offerings at BRMS.

Equity in education for all.  Challenge all students to achieve their best.

Outdoor educational opportunities k-12.

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Students growing and preparing some of their own food from gardens and greenhouses. 

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Students growing and preparing some of their own food from gardens and greenhouses. 

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Outside time for all children every day. Never punish a child by taking away their outside time. 

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Outside time for all children every day. Never punish a child by taking away their outside time. 

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Mixed age classrooms where older children mentor younger ones. 

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Mixed age classrooms where older children mentor younger ones. 

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Learning through community engagement with local nonprofits, government, and businesses. 

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Learning through community engagement with local nonprofits, government, and businesses. 

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There is merit to the idea that children need instruction on timeless life skills like balancing a checkbook, budgeting, making a grocery list, following recipes, creating a resume, applying for a job, and so much more. Some children will not be taught these tasks at home, but everyone needs to know them.

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1) Education should be focused on helping students learn and on creating the best learning experience possible in the process. There are plenty of scholarly studies about how to do these things, but input from the students should also be implemented (to an extent). Kids are often more aware of their teachers, curriculum, and the district than people realize...and since they live this out every school day, they occasionally have good ideas. Being more open about what's going on, respectfully explaining things students don't understand when we ask, and allowing a space for collaboration could encourage district unity and provide an ever--evolving educational experience.
2) Classes should not necessarily be limited to certain grades, because the reality is that not all students are at one pre-specified level in all subjects. With the flexibility of virtual learning, we should take advantage of opportunities for allowing students to learn at their level. When possible, curriculum materials could also be made available as independent study for students interested, but not enrolled (like for a coding class).
3) Social-emotional learning should be authentic. The lessons often feel forced, and some of the activities we've been doing have been successful, but others have just been awkward and have resulted in students (and possibly teachers) generally disliking every time we have to do a new SEL thing. One of the most effective things for me was when we would just sit in a circle and talk about life in my ELA class...we were all sincere, all respected each other, got to know each other better, had meaningful conversations, and worked through the many stresses of school together. Given, my class was pretty respectful compared to some classes, but just having a space to talk (and reducing the "weirdness" when that space is with a mental health professional) would help more than anything.

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I think that in this case, we've had a big tweak...but the plans and visions sent to us in week 11 seem amazing. I think that if we can see such modifications to buildings and education we will be the future of education. Hybrid education is feasible for high school students, but for elementary and middle school students that doesn't seem like a possible framework. If classes need to be smaller, than I agree with a previous poster that perhaps the lesser populated schools need to be redesigned to house classes/grades that have high population. Additionally, if the virus is still rampant come the fall, perhaps in the higher grades the teachers can travel and not the students, which would be a temporary solution, obviously.
Coming from a district that was not forward thinking in many ways, I am impressed with the level of effort and support that my kids' teachers have given through this tumultuous time. There is a level of dedication that I have seen that many of my friends in different districts have not seen, so I thank you all. As a teacher myself, working from home and supporting my kids in this online environment has been a challenge for both teachers and students.
My final thought is that I don't think keeping our kids and teachers at home through the fall will be possible for many of us. That said, I imagine masks and sanitation stations available for students and teachers and if some of the redesign ideas from the videos posted in week 11 happen, this district will be successful and safe. Again, thank you all and I look forward to see what changes take place for the 20-21 school year.

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Continued collaboration at  each grade level throughout the district to ensure that there is equity among all students regardless of the school they are in. Redesigning learning spaces to allow students more flexibility and thrive in their learning environment.

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Continued collaboration at  each grade level throughout the district to ensure that there is equity among all students regardless of the school they are in. Redesigning learning spaces to allow students more flexibility and thrive in their learning environment.

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I would like to collaborate with a different content specialist to work on projects that contribute to the community while building on learning standards for the appropriate grade level.

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I think it is important for the science classrooms/space to be designed to  allow students to investigate/experiment/ learn  in a safe environment. There are specific needs that need to be addressed to achieve this, including chemical storage and lab spaces  that meet safety standards as well as prep rooms/storage areas. Science has very unique needs in comparison to other disciplines. While I like the idea of open learning spaces in the building, I question if this meets safety standards in the science  "wing". I think it also extremely important to have separate areas designated for teachers only - office space with its own bathroom (Teachers and students should NOT be sharing bathrooms ). This separate office space   allows teachers to collaborate effectively on a daily basis.

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I like the idea of some open spaces where kids can work on big projects, but I'm very concerned about lack of staff office, staff only bathroom, prep room spaces. We need spaces apart from the students to collaborate with each other, prep labs in science, keep equipment and chemicals safe, and make phone calls. I have much hope, but many concerns.

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Teach real life skills to help students become happy, healthy and successful adults. Skills like personal finance, home economics, health  education. For example,  financial accounting rather than algebra II for students who are not planning on a stem career.  Home economics so all students will have the skills to  cook a healthy meal from scratch. Personal finance to help students understand loans, mortgages, balance checking accounts, and budget.  Health education to help all students learn the skills they need to make healthy choices, and live a healthier and happier life.

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Project based learning is something that evolves over time to meet the current students' interests, skills, and needs. This kind of authentic learning requires time for planning, reflection and adjustment. With that, take the lesson from distance learning- quality over quantity, Lets aim for deep learning of fewer things, but in that teach the skills needed to learn independently so that any student can leave school with the ability to learn about anything that interests them.

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Special Ed can have a new name. Direct Math can have a new name. These titles cause embarrassment and self consciousness. They cause judgement. “Oh he/she has something wrong with them they are in Sped classes”
People pass a judgment without even knowing they are doing it. These “Special Education” students are already having a difficult time learning in the mainstream...
Everyone wants to fit in. Kids who have Special Ed classes  are often labeled as “bad” kids or “dumb” by there peers. They are thought to be “behavior” kids... called “Speds” by there peers, and then by themselves. They tend to have lower self esteem-because out of the gate they are “different”. These students have often decided at such a young age that school isn’t for them...that college is not in the cards for them. We need to teach that we believe in all of the students. We believe that the sky is the limit. That hard work can pay off. SHOW THEM THEY ARE DOING IT, AND THAT THE WORK THEY DO IS WORTH SOMETHING. Teach about how everyone learns differently- just the same as we all look different, but we are all people with beating hearts and feelings- and that makes us ALL connected as human beings. What if we looked at it like all the kids in school are on a path in life. Instead of kids being in “normal” classes or “special ed” classes, we could use the “pathways” we are already putting into place in high school. Classes could be pathways. Maybe these could be called “Personal Pathways”❤️

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It is also a key time to address the amount of school buildings in town and the lower enrollment trends. We could better use our resources by downsizing at least one elementary school and use those savings to implement some of the ideas on this board.

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I would love to see the education world intersect with the day to day world so there is less of a difference between academia and the rest of the community. Effective collaboration between these worlds would help many learners see the ‘why’ in what they are being asked to learn.

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More time for kids to be outside, at all ages. More time provided for daily movement for kids at all ages, especially since none is provided, other than PE class, at middle/high schools. Kids need opportunities to learn in new and different ways every day! They need to have access to different ways to show their learning as well, not just a one size fits all!

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Stop forging the path kids need to follow and instead give them the tools they need to cut their own path.

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Meeting students where they are.
Recognizing that the whole child needs to be nurtured.

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Health education by certified health educators needed in all grades. Skills in health education are essential to living.  Without health, none of these other subjects will matter.  A healthy student creates a healthy community. Most elementary schools have 2 PE sessions per week and no health.  Replace one day of PE to add one day of health.  Need to meet state law which is 100 minutes of health and PE per week all grades!  We have not been complying.

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Health education by certified health educators needed in all grades. Skills in health education are essential to living.  Without health, none of these other subjects will matter.  A healthy student creates a healthy community. Most elementary schools have 2 PE sessions per week and no health.  Replace one day of PE to add one day of health.  Need to meet state law which is 100 minutes of health and PE per week all grades!  We have not been complying.

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Less time/work on screens to allow for authentic learning 

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Less time/work on screens to allow for authentic learning 

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Social emotional learning on a daily basis. More education and real life discussion on racism. Hands on learning. Movement breaks and time outdoors. More focus on face to face communication. Teacher accountability

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Curriculum in Math, Reading and Writing needs to be more competitive to meet the modern time competition.

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Require all district staff to attend anti-bias training. Evaluate communication methods and discipline statistics. Work to make sure all students feel welcome and are accommodated (with transportation) to participate in all out of school activities. Evaluate the U.S history curriculum for all grades. Implement an anti-bias curriculum in all grades, perhaps through health class. Offer a Black History or People's History course at the high school.

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Allow for longer term, open- ended projects and lessons.  Allow children the time to work through problems/issues/challenges  without teacher interference. Allow for experimentation and mistakes, tangents and the original question leading to additional questioning. Encourage curiosity. Bring back play in the younger grades - block time, dress-up time, etc. Children learn so much through play. Less focus on immediate outcome more focus on the sometimes messy reality of learning.

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I imagine high school students having the option to eat lunch outdoors.

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I imagine high school students having the option to eat lunch outdoors.

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I love your video about the reimagining of educational spaces. In order to incorporate our students ability to make use of the knowledge they have (i.e. the quote you shared about knowledge being free) they have to be able to communicate in a global environment. DLI is the first step to encouraging students to communicate in an environment that is necessarily less and less america-centric (for good reason). Spanish is increasingly essential for communication in our country and hemisphere. Additionally, German, a hugely significant language for business, medicine, and science would be helpful. Why does NK get to have German instruction, while SK does not, though URI is in SK and has a significant program in dual-language engineering in German/English? If we're truly talking about learning for the future, let's think about how to help our children communicate for the future. 

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I love your video about the reimagining of educational spaces. In order to incorporate our students ability to make use of the knowledge they have (i.e. the quote you shared about knowledge being free) they have to be able to communicate in a global environment. DLI is the first step to encouraging students to communicate in an environment that is necessarily less and less america-centric (for good reason). Spanish is increasingly essential for communication in our country and hemisphere. Additionally, German, a hugely significant language for business, medicine, and science would be helpful. Why does NK get to have German instruction, while SK does not, though URI is in SK and has a significant program in dual-language engineering in German/English? If we're truly talking about learning for the future, let's think about how to help our children communicate for the future. 

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I hope that the idea of a Learning Commons and/or Makerspace really takes hold.  I also hope that it is recognized that these aren't just spaces,  but that staffing by qualified professionals would have to become a priority.  I can really imagine a world where we combine a math graphing lesson with a Scratch coding lesson, but that takes time and collaboration.  I'd love to see content area teachers tap into a learning commons.  Individualized and  project-based learning really require the district to re-adopt a unified/systematic  approach to research and information literacy strategies.

I have to say that I get concerned when I see the  idea that  "knowledge is free"  pushed.  Not  all information is free.  Much of what is free "news" on the Web is actually op/ed.  Credible information is often  behind paywalls or, at best, available after  registration for a site.  Students are  ill-equipped to differentiate between fact/opinion or to understand political bias when they see it.   I'm also little  frustrated by students who tell me that  they got their information from "Google" with no real understanding  of what Google is.   We  live in a world where the last  election was  manipulated by social media news.  An  informed and well-educated populace would not have fallen  prey to such tactics.

I think equity is also served when a library materials and equipment is available to all our students.  We have  a large population of families who can purchase books or who can/will visit the public library.  What about the rest of our students?

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Commit to teaching language and culture for all students. Grow and expand the current DLI program. Listen to our wonderful DLI teachers for guidance on what is working and what needs improvement. 

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Commit to teaching language and culture for all students. Grow and expand the current DLI program. Listen to our wonderful DLI teachers for guidance on what is working and what needs improvement. 

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Commit to sustainable design and construction of all new buildings. Utilize the school building as a teaching tool of environmental stewardship. 

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Commit to sustainable design and construction of all new buildings. Utilize the school building as a teaching tool of environmental stewardship. 

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I envision students working collaboratively in science lab rooms with specialized equipment to facilitate exploration. These science rooms are designed to maximize teacher supervision and ensure safety.

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Unified Arts are given dedicated spaces, that are designed with their needs.

Health education is taught at all levels by health certified teachers

We recognizes some learners need solid structure and those needs are not forgotten

All schools have equal access to the same methods

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Students learning to become stewards of the environment.

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Students learning to become stewards of the environment.

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A school designed to promote environmental education.
Facilities , such as a greenhouse and gardens to provide educational opportunities.

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Get rid of single section grades by consolidating schools. With multiple sections in every school we can expand co-teaching and better manage behavioral problems.

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Engaging and meaningful environmental education so that students of all ages have time outside, connecting with the physical and social community through place-based education. This will allow the district to expand usable space, help our students connect to SK while moving their  bodies more, and learn the content and critical skills necessary to embrace the growing green economy and help mitigate climate change.

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Engaging and meaningful environmental education so that students of all ages have time outside, connecting with the physical and social community through place-based education. This will allow the district to expand usable space, help our students connect to SK while moving their  bodies more, and learn the content and critical skills necessary to embrace the growing green economy and help mitigate climate change.

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Can we implement some of these ideas for our students in the fall, while maintaining safe social distancing practices by having students in the building less? Combine online/distance learning, in person classroom learning and maybe even some group learning in spaces around the community (beaches, parks, gardens, theaters, etc).

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Open spaces and flexible schedules are not just for little kids 

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Open spaces and flexible schedules are not just for little kids 

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Provide intentional learning environments and flexible schedules that encourage creative, active, and hands-on learning experiences that will prepare students to be thinkers, collaborators, innovators, and problem-solvers now and in the future.

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-Expand and prioritize 1) social/emotional and 2) anti-racist curriculum for students - make time for these lessons DAILY
-expand and prioritize professional development for teachers for real/deep engagement with self-reflective programs designed to increase sensitivity to diversity/race and social/emotional issues. LOTS of work to do here.

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Collaboration--Working together to benefit ALL students!

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Collaboration--Working together to benefit ALL students!

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VISION:  Specialists working side-by-side with content area teachers on a daily basis to accommodate our English Learners and  other students who need extra support to meet grade level expectations.
Work space should be designed to reflect collaboration so ALL teachers and students are treated equally when working together.
Special Populations (ELs & students with Individual Education Plans) should be scheduled first in order to maximize their educational supports they are required to receive under State/Federal guidelines.

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design programs in schools that inspire a love of learning and connections to community 

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design programs in schools that inspire a love of learning and connections to community 

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Kids at all ages have time outside during the day 

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Kids at all ages have time outside during the day 

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Subjects are explored in an interdisciplinary manner with collaboration between departments and grade levels

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Social emotional health is integrated throughout the curriculum 

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Social emotional health is integrated throughout the curriculum 

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Every student is provided with the supports needed to help them reach their potential!

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Every student is provided with the supports needed to help them reach their potential!

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Opportunities for students to have authentic learning experiences through collaboration, projects and internships. 

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Opportunities for students to have authentic learning experiences through collaboration, projects and internships. 

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Change whole class lessons to small groups centered on interests, learning styles, level of skill/background  and needs, where all levels of engagement and outcomes are equally valued within the instructional unit of the curriculum.

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Change whole class lessons to small groups centered on interests, learning styles, level of skill/background  and needs, where all levels of engagement and outcomes are equally valued within the instructional unit of the curriculum.

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Flexibility and Collaboration

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Key ideas, values & beliefs are the beginning of a powerful vision.

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Key ideas, values & beliefs are the beginning of a powerful vision.

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View this SKSD movie & share your hopes for the future of education in SKSD

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View this SKSD movie & share your hopes for the future of education in SKSD