NORAM - Ebook

Key Recommendations for Remote Learning

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2 Current Challenge and Meeting Students' Needs As COVID-19 shut down physical schools for the spring of 2020, school closures prompted leaders and the community at large to work through a type of Maslow's Hierarchy of Needs for students. The first focus was on basic needs: Do students have a safe place to be during the day and do they have access to meals? Communities came together to support schools and families with these basic needs. Educa- tors rallied to scale up models of remote learning to keep students engaged and mitigate learning loss as best they could. At first parents, teachers, and students expected closures to last for a couple of weeks; schools shifted their calendars around for an early spring break. Then, one by one, states began announcing that schools would be closed for the rest of the school year. As education leaders began to focus on how they would transition students to remote learning, districts scram- bled to find out how many of their students had reliable connectivity at home. SETDA found that 17% of teens don't have reliable internet access, which meant there needed to be alternatives to strictly online learning. What about devices? Was a phone or tablet enough? How many siblings in the house needed to share these devices? What about parents who were now working from home? No doubt this pandemic shined a light on inequities educators have known about for years. Meanwhile, everyone sought resources to keep kids' minds engaged. Sample agendas began popping up to help families structure a student's day at home. Educators began looking at the tools on hand to determine if they had what they needed to develop and deliver content to students. Many schools began using video-conferencing tools to meet with students in groups. Some K-12 schools were even more prepared with access to learning management systems to frame their classes. 17 17% of teens don't have reliable internet access

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