Communication with Remote Learners

Savannah Staley, Possip reporter and former AP English teacher, writes about communication with remote learners.

Why Communicating Matters

With our world feeling a little more “pre-pandemic” each day, the excitement to return back to the classroom is buzzing through school communities. However, as teachers, students, and parents alike anticipate the start of the 2021-2022 school year, we must remember to continue to prioritize all students, including our remote learners. Communication to and about our remote learners matters. These students also deserve equitable access to quality education.

COVID-19 dramatically impacted education, resulting in a truly unfortunate learning loss and social isolation for many. However, it is also true that the pandemic simultaneously opened our eyes to the future of education. It allowed us to understand the possibilities of remote instruction. Simultaneously, it asked us to consider how we are meeting the demands of a technologically-advanced society within our classrooms.

As we approach the 2021-2022 school year, it is inevitable that some of our students will remain virtual. We need to continue to prioritize these students. One way we can be intentional about this is through the way we choose to communicate with, and about them. 

Creating and Sustaining a Virtual Community

When students feel they authentically belong, they show up differently. Creating a classroom community, whether virtual or in person, impacts the way students learn and succeed. Therefore, creating and sustaining this community for our virtual students, will also positively impact all students! Here are a few ideas as to how to create this:

• Include virtual learners’ ideas into classroom discussions
• Create a Padlet where students can make announcements, or share and discuss recent events, recipients, multimedia, or books.
• Host weekly community circles where both virtual learners and in-person students have an opportunity to share and reflect

Regardless of how you choose to intentionally cultivate your community, be sure to share with students the norms and expectations of this community. Additionally, reiterate why it is so important.

Streamlining Communication

Schools began to abruptly close during the Spring of 2020. As a result, teachers and school leaders were forced to rethink their curriculum. In turn, educators relied on a variety of platforms to support student learning. These platforms included: Schoology, Google Classroom, Nearpod, Flipgrid, just to name a few. While these platforms are extremely helpful, the lack of consistency across these platforms became more harmful than helpful for students. Many students were asked to juggle 2-3 platforms per class / teacher. Parents and families were then also asked to navigate a multitude of platforms in effort to support their students. The pandemic taught us many valuable lessons, and now we have an opportunity to do it differently.

Streamlining all communication for virtual learners makes it accessible and consistent. It’s best practice for teachers to use a common platform if possible. Teachers should then communicate how this platform will be used to both families and students. If possible, announcements and assignments should be posted at consistent times, and in as much advance as possible. Additionally, streamline due dates that are accompanied by clear expectations of where and how students should upload / submit assignments.

Try sharing a weekly or bi-weekly classroom newsletter to students and families with upcoming due dates and announcements. Or, post an outline of the learning unit on a common platform so students can see where they are and where they are going. If time permits, hold virtual check-ins with students to assess their progress and potentially needed support. 

The unexpected nature of the pandemic demanded us to make significant changes immediately and with urgency, but now we have the time to slow down, and approach communication with virtual students with thoughtfulness, consistency, and intentionality.

Valuing Family Communication

Families are the MVP’s of virtual learning! Normalize communication with families of virtual students. Create a spreadsheet with virtual student’s family information, and document communication home. Or, invite families to student check-ins in order to make sure everyone is on the same page! Family communication may look differently depending on the student and grade-level, but it is always important! 

Why We Win

Communication is not only the way we get our needs met, but it is also the way we share ourselves with others. When we prioritize communication with remote learners, we show them that they matter, and that we care about their experience. This school year, consider how you can prioritize communication with virtual learners within your school community in order to make it a more inclusive and equitable space for learners and families.

The post Communication with Remote Learners appeared first on Possip | Parent Engagement Platform | School Feedback App.

Creating Inclusive Communities in Schools

Savannah Staley, Possip reporter and former AP English teacher, writes about creating inclusive communities.

Many learning communities want to build inclusive communities of belonging. And in the midst of a pandemic, the word “community,” takes on a whole new meaning. Educators and school leaders alike are trying to meet this moment by  prioritizing inclusive community in an innovative and authentic way.

What does this look like? 

Creating inclusive communities looks like considering the various needs and abilities of learners. It looks like providing them the necessary support so they can access rigorous, grade-level curriculum. Creating inclusive communities looks like considering the various languages, cultures, ethnicities, and races present within student, family, and staff communities. It looks like considering how our remote and in-person learners, and our vaccinated and unvaccinated students and families, are accessing equitable education. 

What do inclusive communities require of us?

Ultimately, creating inclusive communities requires a deep consideration of the identities present within our schools. We must get honest about how students and educators of various backgrounds experience our community differently. This work is hard. It doesn’t happen all at once. It requires courage, vulnerability, and authenticity from school leaders, staff, and students. And yet, it is worth it, because it will ultimately change the way students show up.

For instance, writer, activist, and thinker, Bell Hooks describes her idea of a “beloved community.” She says, “Beloved community is formed not by the eradication of difference but by its affirmation, by each of us claiming the identities and cultural legacies that shape who we are and how we live in the world.” As Bell Hooks so beautifully shares, community is not built on the idea that we are all the same, but the practice of celebrating and embracing our differences. This human-centered approach will truly change the ways in which we understand community.

Creating an Inclusive Learning Community 

While the desire to create an inclusive school community is important, it must be coupled with a thoughtful and intentional execution. Here are a few, non-exhaustive ways you might consider cultivating this community.

1. Routinely talk about equity, access, and inclusion as a staff.

Conversations around inclusion, differentiated learning, and identity should not be limited to beginning of the year professional development. These types of conversations should be common within the teacher and staff community. To establish accountability, consider quarterly training with local activists, leaders, or groups that specialize in equity conversations and action plans. Additionally, read books such as Bell Hooks, Teaching Community: A Pedagogy of Hope, or We Want to do more than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom by Bettina Love. 

2. Prioritize the experience of staff, students and families.

Using a platform like Possip is an excellent way to gather family feedback. Regularly seek feedback from staff and students by providing climate/culture surveys, or weekly check-ins. This allows employees, students, and family members to authentically share their experiences. Above all, whenever possible, transparently share this feedback with your team and use it to inform decisions. 

3. Create student / employee / family resource groups.

Consider groups of people within your learning community who could benefit from a specialized resource group, and make the groups a part of your culture. In addition, ask leaders to ensure diverse representation on key decisions. Encourage resource groups to share their ideas, initiatives, and conversations with your larger community. For example, to share out their impact, you could even spotlight Employee Resource Groups (ERG) in your weekly newsletter or staff email.

4. Get honest about representation in your curriculum and differentiated instruction.

Is your student population accurately represented in the texts and voices included in your curriculum? Is instruction truly accessible for all learners? Consider spending time auditing your curriculum and instructional practices. Prioritize culturally relevant teaching and best instructional practices.

5. Center restorative justice practices and social-emotional learning.

Spend time thinking about your own discipline and behavior models. Think about who’s comfort you are prioritizing within those existing practices. Consider the cultures of your student population. Encourage teachers who have strong relationships with students, or effective behavior management, to lead courageous discussions. 

Creating Inclusive Communities Looking Forward

When we think about creating truly inclusive communities, we must focus on the lived experiences of our community members. In so many spaces, the idea of inclusivity exists, but it is not congruent with the experience itself. This is why we need to listen to those whose voices should be highlighted before we decide and act. 

Bettina L. Love, author of Abolitionist Teaching and the Pursuit of Educational Freedom, states, “The struggle for educational freedom does not somehow vanish when you apply theory, but your barriers are no longer hiding in plain sight; now you have the language, understanding, and, hopefully, coconspirators not only to fight but also to demand what is needed to thrive.” As previously stated, inclusive community is not built all at once; it requires time and attention. However, slowing down enough to establish an authentic foundation, and getting really honest about where we are and where we want to go, will create trust within our communities. 

This year, consider the ways in which you might create an inclusive community within your own school, and consider sharing your success with Possip! We love to hear your stories, and acknowledge that we too are learning with you. 

The post Creating Inclusive Communities in Schools appeared first on Possip | Parent Engagement Platform | School Feedback App.

Why Summer Reading Matters

The Importance of Summer Reading

Colorado mom and Possip team member Sara Peters shares  why summer reading matters.

You may have heard of the “Summer Slide” —   the tendency for students, to lose some of the achievement gains they made during the previous school year.  Educators and researchers are torn about whether or not the Summer Slide is in fact “real”.  Either way, it’s good to keep kids learning, safe, and healthy over the summer.  Summer reading helps! In fact, the simple act of reading is so powerful.  According to a study by the Colorado Department of Education:

• Access to books is critical. The public library is an excellent free resource for families to have access to books of a wide range of interests and reading levels, as well as librarians to guide children and families in selecting great books.  Not sure where your closest library is?  Check here!
• When children select reading materials themselves and read for enjoyment, they receive the most gains in reading achievement, including better reading comprehension, writing style, vocabulary, spelling, and grammatical development. Also, the longer that this free voluntary reading is practiced,
  the more consistent and positive the results
• Reading just 4 to 6 books over the summer has the potential to prevent a decline in reading achievement scores from the spring to the fall, so even small steps are very beneficial
• Parents, caregivers, and other adults can help stem summer slide by reading themselves, as children that see adults in their lives reading often tend to read more themselves

In the spirit of children choosing their own books, we asked all the kids in our lives (sons, daughters, friends, nieces, nephews, neighbors and students!) for their Book Recommendations.

Possip Kid Picks:

Preschool (Ages 2-5)

• The Dot, by Peter H. Reynolds
• Shady Baby, Gabrielle Union-Wade & Dwayne Wade Jr.
• I Broke My Bum!, Dawn McMillan
• The Serious Goose, Jimmy Kimmel
• Elephant & Piggie Series, Mo Willems
• Press Here, Hervé Tullet
• The Day the Crayons Quit, Drew Daywalt

Early Elementary (Ages 6-9)

• Dragon Masters Series, Tracey West
• Dog Man Series, Dav Pilkey
• Max Crumbly Locker Hero, Rachel Renee Russell
• Diary of a Wimpy Kid, Jeff Kinney
• Captain Underpants, Dav Pilkey
• Boxcar Children series, Gertrude Chandler Warner
• Ranger in Time, Kate Messner
• Kid Lawyer, John Grisham
• The Jumbies, Tracey Baptiste
• The Secret Garden, Frances Hodgson Burnett
• The Star Friends series, Linda Chapman
• Magic Tree House series, Mary Pope Osborne
• Flora and Ulysses, Kate DiCamillo

Upper Elementary (Ages 10+)

• The Candy Shop Wars, Brandon Mull
• Diary of a 6th grade ninja, Geronimo Stilton
• The Insignificant Events in the Life of a Cactus, Dusti Bowling
• It’s Trevor Noah (YA Edition)
• Becoming, Michelle Obama (YA Edition)
• Fish in a Tree,  Lynda Mullaly Hunt
• Front Desk, Kelly Yang
• The War That Saved My Life, Kimberly Brubaker Bradley
• Babysitter’s Club, Ann M. Martin
• Percy Jackson and the Lighting Thief, Rick Riordan
• Harry Potter Series, J. K. Rowling
• City Spies, James Ponti
• Land of Stories Series, Chris Colfer

Middle School (Age 13+)

• Bananafish, Akimi Yoshida
• Out of my mind, Sharon M. Draper
• Skink, Carl Hiassen
• The Inheritance Cycle series, Christopher Paolini
• Six of Crows, Leigh Bardugo
• The Shadow and Bone Triology, Leigh Bardugo,
• Arc of a Scythe series, Neal Shusterman
• Children of Blood and Bone, Tomi Adeyemi
• Red Queen, Victoria Aveyard
• Keeper of the Lost Cities, Shannon Messenger
• Looking for Alaska, John Green
• The Perks of Being a Wallflower, Stephen Chbosky
• Five Feet Apart by Mikki Daughtry, Rachael Lippincott and Tobias Iaconis
• The Only Black Girls in Town, Brandy Colbert

Happy Summer Reading!! For other ideas of things you can do with your kids, check out our blog posts here: https://possip.com/category/parents/

Team Possip Kids

The post Why Summer Reading Matters appeared first on Possip | Parent Engagement Platform | School Feedback App.

Tips for Supporting Your Students’ Academic Recovery

As schools reopen and return to in-person learning, many educators are preparing to address the “COVID learning gap.” Earlier this summer, our Reporting Team Lead, Amanda Richards, shared tips and resources for planning 2021-2022 curriculum. Overcoming the “COVID learning gap” also requires intentional efforts from educators to support students beyond curriculum planning. Supporting your students’ academic recovery requires increased collaboration, engagement, and patience. With this educators can help their students recover any learning “lost” during the pandemic.

To help you prepare for the upcoming school year, Amanda has compiled additional tips for supporting students in their academic recovery.

1. Learn from students, their families, and data.

Use data to inform next steps for student remediation

Don’t just give a test and track students in class–that can cause even more gaps. Instead, use whatever data you have (state tests scores, MAP scores, grades, pre-unit benchmarks, etc.) to be aware of gaps that need to be filled through tutoring or one-on-one support. Build off students’ strengths, and push-in where they need more support during classroom time (e.g. more teacher touch points during independent practice, mini-lessons, small group reteach, etc.)

Talk with families and students for qualitative data points.

Quantitative data doesn’t tell the whole story, especially when it comes to student learning during the pandemic. Have parent-teacher conferences to talk about the whole student. How is the student emotionally? What does the parent see as a gap in learning? Maybe the student thrived in virtual learning? Listen to their community.

2. Engage and motivate students.

Work on increasing attention spans.

After being on screens since the start of school closings, make sure to focus on getting students motivated and engaged by working on their attention span. Attention span probably has decreased from high-tech stimulation, so it may take a bit to get students focused and ready to be back in the classroom without technology. 

Make connections with students right away.

Figure out what students need emotionally and socially and use those findings to build relationships, kick-start their success in class, and let them know you care about them as people.

Be trauma-informed.

This was a tough year for everyone, and students went through a variety of traumas (pandemic fears, police brutality and racial violence, isolation, deaths in the family, etc.). Therefore, make sure to know the signs of trauma and support students through this difficult time. If they are dealing with trauma and not being supported through it, they will not be in a space to learn. 

3. Be Patient, have multiple planned checkpoints, and improve. 

Academic recovery and learning loss won’t happen overnight. It takes intentional planning with checkpoints along the way to monitor student success. Following the plan consistently, having more checkpoints, and then reassessing and improving the plan can help. Remember to also communicate your plan clearly to staff and families. Don’t be discouraged if in the first month of your academic recovery plan you’re not seeing “mind-blowing” growth from students that you need to re-chart your path. Above all, be patient, be consistent, work hard, and meet student’s needs. 

By sharing our collective knowledge as educators, we can continue to combat the “COVID learning gap.” Looking for resources to plan curriculum to aid supporting your students’ academic recovery? Check out part one of our academic recovery blog series. Do you have a resource or strategy for planning for academic recovery? Let us know! 

The post Tips for Supporting Your Students’ Academic Recovery appeared first on Possip | Parent Engagement Platform | School Feedback App.

Possip Team Teacher Appreciation Pt. 4

Teacher Appreciation Week is in May annually, but at Possip we celebrate teachers and educators year round! Many of our reporters and full-time Possip team members have worked in education as classroom volunteers, teachers, and school administrators. They bring their education expertise into their work– making recommendations for school leaders and teams, helping our partners meet their goals, and creating blog content for school leaders and teachers.

Over the next few weeks, we are going to feature Q&As with current and former teachers on our team to show Possip teacher appreciation!

Meet Possip Reporting Team members, Kory and Beverly!

Kory Von Leue

What is your hope for teachers and teaching?

Without hesitation, this has been the hardest year as an educator, even harder than my first year as a principal. But I’m hopeful that teachers and leaders move forward knowing that not only has this been hard for kids and students across the globe, but they have been so amazingly resilient. My hope is that we use this pandemic experience as a time of transition to shed the practices and mindsets that held students back and embrace the whole child approach that I, and so many teachers and schools across the country, have undergone. Sometimes it’s more than reading and writing, it’s not just “what do you want to be when you grow up”, but “how are you going to be when you grow up”.

What has been a favorite recommendation you’ve left as a reporter?

As a teacher, I’m very critical about every interaction I have with families, and sometimes put off the harder conversations longer than I should, and sometimes second guess decisions. As a reporter though, I love to elevate positive comments and shout-outs to teachers, leaders, and staff. Parents rarely, drive to the school to give the principal a piece of their mind about a positive interaction. Possip allows parents to deliver all of the good news to schools with the smallest of effort. Communicating with families is a two way street and recommending communication strategies or highlighting communication efforts are something that really resonates with me as a reporter.

 

Beverly Hamm

What is your favorite topic to teach?

Though I am a passionate environmentalist and love teaching science, I really enjoyed working with students in credit recovery and helping them reach their goal of high school graduation.

As a reporter, how does your teaching experience inform your recommendations?

I spent 13 years in virtual education as both a teacher and advisor working directly with families on supporting students schooling at home, so I was really able to relate to both the teachers and parents during the pandemic as they faced the challenges that came with virtual education.

 

 

Check out more Possip Team Teacher Appreciation and other team stories here!

The post Possip Team Teacher Appreciation Pt. 4 appeared first on Possip | Parent Engagement Platform | School Feedback App.

Possip Team Teacher Appreciation Pt. 3

Teacher Appreciation Week is in May annually, but at Possip we celebrate teachers and educators year round! Many of our reporters and full-time Possip team members have worked in education as classroom volunteers, teachers, and school administrators. They bring their education expertise into their work– making recommendations for school leaders and teams, helping our partners meet their goals, and creating blog content for school leaders and teachers.

Over the next few weeks, we are going to feature Q&As with current and former teachers on our team to show Possip teacher appreciation!

Meet Possip Growth and Partnerships Lead, Chima Mbadugha and Possip Reporting Team members, Delia and Kimberly!

Chima Mbadugha

Why do you love teaching?

Teaching shapes the future! It creates new scientists, entrepreneurs, musicians, healthcare professionals, educators, and more! Everyone has had a teacher formally or informally. At the core of the work is helping others tap into their potential. What greater gift could you give to the world than to play a part in helping others maximize the gifts they were given?

Why does parent partnership matter?

It would be a fallacy to think a school could help a child reach its greatest potential without leveraging its village. That village originates with the guardian or parents. A school cannot consider itself effective without believing, including, and fostering a partnership with parents.

Delia Casey

Why does parent partnership matter?

Parent partnerships matter because as adults, teachers and parents have impactful roles in all aspects of the education of a child. We teach in shifts, and while teachers educate during school, parents educate before and after. When there is a strong partnership between parents and educators, the kids benefit the most.

Kimberly Robinson

What is your hope for teachers and teaching?

I hope that schools and teachers have space to see children as more than scores on spreadsheets and have time to enjoy and honor the special moments of childhood.

The post Possip Team Teacher Appreciation Pt. 3 appeared first on Possip | Parent Engagement Platform | School Feedback App.

Possip Team Teacher Appreciation Pt. 2

Teacher Appreciation Week is in May annually, but at Possip we celebrate teachers and educators year round! Many of our reporters and full-time Possip team members have worked in education as classroom volunteers, teachers, and school administrators. They bring their education expertise into their work– making recommendations for school leaders and teams, helping our partners meet their goals, and creating blog content for school leaders and teachers.

Over the next few weeks, we are going to feature Q&As with current and former teachers on our team to show Possip teacher appreciation!

Meet Possip Reporting Team members, Savannah and Stephen, and Possip Sales Team Member, Natalie Sessoms!

Savannah Staley

What is your favorite novel to teach?

All students should be able to equitably access an education that creates space for them to think critically, explore new ideas, and practice creativity. I had the opportunity to create this space for students by building relationships that allow them to feel truly seen. For example, my favorite novel to teach is The Bluest Eye, by Toni Morrison. It allows Black and Brown students to see themselves represented in literature. Students explore this text through the Feminist lens and practice applying Critical Race Theory. Meanwhile, these frameworks provide them with an even deeper dive into this already beautiful work. Furthermore, it’s important we teach texts that embody the entirety of the human experience, and Morrison does this in a truly profound way.

Stephen Casey

Why do you love teaching?

I love to teach because I truly believe everyone has a light that is hidden within them. Sometimes we have to work hard to remove the things that bury the light. Therefore, my goal is to motivate scholars to grow the light that is buried within them, so their light can shine brighter and farther.

Natalie Sessoms

What is your hope for teachers and teaching?

I hope teachers: feel cared for and supported. Take risks. Continually learn. Advocate for themselves and their students. Center students’ humanity. And value the unique beauties and capabilities of all learners.

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Thanks Savannah, Stephen, and Natalie! Interested in joining the Possip team or learning more? Click here! Additionally, you can read more Possip Team stories here.

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