Week of June 1st

UAI Staff News

Volume VII

Issue 39

June 1st,  2020

America is Broken...and has been for a long, long time.

This past weekend, our country once again erupted into riots of anger at the persistent injustice towards black and brown Americans that has lasted since the infancy of this country.  Almost 80 years after America was crawling out of the devastating aftermath of the Civil War, the bonds of racism, once overtly recognizable in the actual bonds of slavery, still persisted in equally real persistent oppression of poverty and inequity in 1965.  Then, Martin Luther King spoke to this, saying:

        ... riots are socially destructive and self-defeating. ... But in the final analysis, a riot 

        is the language of the unheard. And what is it that America has failed to hear? It has
         failed to hear that the plight of the Negro poor has worsened over the last few years.
         It has failed to hear that the promises of freedom and justice have not been met.
        And it has failed to hear that large segments of white society are more concerned
        about tranquility and the status quo than about justice, equality, and humanity.
        And so in a real sense our nation's summers of riots are caused by our nation's
        winters of delay. And as long as America postpones justice, we stand in the position
        of having these recurrences of violence and riots over and over again. 

          

                                                                          [Martin Luther King Jr., "The Other America"]

Fast forward to 80+ years after this speech, we find ourselves trying to survive 2+ months of shut-in protocols, that still left disproportionate numbers of black and brown americans on the frontlines, and thus suffering illness and death in significantly more numbers than their white counterparts.  From our screens, we see white men with actual guns protesting angrily inside governmental buildings about their "right to be released from COVID restriction" - with no violent or substantive restraint from local officials.   Also from our screens, we see image after image of whites exercising their privilege to attack, oppress and kill black americans.  When people, black, brown, and white rise up to angrily protest in public spaces (and without arms) they are met with aggressive tactics, including tear gas, batton beatings, horse stompings, and being driven over by an SUV. 

In his time, Dr. King described "The Other America".  From my own perspective, there is no "Other America."  There is just one America and from its very inception, the rights and freedoms belonging to all humans, were only designed to be protected and secured for some. Our America was built to do exactly what it has been doing for almost 250 years, maintaining the rights and liberties of white, wealthy men.

One thread that we can pick up and learn from American history is that sometimes great change requires equally great upheaval.  In colonial America, the Revolutionary War was seeded with protests and riots.  I'm not sure, but would be unsurprised if the British monarchal media described these as self-destructive or misguided.  Today, American history describes them differently.

We are in the middle of another historical moment.  This moment has come before (Civil Rights in the 60s, Rodney King Riots in the 90s) and more recently (and rapidly with Treyvon Martin, Eric Garner, Ahmaud Arbery, Breona Taylor, Gregg Cooper, and so many thousands more).  As educators, New Yorkers, and Americans, it is our job to rise up and fight this cycle.  

Last week, Annie and Jen began organizing students and staff to come together to first process the impact of these events on ourselves and our community.  After which, we will work collectively to organize a response and action as a united community of UAI.    Join us this work to first, come together as a community and then, work collaboratively to find ways to make a unified call to action in an effort to protect our young students of color who are facing a looming summer of no summer programs, no summer activities, and likely interactions with law enforcement.   As we shape and articulate our demands, we add them to the cacophonous calls of these riots, we move forward in the hopes to be heard, and when we are, we become part of the movement - pushing the nation out of the sickness of its origins and into fulfilling its commitment to ensuring liberty and justice for all.

Announcements

Happy Birthday!!!

Mr. Brodie (Tuesday, 02JUN20) and Ms. Emma (Sat, 06JUN20)!!

Announcements

Brooklyn Queens Day.  This Thursday 04JUN20 is Brooklyn Queens Day and we will be using that day to engage in Professional Development activities.  At 10:45PM on Friday night, I found out from the Chancellor that it IS an instructional day for students.   I....can't...even.....

Here's the plan at UAI.  On Thursday, teachers should provide students with work time on assignments.  Please provide them with appropriate instructional resources (e.g. links to videos, notes, etc.).  However, this day will be an asynchronous instructional day for all students.

For UAI staff, here's our agenda for professional development.   Final plans are in process and links will be shared out in our GC by end of Tuesday!

• 8:30AM-9:30AM
• 8:30-8:45AM Roll Call and State of the School Address
• 8:45-9:15AM Looking ahead to 2020-21 and School Re-Opening
• 9:15-9:30AM Stretch Break
• 9:30-12:00PM 
• 9:30-10AM - Planning for Virtual Learning, Re-Planning a Fall Unit
• What is the purpose of the unit and why - beyond the exam....
• What do we ask students to do and why?
• 10AM-12PM - Planning with Partners
• 12:00-2:00PM
• Independent Work Time and Lunch
• 2:00-2:50PM
• Staff Circle and Community Building

09JUN20.  Also in the Chancellor's late night message, June 9th for Middle School teachers is still a "reorganization" day - so no live instruction.  Since we will already be in "asynchronous learning" by that time, we will continue with the plan (because again, the day is still an instructional day for students).  Teachers will use that day to continue outreach and finalize grades.

Asynchronous Learning.  Next week will be the final week of Asynchronous Academic Instruction.  All final grades are due on Friday 19JUN20.  Instruction will continue during the week of 15JUN and 22JUN.  Instruction will be focusing on providing students with activities around college and career opportunities.  We are finalizing those activities this week, and we will be asking that you post them up in your Google Classrooms to help us get the word out to students and families.

To-Do This Week

Final follow up with students who have NX as a floor grade.  By Friday, please make sure the tab "NXer List" on the Remote Learning Tracker is accurate for your class.  If someone is currently passing, then please remove them from the list.  If someone needs to be added to the list, please add them to the list (you can copy their line from the "Final Floor Grades" tab and add it to the bottom of the NXer tab).  

NXer Daily Meetings.  We will be having daily check ins immediately following AM check ins during the week of 08JUN20 and 15JUN20.  Any teacher who has an NX student on the NXer list will be asked to stay on after AM check in and we will be going through the list of students one at a time to review outreach attempts, results, and necessary next steps.  In particular, we will be looking for answers to the following questions:

• What is the student missing and why hasn't she turned in the work? 
  NOTE:  If you don't know, please reach out this week to find out.  
• Which assignments are necessary to show student academic skill level?
  NOTE: Keep assignments focused on student outcomes vs. student academic behaviors.  Summative assessments in latter May & June should be course cumulative assessments of student learning (thereby inbedding learning targets from earlier in the year, including March and April).  Therefore, having students complete course cumulative tasks AND tasks from March are repetitive evaluations of student competency.  Please have these cumulative assessments named in the Teacher Updates column on the NXer tab of the Remote Learning Tracker.
• How many different methods and how many different times have you attempted contact?  To what success or no?  Any student on your NX list should have at least one active (phone call, text exchange, What's App exchange, etc) outreach attempt per day. If the active attempts are unsuccessful, there should be at least two passive attempts (email, text, remind, etc.) to connect with student.  Each contact should be contacted in Skedula until successful contact is made OR you have completed two passive contact attempts for each contact listed.  
  NOTE: Please update your log of contact in the NXer Tab (far right) on the Remote Learning Tracker

 

Week of May 26th

UAI Staff News

Volume VII

Issue 38

May 26th,  2020

Announcements

Happy Birthday!!!

Ms. Marni (Monday, 25MAY20) and Ms. Giselle (Tuesday, 26MAY20)!!

Evidence of Mastery.  As pedagogues, we are constantly looking at student behaviors, questions, and work products to evaluate in pursuit of knowing whether or not students have mastered what was taught.  In academics, we look for their ability to use new content and skills adeptly and accurately.  When looking at social emotional learning and behaviors that support academic success, we are often not so clear about assessing mastery.

Too frequently, we conflate academic behaviors (or social emotional learning skills) and academic competency.   In the rush to move to a digital learning environment, no time or planning went into the technical social emotional competency of our students.  In fact, we didn't even understand that that was even a thing back in March!  Now, as we have experienced countless screens turned off, students self-muting, or students failing to sign up for Google Classrooms or use classrooms appropriately to submit assignments or access resources, we have a much better idea of the kinds of skills our students are missing and thus the hurdles that are inhibiting their (and in some cases our own) success with Remote Learning.

By this Friday, all AP classes, 8th grade classes, and senior classes will move completely into Asynchronous Learning for the remainder of the year.  By next Friday, the entire school will be in this structure.  This transition will give teachers the time needed to actively and creatively reach out to students who have shown you that they are struggling with Remote Learning.  They are showing you this via their inability to consistently submit work to you (or their inability to consistently submit quality work to you).  

Connection to the home is crucial at this time.  Emails, texts, phone calls, friend calls, Discord, however - this is the time to think outside of the usual boxes to creatively connect with your students in this bucket.  The goal is to connect with the students and their families and support them in completing the work in your class that is necessary to pass.  If you do not connect with your students after trying everything you can think of, please reach out to Kiri, Annie, or Jen.  We will work with you to think of a way to help you connect with the student.

From outreach thus far, many students report feeling unmotivated and disengaged.   Much of these feelings are directly the result of depression related feelings coming out of the stress and anxiety of living through a Global Pandemic for the last three months.  No magic wand can make these emotions go poof!  However, you do have the ability to help (not solve - just help).  Keep the goals small and achievable.  Instead of telling students, "Complete these 10 assignments" - which will only lead to more feelings of being overwhelmed - start them with, "Let's try this assignment first."  After they submit that first assignment, then continue working with the student to get her to move through the work, little by little and steadily.  

It will take constant outreach and work in order to connect with our students now.  When we are not in person, our only method of communication is digital or phone.  This is a lot slower and a lot harder, but it's all we have for now.  We need to leverage what we have to make sure we reach our students who need us most.

When we do that, we will get the work we need to evaluate student mastery and effectively and fairly give final grades in June.

To-Do This Week

<<Repost>> Post Assignments for Asynchronous Learning.  This week all AP classes will begin ending live (or synchronous) online instruction.  Remember, instruction is continuing.  We are moving to asynchronous (or non-live zoom lessons) for June.  This will give teachers the time and access to work live with those students who need extra help and support.  At the same time, those students who have demonstrated competency with online instruction can now develop their skills with asynchronous learning.

• Students Who Are At or Above Course Learning Targets (so passing or higher).  For those students who have successfully demonstrated mastery in your course, please provide independent activities and projects for them.  The goal is to select high interest, engaging tasks that students can complete independently.  These should not be assigned to all students.  Rather, they should only be assigned to students who are meeting course learning targets or exceeding those goals.  If needed, you can identify office hours on a particular day for these students.  

• Students who are in danger of failing (below course learning targets).  After your last live lesson (or synchronous lesson), your regular zoom times will be reserved for working with students who are in danger of not successfully completing your course by June (so, all students who are listed as having an NX as their floor grade - see the Remote Learning Tracker).  This includes doing outreach, tutoring, and anything that needs to be done to support these students.  If needed, you can identify zoom times for students working on the independent, asynchronous projects.  The main goal is to use your time as you need in order to make sure you connect with the students who need you the most.

• When is Live Zoom Instruction Ending? Here are the dates of the last live zoom lesson
• 29MAY20 - Last day for all 8th and 12th grade synchronous, live-zoom classes.  These are terminating grades.  So we are giving these teachers an extra week to work with students to help them meet course targets and graduate.
• 05JUN20 - All other UAI Classes - last day for live zoom

 

Week of May 18th

UAI Staff News

Volume VII

Issue 37

May 18th,  2020

Announcements

Happy Birthday!!!

Mr. Damon (Monday, 18MAY20) and Mr. Jake (Wednesday, 20MAY20)!!

Preparing for the End of the Year and Evaluating Student Learning.    There are still so many unanswered questions about what the fall will look like next year.  However, in this time of uncertainty, there is also an opportunity to reflect and rethink our foundational assumptions.

As we near the end of the year and the time to assign final number grades, this year it is that much more challenging now that we have been operating in a completely new model of instruction for the last three months.  The truth is that we are all new to this kind of teaching, and our students are new to this kind of learning.  It is virtually impossible for us to intentionally plan for and consistently hit high-quality instructional goals during this period of time.  As a function of our own learning curves, it is also impossible for our students to excel.

This year (and I know it seems like ages ago, now), we have been diving into our work around equity and our own personal biases.  The one main takeaway I want all of us to remember from that work is that we all (regardless of race, class, gender identity, experience, etc) - we all enter our classrooms with biases.  We all have foundational beliefs about teaching and learning, and those beliefs our integrally tied to our own cultural and socio-economic experiences with our own personal learning experiences.

We cannot lose sight of that truth. We all have biases.

With that knowledge, it becomes our responsibility to interrogate our assumption and judgments.  As we enter into this final round of grading, it becomes even more essential to do so.  As you enter into final evaluations of student performance, it is completely natural and normal to have a sense (based on student work, your relationship with the student, your experience, and many other valid data points) of what you believe the student "merits" for a final grade.  My challenge to you - take a step back from grading the students, and make the space and time to seek out and investigate your assumptions and your reasons behind your judgments.  

• You may arrive at the same evaluation.  That will be definitely true for many.  However, if you find yourself encountering reasons like that tie back to your personal experience "that worked for me" or "that's how it's always been" - take caution.   These are the first slippery stones into enacting implicit biases.

• You may discover something uncomfortable about your assumptions - also natural, because each of you are compassionate, passionate educators who want only the best for our students.   If you find yourself shying away from the possibility, challenge yourself to look again. The same motivation that is making you feel discomfort (your passion and commitment) is the same fuel that propels you to make sure you protect our students from any elements of inequity.

• Whatever you encounter as you take a beat to shift your perspectives and reflect, please know that it is both your job and your responsibility to make and take this time and mental space to weigh your final judgments of student performance.   In so doing,  you are making sure that you are doing everything within your power to create equity in your classrooms, and to empower students  

If you're looking for some reading to continue to expand your thinking and reflection, here are resources specifically around equity and grading that offer additional perspectives:

• Grading for Equity, By Joe Feldman
• The Case Against the Zero, by Doug Reeves
• If you know of other titles please do share with the staff!

To-Do This Week

Plan for Asynchronous Learning.  This week all AP classes will begin ending live (or synchronous) online instruction.  Remember, instruction is continuing.  We are moving to asynchronous (or non-live zoom lessons) for June.  This will give teachers the time and access to work live with those students who need extra help and support.  At the same time, those students who have demonstrated competency with online instruction can now develop their skills with asynchronous learning.

• Students Who Are At or Above Course Learning Targets (so passing or higher).  For those students who have successfully demonstrated mastery in your course, please provide independent activities and projects for them.  The goal is to select high interest, engaging tasks that students can complete independently.  These should not be assigned to all students.  Rather, they should only be assigned to students who are meeting course learning targets or exceeding those goals.  If needed, you can identify office hours on a particular day for these students.  
• Should this work be graded?  Teachers choose how to evaluate this work.  However, this work is enrichment and should not be punitively graded if students do not complete. This work can be work that students complete to improve targeted skills and grade point averages for HS Students.  NOTE:  ALL High School Teachers will need to communicate clearly how enrichment work can elevate their final grades and how these final grades will be components into the students' overall GPA, an key metric to college acceptance.
• How often should students turn in work?  No more than once a week.  So, choose Wednesday or Monday for your class submission date.  Communicate with your grade team so you are all asking on the same day.  
• What about attendance? You should continue to have students complete daily attendance questions.  For example, if you assigned them to go on a virtual museum trip, for attendance, you might ask "Which museum are you visiting?".  The question should be multiple choice, related to your assigned work, and daily.
• What should these "asynchronous" projects look like and do you have any resources?  There is a wide array of things you can assign.  From having kids submit a short video of a 7min workout, to doing their own version of the "White House" update on the COVID-19 Pandemice (what they wish they could here) to googling how to make "hexaflexagons."  Creativity is the call, but keep it simple for you and them.  Come to Office Hours with Kiri if you need help brainstorming or building out your ideas.  In addition, here are some resources to use and take inspiration.
• NYCDOE Teach Hub
• UFT Classroom Resources
• Virtual College Tours
• Virtual Museum Tours NYC
• Virtual Field Trips
• New York Performance Assessment.  

• Students who are in danger of failing (below course learning targets).  After your last live lesson (or synchronous lesson), your regular zoom times will be reserved for working with students who are in danger of not successfully completing your course by June (so, all students who are listed as having an NX as their floor grade - see the Remote Learning Tracker).  This includes doing outreach, tutoring, and anything that needs to be done to support these students.  If needed, you can identify zoom times for students working on the independent, asynchronous projects.  The main goal is to use your time as you need in order to make sure you connect with the students who need you the most.

• When is Live Zoom Instruction Ending? Here are the dates of the last live zoom lesson
• 18MAY20 - AP Bio & AP Environmental Science
• 19MAY20 - AP Lang
• 21MAY20 - AP World
• 22MAY20 - AP Spanish
• 29MAY20 - Last day for all 8th and 12th grade synchronous, live-zoom classes.  These are terminating grades.  So we are giving these teachers an extra week to work with students to help them meet course targets and graduate.
• 05JUN20 - All other UAI Classes - last day for live zoom

"NX" Floor Grades for Students.  This week, admin, out-of-class support, and grade-team teacher support will be meeting with teachers of students who have a floor grade in your classes.  These meetings will be used to understand how the student is struggling in the class, what we can do as a team to construct a safety net for these strugglers and help them get to a successful end point by the end of June.  Please refer to the Final Grade Floors and Conference lists to review the list of students who are on your docket for review.  Please add any notes in the "Teacher Updates" column.  Those comments will greatly expedite our meetings this week!

 

Week of May 11th, 2020

UAI Staff News

Volume VII

Issue 36

May 11th,  2020

Announcements

Happy Birthday!!!

Ms. Christina (Sunday, 10MAY20) and Ms. J[elissa] (Thursday, 14MAY20)!!

Happy Mother's Day!  Check out Jen's Awesome Mother's Day Video!!  To all of the UAI working mothers and all of your own mothers (and mother figures), HAPPY MOTHER'S Day.  For our working moms, balancing work and parenting has always been challenging, but working and parenting in the time of COVID has made everything that much...extra.  However, you have all found a way.  

• We all have enjoyed the surprise cameos of your kids as they visited your lessons and meetings.  
• We all stand in awe of how much you must work to balance the load of reaching our students and teaching your own at home.
• On top of that of all that work, you are still riding the regular roller coaster of parenting (the ever-present tug of war over screen time, struggling to get them into daily safe outside activity, becoming home chefs, and so much more)

Because each of you constantly strive to be better, I know that there are times when you must be feeling like nothing is going particularly well right now.  However, take the time today to center yourself on the unbelievable opportunity you have given your children during this time period.  Essentially everyday is bring your child to work, and their exposure to your daily struggle to improve the lives of others is inspiring them in ways you cannot imagine (and in ways that their young minds may not yet be able to express).

For those of you who are celebrating your own mothers (or mother figures), I encourage you to find the times when she inspired you most.  Share that memory with her.  Words and stories are sometimes the best gifts we can give to those we admire and love! (Of course the flowers and gifts are always nice too!)

To-Do This Week

Begin Planning for Asynchronous Learning.  This week begins the ending of our live (or synchronous) online instruction.

• Students Who Are At or Above Course Learning Targets (so passing or higher).  For those students who have successfully demonstrated mastery in your course, please provide independent activities and projects for them.  The goal is to select high interest, engaging tasks that students can complete independently.  These should not be assigned to all students.  Rather, they should only be assigned to students who are meeting course learning targets or exceeding those goals.  If needed, you can identify office hours on a particular day for these students.  
• Should this work be graded?  You can choose how you want to evaluate this work.  This work is only for enrichment and should not be punitively graded if students do not complete. This work can be work that students complete to improve a targeted skill.  Improvement in this skill could result in a grade going from e.g. 75 to 78 or from 80 to 90, depending on the scope of the work.
• How often should students turn in work?  No more than once a week.  So, choose Wednesday or Monday for your class submission date.  Communicate with your grade team so you are all asking on the same day.  
• What about attendance? You should continue to have students complete daily attendance questions.  For example, if you assigned them to go on a virtual museum trip, for attendance, you might ask "Which museum are you visiting?".  The question should be multiple choice, related to your assigned work, and daily.
• What should these "asynchronous" projects look like and do you have any resources?  There is a wide array of things you can assign.  From having kids submit a short video of a 7min workout, to doing their own version of the "White House" update on the COVID-19 Pandemice (what they wish they could here) to googling how to make "hexaflexagons."  Creativity is the call, but keep it simple for you and them.  Come to Office Hours with Kiri if you need help brainstorming or building out your ideas.  In addition, here are some resources to use and take inspiration.
• NYCDOE Teach Hub
• UFT Classroom Resources
• Virtual College Tours
• Virtual Museum Tours NYC
• Virtual Field Trips

• Students who are in danger of failing (below course learning targets).  After your last lesson, your regular zoom times will be reserved for working with students who are in danger on not successfully completing your course.  This includes doing outreach, tutoring, and anything that needs to be done to support these students.  If needed, you can identify zoom times for students working on the independent, asynchronous projects.  The main goal is to use your time as flexibly as possible to make sure you connect with the students who need you the most.

• When is Live Zoom Instruction Ending? Here are the dates of the last live zoom lesson
• 13MAY20 - AP Lit
• 18MAY20 - AP Bio
• 19MAY20 - AP Lang
• 21MAY20 - AP World
• 22MAY20 - AP Spanish
• 29MAY20 - Last day for all 8th and 12th grade classes.  These are terminating grades.  So we are giving these teachers an extra week to work with students to help them meet course targets and graduate.
• 05JUN20 - All other UAI Classes

Floor Grades for Students.  We are an annualized school.  Before the COVID outbreak, we had successfully completed 2/3 of the year.  Online instruction (MP5 & MP6), therefore represent the remaining 1/3 of the school year.  Given their performance in 5 out of 6 marking periods, it is not possible to predict minimum grades for students.  Here's how

• 2/3 or 67% of their final grade will be based on the first 4 marking periods (average).  Remember, students worked for the majority of the year to achieve the grades they have.  We need to weigh that work accordingly.  
• 1/3 or 33% of their final grade will be based on their performance for MP 5 & 6
  Minimum grades were calculated using their current grade for MP5.  Because we're calculating minimum grades, I assumed a failing grade (55) for MP6 to make the final calculations for min. grades.  

• For grades <65, the minimum grade is "NX" and students are indicated as either "Conference" or PID.  
• If they are "Conference", these students are failing 1 or fewer core classes.  Annie and Kiri will be reaching out to you over the next two weeks to find out what support you need to connect with the student and provide her the tutoring support she needs to successfully meet your course learning goals by the end of June.
• If they are "PID" these students are failing one or more core classes and as a result, their promotion to the next grade is in doubt.  Kiri is reaching out to these families directly to discuss (or document in cases where contact has proven impossible) options (which include summer school or repeating the grade)
• For graders 65-69
• For MS students, the minimum grade is "N"
• For HS students, the minimum grade is "P"
• For grades > 70
• For MS Students, the grade is "MT"
• For HS students, the minimum grade is the number listed

Looking to Spice Up your Remaining Lessons and Build out Your Online Prowess?  Check out this amazing resource put together by our colleagues and UA Gateway.  It has amazing digital teacher tools and tutorials that can help you increase student interactions and engagement!  I'm planning to play around with these this week and if you're interested in learning alongside me, join me in office hours!


Visualizing the Future of UAI with Social Distancing and Online Learning.  The mayor has recently put together advisory panels to plan the re-opening of the city.  Urban Assembly CEO Kristin Kearns Jordan is on the Educational Advisory panel, so the Urban Assembly will definitely have a voice (and an ear) into plans.  As soon as I know anything, you can be assured I will share it.  That said, we have some valuable time right now to envision our school as we would like it to be (vs. what we are told it should be).  If we can come to a clear vision with clear asks, their is always an opportunity to ask for what we need. We may not get it, but we certainly won't get it if we do not ask!  Many thanks to those who joined for initial sharing of ideas and concerns about the fall on Friday.  I am turning my Friday office hours into weekly brainstorming and ultimately planning sessions for the future look of UAI's Instruction in the Time of COVID -19 (you see that twist on Garcia Marquez, there?).  All are welcome to join for one, some or all of the sessions!

 

Week of 04MAY20

UAI Staff News

Volume VII

Issue 35

May 4th  2020

Announcements

May the Fourth be with you!!

No Birthdays this Week!!

Happy Teacher Appreciation Week!  This week is teacher appreciation week!  Teachers are not just the classroom titles, but they are all individuals who help others grow, develop, and learn new ideas and skills!  This week, we are celebrating all our of classroom teachers, counselors, deans, paraprofessionals, and secretarial support.  Together, we all work to best serve our young women, and help them find their voices and power so that they are ready to change the world in which we all live! CLICK HERE to see the full collection of quotes and pictures (I dug deep into the vault for some of these).

To-Do This Week

Continue to Update the Tracker.  By the 9AM on Tuesday, please update the Remote Learning Tracker with "M"s for any student who did not submit their 2nd graded assessment.  Remember, we're just looking for kids who didn't turn in anything for the core classes this go around.  Also, if she did finally end up submitting for Wednesday, please remove those Ms.


Submit Grades in PADs.  Thanks to Jennifer & Phil, we managed to keep the way you're able to submit your grades!  All grades are due by 3PM on Wednesday, May 6th.  Report cards will be generated on Thursday.  Advisors should distribute reports cards (via email or remind) to parents and students on Thursday and Friday.  Please join Kiri during office hours if you need assistance on how to separate the report cards into individual files for sharing.


Breakout Rooms.  Are you feeling bored by your lessons?   Do you want to play around with breakout rooms in a low stress, spit-balling environment?  Join Kiri during her noon office hours any day this week (except Thursday) to join her in playing around and learning a bit more about how to effectively use breakout rooms.

Per Session Opportunity

Tutoring & Outreach.  We are looking for at least one teacher per grade to coordinate and follow up on outreach for the grade team cohort (the 2/3 of the grade that are already participating - somewhat actively).  This teacher would then provide additional tutoring (e.g. organizational tutoring, individual instruction on accessing online instructional systems - GC and Zoom, and other necessary skills outside of the academic lessons that are getting in the way of successfully engaging all the time).  The goal is to ensure that students are independently and consistently submitting all assignments each week. This may mean staying on the phone with students as she completes assignments, in other words - getting her to actually DO the work, rather than talking about a plan to do the work.  At least 1 hour per day for at least 1 teacher per grade.  If you are interested, please email Kiri.