I have been pondering the unspoken questions you are probably too busy to ask just yet as you are preparing for these uncharted waters. However, here is some food for thought as we all wait for information in regards to this pressing matter from the Texas Education Agency. Again the following are suggestions for you to think about or as part of a collaborative talk with your team.
Intervention Classes
If your intervention classes were centered around retesters for STAAR or EOC and not focused on a true skill that was needed to overcome a learning gap (identified through multiple data points and a universal screener), this would probably be a good time to evaluate the long-term effectiveness of those classes. More importantly, are they an essential class at this time?
Reflection Time: Of the students that were in those classes and passed the STAAR or EOC, how many continued to struggle, but received no intervention afterwards? Was this class truly an intervention class or was the true focus on passing STAAR or EOC? Remediation for State Assessment is not Remediation to close learning gaps for academically struggling students.
Intervention Period (built into the master schedule, open to entire school/grade level)
If you are using a standardized evidence based program with fidelity, then you should be able to transfer the program to an online setting via ZOOM, Google Hangout, FaceTime, Skype, etc. These are typically scripted programs that come with materials for students. Build this time into you master online/distance learning plan. You can still practice small groups through the technology mentioned above.
If you are using evidence based strategies, please continue providing your interventions via ZOOM, Google Hangout, FaceTime, Skype, etc.. Load the necessary materials for students/parents to print or find in their home.
Utilize protocols already in place, such as, distributing materials to students in the same manner that free/reduced lunches are being provided to students.
Be flexible with your students' schedules by setting up set times to hold small targeted intervention groups in 25-30 minute increments. Use the same method of scheduling these small groups that you use for scheduling parent/teacher conferences.
Goal Setting
If you do not have a standardized evidence based program, this is the time to analyze the goals you were working on with your student during your intervention time. If you didn't have a clear target of a year's growth that you are aiming your student for, then this is the perfect moment to develop it. This will allow you to customize a plan and pull the appropriate materials for your student. It might be a good idea to develop the goals with students and give them ownership of meeting the goals. This link is a great resource from UDL Guidelines to pull from: http://udlguidelines.cast.org/action-expression/executive-functions/executive-functions
Problem Solving Teams
This is a perfect opportunity to utilize your professional learning communities through various channels utilizing common assessments, probes, etc. to discuss the needs of your students. How are you connecting with other departments to be a part of your problem solving teams?
Data Based Decision Making
I hope that you do not feel isolated from the rest of your team. Professional Learning Communities are about supporting and learning from each other. Reach out to your teammates to help you make instructional decisions in any TIER. Determine the types of data you will be using to determine progress. Remember this data does not have to be cumbersome. Probes are supposed to be quick and easy. How could this translate virtually? A google quiz? Kahoot? Padlet? The name of the game is user friendly and quick/easy.
Parent Communication
Parent Family Engagement is crucial during this time period. This is my not so hidden truth. My daughter was basically on her own as she "home schooled" her way through her 8th grade year as a student of the Texas Tech University K-12 District. The reason we survived that experience is that there was a very clear expectation from TTU K-12 that the parents would monitor their student's educational experience and that the student would take ownership of their learning. This was communicated through their mandatory orientation videos, detailed syllabus for each subject and through the repeated message in all the communications from teacher to student and teacher to parent. Would we as a family do it again? Well...I was hoping that I wouldn't in this lifetime; but here we go again.
Social Emotional Learning Support
Now more than ever, we need to make sure that we are mentoring our students. This is where relationships are critical. Our students may be rejoicing over their "lucky day" with an extended spring break, a pass on the state assessments, and a possible "easy ride" with distance learning (total misconception on their part). Please find a fun, easy way to stay connected with your students. Check in with your students via Google Hangout, Zoom, Skype, FaceTime, etc.
Following The Three C's Will Set You Free! Collaboration, Communication and Collective Responsibility work best together.
