Some things we have read through recently...

COVID-19: School Matters

The next installment in our study of schools and organizations solving problems for and with Boston kids and families...

This Week: Supporting High Needs Students

The Channing Elementary School is a PK-5 school in Hyde Park. Currently with approximately 220 students, it will be growing to serve approximately 300, including the addition of a 6th grade. Over 90% of the students are students of color, and nearly 3 out 4 Channing students are designated as high needs.

In 2014, the Channing was in the 1st percentile, and required state intervention. What followed was a remarkable turnaround. This past fall, the Channing exited turnaround status, with large strides in literacy (nearly meeting the state average in 3rd grade ELA), student attendance and safety, and school and staff culture.

We talked with Principal Carline Pignato about how the Channing supports all of its students and families, and how that applies to remote learning and the school’s highest needs students.

The Channing Way

It all starts with authentic relationships. All of our teachers and staff communicate with families, and develop a deep understanding of their students as children and as learners. As we responded to COVID, we were concerned about issues of equity and our families. We began weekly calls and surveys to continue communication, gather information, and sustain those relationships.

For instruction, as a staff we have aligned on expectations and routines for students. We strive to use common planning, common curriculum and assessment, and best practices to create engaging lessons for our students. A good example of this is our commitment to Literacy Collaborative from Lesley University, and using our staff training to ensure class materials and activities are research-based and systematic.

In our planning for remote learning, we formed a home learning leadership team. Our goal was to, as best we could, mimic the instructional routines from school for our students at home. We wanted students to picture themselves in the classroom - make it virtual. Particularly for our early childhood classrooms, we made schedules, activities, and even PowerPoint templates to mirror the actual classroom and activities. We wanted our kids to almost see themselves in school to promote continuity in learning.

And we had to focus on building new routines. We needed to ensure that students and families had the tools and comfort with technology to access the learning opportunities we were providing.

And we only know if our instruction is working if we have data. We have weekly data goals and cycles with teachers, our instructional leadership, and our student support team to assess how students are doing. For example, we would review student progress and levels on Lexia, an adaptive literacy assessment. Below is an example of our K1 class of students with varied learning needs. Teachers and students look forward to interacting with each other for Interactive Read Aloud, Shared Reading and Shared Writing via Zoom. Afterwards, each student engages in Lexia to practice literacy skills and IXL for math skills.

Because our students and teachers were comfortable with data and assessment platforms, we were able to carry them into remote learning. Our home learning leadership team meets twice per week, reviewing data in both sessions. Without our students physically in front of us, it is even more important that we have information on not only how they are doing, but also on their engagement - logging in, time on task, and error analysis.

Example:

Our Youngest and Most Vulnerable

Every student at the Channing has needs and the right for their needs to be met. This is extremely important for our early childhood special education classrooms.

The Channing is home to “ABA” (applied behavior analysis) classrooms, which primarily serve students with autism. Individual attention, routines, hands-on materials/manipulatives and familiarity are particularly important for these students. Remote learning presents significant challenges for these children.

So, we took the idea of a virtual classroom further. On the first day of closure, our Early Childhood Special Education Team applied for a grant, to recreate the classroom environment for the students at home.

Children continued with the same technology applications they used daily in the classroom before closure. Our teachers virtually instruct daily via Zoom sessions that follow the same structured routine and schedule as in our physical classrooms, including Social & Emotional Development.

Card and Board Games for Social Emotional Development.

Many students have year-round schooling provided as a part of their special education services, so we are working now to create a seamless transition plan for July and August. Teachers have requested to teach their current classes in ESY in order to continue the continuity of our Channing Homelearning.

Lives on the Line

In the initial push to provide meals to students and families, we did not receive much in terms of requests or needs.

That changed in week 2 or 3. We had lost contact with a student for three days, and we were concerned. When we did get a hold of him, he said he wasn't feeling well enough to attend his classes or complete his work.

He said: “My belly is empty. It was hard to even get out of bed.”

I started getting texts and emails about food. Our family surveys started to make it clear that despite the massive deployment of free meals that food was still an issue. Many families have two more children, and many of our families have multi-generational households. The portions weren’t big enough, in many cases.

Our families also missed cooking. The inability to cook your family’s food was taking a toll on dignity and identity, becoming an equity concern as families couldn’t cook the food of their culture.

So we made a plan to supplement. Through our weekly survey, families could begin to make requests for fresh food (fruits and vegetables) or dishes they wanted to make (e.g., rice and beans). With great support from Laura Benavidez (the head of BPS nutrition), we were able to access a network of food services and food banks. The YMCA has been a great partner. Once we get the survey data, we make orders and in many cases food can be directly delivered to our families.

Many of our families already were struggling with housing security, and with unemployment now high, we are hearing concerns about housing. Since school closure, we have referred a dozen families to Rosie’s Place.

And we are concerned about the health of students and families. Some of the highest rates of COVID in the city are in the neighborhoods where the majority of our families live. Hyde Park, in particular, is home to the largest percentage of healthcare workers in Boston.

We added a question to our weekly check-ins with students and families - “Are you being directly impacted or experienced a loss due to COVID-19?.”

Since the school began its turnaround work, we have invested in social and emotional supports, and trauma responses. Ashmont Counseling and Dr. Beckford have been consistent, effective partners in this work.

And we have needed them now.

We lost contact with a student for 10 days, only to learn that was because two of his family members had passed away from COVID-19. Our team was able to respond immediately, establishing contact, remote counseling, and determining what other social services were needed for the family.

As difficult as these circumstances are, I am grateful for the opportunity to support our families. The fact that they are asking for help is a testament to the relationships we have built and trust.

Channing students and families know that they can count on us.

Notes in the Margin

Governor Baker announced “Phase 1” for reopening Massachusetts. That does not provide specifics for daycares, schools, or summer camps.

More and more data is coming out on how families are coping with school closures and remote learning. Safety continues to be a top concern, and there is interest in available summer learning and more direct contact and materials from schools.