DRAFT SPS Distance Learning Stakeholder Survey Results · supporting learning while 36% of white...

Seattle Public SchoolsDRAFT SPS Distance Learning Stakeholder Survey Results

June 2020

Attuned Education Partners © 2020

DRAFT

Table of contents

2

Page Topic

2 Context and executive summary

22 Stakeholder survey quantitative responses: Family/Caregiver

62 Stakeholder survey quantitative responses: Educator

91 Stakeholder survey quantitative responses: Leader

98 Stakeholder survey open-ended responses: Context

100 Stakeholder survey open-ended responses: Family/Caregiver

109 Stakeholder survey open-ended responses: Educator

118 Stakeholder survey open-ended responses: Leader

126 Stakeholder survey open-ended responses and interviews: Central staff

136 Spring 2020 bright spots

139 Appendix


DRAFT

This report integrates analysis from multiple data sources*

3

Stakeholder

Data source Description**

• Family/caregiver distance learning survey • 15,542 responses from SPS familiesPerspectives**

• Educator distance learning survey • 3,247 responses from SPS educators

• School leader distance learning survey (incl. • 64 responses from SPS school leaders

open response)

• Central office distance learning survey open • 95 responses from SPS central office staffresponse

• Interviews with members of the Distance • 24 interviewsLearning SteerCo and small Cabinet

SPS Artifact • Schoology usage data for students and • Schoology login rate data cut by subgroupsReview educators.

*A few information gathering efforts are still underway. The family and community partnerships is leading outreach to families FEEJ through a partnership withUniversity of Washington. Attuned is interviewing principals to gain a better understanding of the identified bright spots.**All survey questions were optional, so the N size for each question will vary if respondents skipped questions.


DRAFT

We’ve categorized the findings across seven essential practices of effective school systems

4

We have mapped the questions across each survey to these 7 areas

1. Planning and vision Establishing a vision and plan for distance learning

2. Student culture and wellness Promoting a joyful, engaging, and safe student culture

3. Curriculum, instruction andassessment

Implementing rigorous, aligned, and culturally relevant curricular material and assessments for all students

6. Family/caregiver partnerships Promoting authentic family/caregiver partnership

4. Tiered supports Implementing tiered academic and SEL supports to meet students’ specialized needs (e.g., special education, ELL, credit recovery, social-emotional)

5. Adult culture and wellness Promoting educator social-emotional wellness, strong team culture, and professional learning

7. Operations Implementing effective and efficient operations systems that enable school leaders to focus on instruction and student culture/well-being


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5

Survey respondents are disproportionately white, from low FRL schools, and from elementary schools. Black and Hispanic/Latino

families, high FRL schools, and high schools are under-represented. Throughout the report, all data is presented disaggregated for all

subgroups.

Family/caregiver % responses by school FRL (n=15,542) Family/caregiver % responses by grade level (n=15,542)

Family/caregiver % responses by ethnicity (n=15,542)

Demographics of family/caregiver survey responses versus actual demographics in the district

Notes: 1) FRL rates were determined based on the FRL rates of the school associated with each family/caregiver’s reported school. 2) 96 educator responses and 149 family responses selected "other" for school so they are not mapped to an FRL category or grade band. 3) families with >1 student in the district were asked to respond on behalf of one child or submit multiple surveys

23%

20-40%

22%

0-10% 10-20% 40-60% > 60%

38%

Unknown

27%

17%22%

7% 9% 9%

23%

1%

60%

PK-5 Other

20%

6-8 9-12

22%

51%

18%27%

1%

% of responses % actual in district

Hispanic/Latino NH or OPIBlack/AA AI

4%14%

4%13%

0% 0% 0% 0%

White

13%

OtherMultiple Asian

66%

47%

12% 13%8% 6%


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6

Educator % responses by school FRL (n=3,247) Educator % responses by grade level (n=3,247)

Educator % responses by role (n=3,247)

Demographics of educator survey responses

Notes: 1) FRL rates were determined based on the FRL rates of the school associated with each family/caregiver’s reported school. 2) 96 educator responses and 149 family responses selected "other" for school so they are not mapped to an FRL category or grade band.

Unknown20-40%0-10% 10-20%

24%

40-60%

18%

> 60%

21%

11%

23%

3%

6-8PK-2 Other3-5

16%

5%

9-12

28%30%

4%

Instructional Asst.Certified Teacher Other Non-certified Staff

13%

Educational Staff Associate

8%

Other Certified Staff

6% 5%

69%

All data is presented disaggregated for all subgroups


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Demographics of leader and central staff survey responses

7

Leader % (# of) survey responses by grade level (n=64)

Central staff survey responses by department (n=95)

8%(5)

K-8

9%(6)

K-5 6-8 6-12

61%(39)

9-12

8%(5)

14%(9)

43%(15)

OperationsStudent Support Services

CAI Equity, Partnerships &

LegalOther Communications

(21)40%(8) 33%

(4)50%(4)

100%(4)

Engagement

41%(39)

38%

All data is presented disaggregated for all

subgroups

Central staff only answered open response

questions


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Family/caregiver survey: summary (1/4)

8

Family/Caregiver Survey

Observations

• Overall, more than 80% of family respondents are concerned about their students socially or emotionally; 20% are “quite”or “extremely” concerned.

• American Indian, Black/African American, Hispanic or Latino, and Native Hawaiian or Other Pacific Islander familyrespondents are “extremely concerned” about their students socially or emotionally at higher rates (10% or more) relative to

Student Culture other families.and Wellness

• Family respondents with students in >40% FRL schools (40-60% FRL; >60% FRL) report being “quite” or “extremelyconcerned” (>23%) as well as “not at all concerned” (~20%) at the highest rates.

• There is little variation by grade band in degree to which family respondents are concerned about their student socially oremotionally.

• 93% of family respondents indicate that their student is participating in some form of distance learning. There is little variation by school FRL or grade band.

• The vast majority of family respondents (88%) report that their students are participating in distance learning throughonline assignments.

• Family respondents from 40-60% and >60% FRL schools report using paper packets at highest rates (10% and 8%,Curriculum, respectively, versus 5% or lower for lower FRL family respondents).

instruction, and • 10% of PK-2 family respondents report their students are using paper packets versus 4% or fewer of respondents fromassessment – other grade bands.

Method of • Overall, fewer than 20% of family respondents report that their students view lessons on SPS TV.distance learning • More than 25% of Black/African American (26%), Asian (28%) and Native Hawaiian/Other Pacific Islander (35%)

respondents reported that their students watch SPS TV. • Respondents report that students from >40% FRL schools (40-60% FRL; >60% FRL) are utilizing SPS TV videos at the

highest rates; 9% of students from >60% FRL schools are viewing SPS TV videos daily (at least once or several times),compared with just 3% of students from 0-10% FRL schools.

• Across grade bands, respondents report that PK-5 students are viewing SPS TV videos at the highest rates (20-27% at leastweekly versus <10% in MS/HS).


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9


Observations

• The majority of family respondents (53%) report that their students were receiving “just the right amount of work.”• Family respondents from >60% FRL schools are least likely (20% versus overall average of 27%) to report that their students are

receiving “too few schoolwork assignments.”

Curriculum, • The higher the grade band, the higher percentage of family respondents reporting that their students are receiving “too few

instruction, schoolwork assignments,” from ~20% of PK-2 family respondents to more than one-third of high school family respondents.

and • ~50% of family respondents believe that the rigor of schoolwork is “just about right” and ~25% believe it is “too easy.”

assessment •

– Amount

Black/African American (12%) and Hispanic/Latino (10%) family respondents report that their students’ work is “too difficult” at higher rates compared with other families.

and Rigor of • Family respondents from schools >60% FRL reported the rigor of their students’ work being “too easy” at the lowest rate (17%)

work relative to other school FRL bands (21-25%).• Elementary school family respondents reported the rigor of schoolwork as “just about right” at the highest rates (54% and 57%

for PK-2 and 3-5 versus 47% and 41% for 6-8 and 9-12).• A quarter of high school family respondents are “not sure” about the rigor of their students’ schoolwork.

• Overall, 61% of family respondents are “concerned” (36%) or “extremely concerned” (25%) about their students’ learning.• American Indian (n=35) and Native Hawaiian or Other Pacific Islander (n=42) show the highest rate of concern.• Middle school and high school family respondents report being “extremely concerned” about their students’ learning at slightly

Curriculum, higher rates (28%) than elementary school families (23-25%).

instruction, •

and

Across ethnicities, the number one barrier to learning cited by families/caregiver respondents is that students “are not sure what they are supposed to do.”

assessment • The second most cited barrier is students “can’t keep track of all of their classes and assignments.”

– Concerns • The third most citied barrier is not having a quiet place to complete homework.

and Barriers • The trends in barriers to learning are fairly similar across school FRL types.

to Learning • Elementary family/caregiver respondents report lack of quiet space at slightly higher rates than other grade bands (9% versus3-7% for other grade bands).

• High school family/caregiver respondents report “no barriers to learning” at the highest rate (21% versus 13-15% for othergrade bands).


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Observations

• 70% of family respondents with students on IEPs are “concerned” or “extremely concerned” about their students’ learningTiered relative to 59% of family respondents without students on IEPs.

Supports • 32% of family respondents with students on IEPs are “quite concerned” or “extremely concerned” about their students sociallyor emotionally relative to 18% of family respondents without students on IEPs.

• The vast majority of respondents spend time supporting student learning; 39% report spending most/all of the day.• More than 50% of American Indian and Black/African American family respondents report spending most/all of the day

Family supporting learning while 36% of white family respondents report doing so.

Partnerships • Far more PK-2 family respondents (51%) and 3-5 family respondents (49%) are spending most/all of the day supporting their

– Support students than middle school family respondents (26%) and high school family respondents (15%).

for Learning • One quarter of family respondents think that the amount of time they spend supporting learning is “not nearly adequate,” 37% report “somewhat adequate,” 18% report “close to adequate,” and 20% report their time spent is “adequate.”

• A far higher percentage of 9-12 family respondents (33%) believe that the amount of time they are spending is “adequate.”

• Overall, respondents report that 19% of students are caring for another family member a little bit (15%), most (3%) or all (1%) of Family the day.Partnerships

• White, “other,” and multiple-ethnicity respondents report that students are caring for other family members at the lowest rates.– Students• Respondents report that students from >60% FRL schools are caring for another family member at the highest rates (28% areas

supporting another family member at least a little bit of the day compared with 18% of students in 0-10% FRL schools).Caregivers

• 70% of family respondents report that their students’ educators communicated with their student or family in the last week.• More than 90% of educator and 100% of school leader respondents report that they communicated with their students or

Family families in the last week.Partnerships • Black/African American (34%), Hispanic/Latino (39%), and Native Hawaiian/Other Pacific Islander (48%) family respondents – Commun- report no communication or only once-a-week communication from their students’ educators in the last week at higher rates

ications than other family respondents (respondent average is 30%).• Across FRL school bands, 63% to 76% of family respondents reported that their students’ educators communicated with them

at least “a few times a week” in the last week.


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11


Observations

Family Partnerships – Commun-

ications

• PK-5 family respondents report that their students’ educators are communicating with them at higher frequencies than otherfamilies.

• PK-5 educator respondents report communicating directly with families “at least a few times a day” at higher rates than othereducators.

• 6-12 educator respondents report communicating directly with students “at least a few times a day” at higher rates than othereducators.

• ~40% of families/caregiver respondents disagree that they are receiving too much information; ~40% are neutral on thequestion.

• More than 50% of respondents report feeling connected to their school’s educators.• 50% of respondents report feeling valued in the last week.• 95% of respondents report that they have been receiving information in a language they understand. (Note; this survey was

available in six languages.)

• ~99% of family respondents report that their student has a reliable tablet, laptop or computer.• 37% report that the device is shared with someone else in the household.• Among ethnic groups, Native Hawaiian/ Other Pacific Islander, Black/African American, and Hispanic/Latino family

respondents report that their student does not have access to a device at all at the highest rates of 3-5%.• There is not a clear directional trend/correlation between school FRL and family responses regarding access to devices (shared

Operations or otherwise).• According to respondents, 85% of high school students, 67% of middle school students, 57% of 3rd-5th grade students, and

49% of PK-2 students have access to their own device.• Respondents report that the majority of high school and middle school students have reliable access to a smartphone.• According to respondents, 4% of students either don’t have reliable internet access or are accessing it through a smartphone.• Black/African American (88%) and Hispanic/Latino family respondents (87%) report the lowest rates of reliable access to high

speed internet (respondent average is 96%).• Respondents report that students from >60% FRL schools have the lowest % reliable access to high-speed internet (92% versus

96% or more for other FRL types).


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Educator survey: summary (1/3)

12

Educator Survey

Observations

• Almost 40% of educator respondents report that their school has a shared vision for effective distance learning; 23% of respondents arePlanning and neutral; and 35% disagree that their school has a shared vision.

Vision • A higher percentage (40% or more) of PK-5 and 6-8 respondents agree or strongly agree that their school has a shared vision of effectivedistance learning than high school respondents (32%).

• Being unable to connect/communicate with a student is generally the biggest challenge for educator respondents.• At the PK-5 level, educators report their top barriers as 1) being unable to connect/communicate with a student, 2) students have other

basic needs that are unmet, and 3) students lack internet access.• At the 6-12 level, educators report their top barriers as 1) being unable to connect/communicate with a student, 2) students having other Curriculum,

responsibilities at home.instruction, and • Students having “other responsibilities at home” is the biggest barrier reported for 9-12 educators.assessment (CIA) • Educator respondents in >40% FRL schools report internet access as greatest barrier to learning (~20% versus 9-15% for lower FRL types).– Barriers to• Educator respondents in >40% FRL schools also cite “other basic needs that are not being met” at higher rates (17-19% versus 11-14% forLearning

lower FRL types).• Educator respondents in <40% FRL schools report that the inability to connect or communicate with a student(s) is their biggest challenge.

• 6-12 educator respondents report having the curricular content they need for distance learning (~50%) at higher rates than PK-5respondents (~38%).

• ~33% of PK-5 respondents and ~25% of 6-12 respondents disagree that they have the curricular content they need.• Less than half (42%) of educator respondents understand how to deliver lessons in a way that advances student learning via distance

CIA – Curricular learning.content and • Certificated teacher respondents (47%) report the highest rates of readiness.instructional • Nearly ~50% of educator respondents report being comfortable or very comfortable delivering live lessons or recording 10 min video

practices lessons.• ~60% of educator respondents report being comfortable or very comfortable uploading assignments to LMS.• Certificated Teachers and Other Certificated Staff respondents are the most comfortable delivering live lessons via video conference.• Certificated Teachers respondents are the most comfortable recording 10 min video lessons and uploading assignments to learning

management systems.


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13

Educator Survey

Observations

• More than 10% of PK-2 educator respondents are using Tumble Books, Reading A-Z, EPIC! And Raz-Kids.CIA – • More than 10% of 3-5 educator respondents are using EPIC!, Raz-Kids and Khan Academy.Digital • More than 10% of 6-8 educator respondents are using Khan Academy and Newsela.

content tools • More than 20% of 9-12 educator respondents are using Khan Academy.

• Educator respondents ranked stronger methods for delivering lessons virtually and improved tech tools for distance learningas the top supports needed.

• Additional instructional planning time and counseling services to support students as they come back to school were closeCIA – behind as were additional digital curricular content and diagnostic tools.

Supports • Responses are fairly consistent across grade bands with slightly more high school respondents expressing a preference forneeded additional planning time.

• Respondents who identify as “other non-educators” cite counseling services as the highest preference.• Respondents from schools across different FRL levels express little difference in instructional supports needed.

• Overall, educator respondents are mixed about their ability to assess student performance and understanding of gradingexpectations.

CIA –• 29% of respondents agree and 44% disagree that they’re able to assess student performance and track their progress.

Assessment • 46% of respondents agree and 26% disagree that they understand the grading expectations.

and grading • There is not a clear directional trend/correlation between educator role and responses regarding expectations aroundassessment and grading.

• 72% of educator respondents feel supported or very supported by their school leadership.Adult Culture

• 62% of educator respondents agree that their direct managers have contacted and checked up on how they are doing.and Wellness

• 78% of educator respondents report checking in with their manager school leader once or a few times a week in the last(1/2)

week.


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14

Educator Survey

Observations

• 78% of leader respondents report checking in with their teams a few times a day.• Respondents in the lower grade bands report checking in with managers/school leaders more frequently than educators in

middles school and high school.• Similarly, K-5 and K-8 leader respondents are more likely to report checking in a few times a day than 5-8 and 9=12 leaders

(who are more likely to report checking in once or a few times a week).

Adult Culture • Across educator roles, instructional assistants and other non-certificated staff who responded report checking in with their

and Wellness supervisor or school leaders at the highest frequencies in comparison to other educator roles.

(2/2) • While ~50% of educator respondents are not a primary caregiver, 25% report acting as a primary caregiver for 7-8 hours aday.

• >70% of educator respondents agree that they 1) are able to continue collaborating with their colleagues, 2) know whom togo to for help, 3) felt valued by someone, 4) received positive feedback from someone, and 5) feel connected with theirschool community.

• 50% of respondents agree that they are receiving support in implementing effective distance learning.

• 78% of educator respondents report that they know where to direct students and families regarding basic needs.Family

• Just over 60% of leader respondents report having the guidance they need to report students/families in need and knowingPartnerships

where to refer families.

• Most educator respondents agree/strongly agree that they have reliable access to a device and to the internet, with theexception of instructional assistants (a quarter of whom report unreliable access to devices).

• In mid-May, 37% of educator respondents reported there were using Microsoft Teams and 1% reported using Zoom.• In mid-May, 33% of educator respondents reported using Schoology and 7% reported using Seesaw.

Operations• ~40% of middle school and high schools educator respondents report using Schoology versus 31% of 3-5 and 23% of K-2.• 13% of PK-2 educator respondents and 7% of 3-5 respondents report using Seesaw.• While there is no discernible directional trend in Schoology usage by school FRL, respondents in the lowest FRL schools

report the highest usage (12% versus 7% or fewer in other FRL types).


DRAFT

Leader survey: summary

15

Leader Survey

Observations

• Leader respondents report being farthest along in plans for differentiating support for all student populations and leastfar along in planning for summer learning.

Planning and • More than 50% of the leaders who responded to the planning questions have partial or complete contingency hiringVision plans.

• The majority of the leaders who responded to the planning questions have thought about fall PD, but have not yet madeplans.

• 55% of school leader respondents feel supported or very supported by the district. Another 39% feel “a little supported.”• 100% of the leaders who responded are still able to collaborate with school-based staff and 81% report still being able to

Adult Culture and collaborate with peers.

Wellness • 91% of the leaders who responded report feeling connected to their school or the SPS community.• 70% of the leaders who responded report a check in from their Director of Schools.• 39% of the leaders who responded report having the guidance they need to support school staff who are in need.

Family/Caregiver • Leader respondents across grade bands report mental and emotional health support resources for students and familiesPartnerships as the greatest need.


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Family/caregiver open response: summary

16

Family/Caregiver Open Responses

15,542 family/caregiver responsesThemes

Curriculum, instruction, and assessment

Tiered Supports

Family/Caregiver Partnerships

Operations

•

•

Theme #1: There is deep appreciation for the work meeting student/family instructional needs.

Theme #2: There is a desire for more synchronous,

of teachers and

live classes.

leaders across SPS who are

•

•

•

•

•

Theme #3: Families with students from special populations (i.e., SpEd, ELL, 504) report a particularly challenging time with distance learning.

Theme #4: There is a desire for a streamlined approach to communication from the district and its schools.

Theme #5: There is a desire for more standard, streamlined, and consistent systems and expectations.

Theme #6: There is dissatisfaction with some of the current technology platforms (i.e. MSFT Teams and Schoology).

Theme #7: Many families lack critical resources needed for distance learning (e.g., materials, technology, internet, etc.).

Open Response Questions: • What is your school currently doing well to support you?• If distance learning continues during the 20-21 school year, what practices would make the experience more productive and

manageable?• What additional information or resources can your school provide to be helpful?


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Educator open response: summary

17

Educator Open Responses

Themes

Student Culture • Theme #1: Educators are focused on engaging students (1:1, small groups, phone calls, texts, video), and trying and Wellness to find new ways to keep them engaged in learning.

Curriculum, • Theme #2: There is a desire among educators for additional instructional support (i.e. curricularinstruction, and guidance/materials, PD/training).

assessment

• Theme #3: Educators are looking for additional support and training to meet the needs of special educationTiered Supports

and ELL students.

Family/Caregiver • Theme #4: Educators are working to ensure families have access to resources (i.e., food, learning materials, Partnerships WiFi access, technology) to support learning.

• Theme #5: Many educators, especially those with dependents, are overwhelmed with the demands of distance

Adult Culture learning and have emerging concerns about safety/wellness once school returns in-person.

and Wellness • Theme #6: Educators are eager for clear and consistent communication from SPS and guidance on plans forthe fall.

• Theme #7: Some educators continue to struggle with the SPS learning management systems (Schoology) andOperations

online teaching tools (MSFT Teams) and have a variety of ideas for better, more user-friendly tools.

Open Response Questions: • Please describe any innovative practices you or your colleagues have implemented to engage students, particularly students

furthest from educational justice.• What additional information or resources can your school or SPS provide to be helpful?

3,247 educator responses


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Leader open responses: summary

18

Leader Open Responses

Themes

64 school leader responses

• Theme #1: School leaders are seeking transparency into district decision making and a longer runway Planning and between when decisions are communicated and executed.

Vision

• Theme #2: School leaders value district guidance (e.g., packets and videos), but note lack of alignment Curriculum, and clear expectations for remote instruction. Instruction,

Assessment

• Theme #3: School leaders note increased collaboration and communication between central and

Adult Culture schools.

and Wellness • Theme #4: School leaders also highlight a need for streamlined communication from district departments.

• Theme #5: School leaders indicate that meal and laptop distribution has been very helpful, but note gaps in WiFi and device access along with technology resources/supports that need to be addressed.

Operations• Theme #6: School leaders highlight the pitfalls of Schoology, especially for elementary school students,

and advocate for district-wide alignment on platforms.

Open Response Questions: • What is your district currently doing well to support you?• What additional information or resources can your district provide to be helpful?


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Central office open responses and interviews: summary

19

Central Office Open Responses/Interviews

Themes

95 central office open responses24 central office interviews

Student Culture • Theme #1: Central office employees underscore the need to deepen the focus on new and existing SEL strategies and to and Wellness identify new ways of connecting with harder to reach students.

• Theme #2: District staff underscore inconsistent instructional expectations and practices across schools, difficulty assessingCurriculum,

learning, and an overwhelming volume of resources.Instruction,

• Theme #3: Central office staff cite learning packets and video learning materials as helpful methods to allow students and Assessmentfamilies to access education content.

• Theme #4: Ensuring that students who require additional support and services, including SPED, ELL, and translation servicesTiered Supports

remains challenging and a high priority amongst central office employees.

Adult Culture • Theme #5: Central office staff report increased collaboration across teams, departments, and with school sites, enabled byand Wellness use of MSFT Teams.

• Theme #6: Central office staff note that SPS was one of the first districts to close in the name of public health and celebrateefforts to distribute food and provide basic needs to families and students furthest from educational justice.

• Theme #7: While several staff celebrate laptop distribution, others cite access to technology, tech support, and resources asOperations

continued barriers to student learning and family engagement.• Theme #8: Many central office staff members note the need for greater consistency and alignment in the platforms and tools

being used.

Open Response Questions: • Please tell us what is working best in the current approach to distance learning.• Please tell us about the greatest challenges you are seeing in the current approach to distance learning.• Please describe the 1 or 2 improvements you would most like to see as we plan for the possibility of distance learning in the fall.


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Spring 2020 bright spots: context

20

Spring 2020 Bright Spots

Context

The distance learning survey asked school leaders and central office staff the following questions to understand bright spots from Spring 2020 distance learning.

1. Student culture and wellness: Please tell us about any instructional practices in your school that youare finding to be particularly effective during distance learning, particularly in reaching studentsfurthest from educational justice.

2. Curriculum, instruction, and assessment: Please describe any innovative practices you or yourcolleagues have implemented to engage students, particularly students furthest from educationaljustice.

3. Adult culture and wellness: Please tell us about any adult collaboration in your school that you arefinding to be particularly effective during distance learning.

4. Family/caregiver partnerships: Please describe any innovative practices you or your colleagues haveimplemented to engage families, particularly families furthest from educational justice.

64 school leader responses 95 central office responses


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Spring 2020 bright spots: summary

21

Bright spot themes

• Educators are focusing on SEL and relationship building through direct instruction or 1:1 mentorship and support,Student specifically at the K-5 level.

Culture and • Some educators have set up “buddy” or mentorship programs, pairing educators with harder to reach students.Wellness • Educators are virtually engaging and communicating with students through multiple channels, including social

media, phone calls, text messages, videoconference, etc.

• Educators are differentiating instruction through small group (e.g., virtual breakout rooms) and 1:1 instruction.Curriculum, • Learning packets and delivery for students has been particularly effective for students without tech access.Instruction, • CAI, volunteer teachers, and grade level teams are creating engaging video lessons that allow students to watch atAssessment their own pace.

• K-3 educators are finding Seesaw to be a particularly effective LMS.

• Grade-level educators are meeting, collaborating, and co-planning lessons on a regular basis each week,particularly at the K-5 level.

Adult Culture • Schools are scheduling weekly staff meetings via Teams/Zoom, and they are incorporating SEL and culture/and Wellness relationship building into these meetings.

• Schools are utilizing virtual PLCs (professional learning communities) to enable increased collaboration.

• Schools and educators are using a number of creative virtual engagement strategies and social-distance homevisits to engage harder-to-reach students and families.

Family / • Schools and educators are using a number of digital tools, including social media, two-way communication, and

Caregiver translation apps to communicate with families.

Partnerships• Schools are partnering with community orgs, particularly housing/food distribution partners.• Schools have designated individual educators to serve as points of contact for families.


64 school leader responses 95 central office responses


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Table of contents

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39 Appendix

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Observations

• Overall, more than 80% of family respondents are concerned about their students socially or emotionally; 20% are “quite” or “extremely” concerned.

• American Indian, Black/African American, Hispanic or Latino, and Native Hawaiian or Other Pacific Islander family respondents are “extremely concerned” about their students socially or emotionally at higher rates (10% or more) relative to

Student Culture other families.and Wellness

• Family respondents with students in >40% FRL schools (40-60% FRL; >60% FRL) report being “quite” or “extremely concerned” (>23%) as well as “not at all concerned” (~20%) at the highest rates.

• There is little variation by grade band in degree to which family respondents are concerned about their student socially or emotionally.

• 93% of family respondents indicate that their student is participating in some form of distance learning. There is little variation by school FRL or grade band.

• The vast majority of family respondents (88%) report that their students are participating in distance learning through online assignments.

• Family respondents from 40-60% and >60% FRL schools report using paper packets at highest rates (10% and 8%, Curriculum, respectively, versus 5% or lower for lower FRL family respondents).

instruction, and • 10% of PK-2 family respondents report their students are using paper packets versus 4% or fewer of respondents from assessment – other grade bands.

Method of • Overall, fewer than 20% of family respondents report that their students view lessons on SPS TV.distance learning • More than 25% of Black/African American (26%), Asian (28%) and Native Hawaiian/Other Pacific Islander (35%)

respondents reported that their students watch SPS TV. • Respondents report that students from >40% FRL schools (40-60% FRL; >60% FRL) are utilizing SPS TV videos at the

highest rates; 9% of students from >60% FRL schools are viewing SPS TV videos daily (at least once or several times), compared with just 3% of students from 0-10% FRL schools.

• Across grade bands, respondents report that PK-5 students are viewing SPS TV videos at the highest rates (20-27% at least weekly versus <10% in MS/HS).


DRAFT


24


Observations

Curriculum, instruction,

and assessment – Amount

and Rigor of work

• The majority of family respondents (53%) report that their students were receiving “just the right amount of work.”• Family respondents from >60% FRL schools are least likely (20% versus overall average of 27%) to report that their students are

receiving “too few schoolwork assignments.”• The higher the grade band, the higher percentage of family respondents reporting that their students are receiving “too few

schoolwork assignments,” from ~20% of PK-2 family respondents to more than one-third of high school family respondents. • ~50% of family respondents believe that the rigor of schoolwork is “just about right” and ~25% believe it is “too easy.”• Black/African American (12%) and Hispanic/Latino (10%) family respondents report that their students’ work is “too difficult” at

higher rates compared with other families.• Family respondents from schools >60% FRL reported the rigor of their students’ work being “too easy” at the lowest rate (17%)

relative to other school FRL bands (21-25%).• Elementary school family respondents reported the rigor of schoolwork ad “just about right” at the highest rates (54% and 57%

for PK-2 and 3-5 versus 47% and 41% for 6-8 and 9-12).• A quarter of high school family respondents are “not sure” about the rigor of their students’ schoolwork.

• Overall, 61% of family respondents are “concerned” (36%) or “extremely concerned” (25%) about their students’ learning.• American Indian (n=35) and Native Hawaiian or Other Pacific Islander (n=42) show the highest rate of concern.• Middle school and high school family respondents report being “extremely concerned” about their students’ learning at slightly

Curriculum, higher rates (28%) than elementary school families (23-25%).

instruction, • Across ethnicities, the number one barrier to learning cited by families/caregiver respondents is that students “are not sure

and what they are supposed to do.”

assessment • The second most cited barrier is students “can’t keep track of all of their classes and assignments.”

– Concerns • The third most citied barrier is not having a quiet place to complete homework.

and Barriers • The trends in barriers to learning are fairly similar across school FRL types.

to Learning • Elementary family/caregiver respondents report lack of quiet space at slightly higher rates than other grade bands (9% versus3-7% for other grade bands).

• High school family/caregiver respondents report “no barriers to learning” at the highest rate (21% versus 13-15% for other grade bands).


DRAFT


25


Observations

• 70% of family respondents with students on IEPs are “concerned” or “extremely concerned” about their students’ learning Tiered relative to 59% of family respondents without students on IEPs.

Supports • 32% of family respondents with students on IEPs are “quite concerned” or “extremely concerned” about their students socially or emotionally relative to 18% of family respondents without students on IEPs.

• The vast majority of respondents spend time supporting student learning; 39% report spending most/all of the day.• More than 50% of American Indian and Black/African American family respondents report spending most/all of the day

Family supporting learning while 36% of white family respondents report doing so.

Partnerships • Far more PK-2 family respondents (51%) and 3-5 family respondents (49%) are spending most/all of the day supporting their

– Support students than middle school family respondents (26%) and high school family respondents (15%).

for Learning • One quarter of family respondents think that the amount of time they spend supporting learning is “not nearly adequate,” 37% report “somewhat adequate,” 18% report “close to adequate,” and 20% report their time spent is “adequate.”

• A far higher percentage of 9-12 family respondents (33%) believe that the amount of time they are spending is “adequate.”

• Overall, respondents report that 19% of students are caring for another family member a little bit (15%), most (3%) or all (1%) of Family the day.Partnerships

• White, “other,” and multiple-ethnicity respondents report that students are caring for other family members at the lowest rates.– Students • Respondents report that students from >60% FRL schools are caring for another family member at the highest rates (28% are as

supporting another family member at least a little bit of the day compared with 18% of students in 0-10% FRL schools).Caregivers

• 70% of family respondents report that their students’ educators communicated with their student or family in the last week. • More than 90% of educator and 100% of school leader respondents report that they communicated with their students or

Family families in the last week.Partnerships • Black/African American (34%), Hispanic/Latino (39%), and Native Hawaiian/Other Pacific Islander (48%) family respondents – Commun- report no communication or only once-a-week communication from their students’ educators in the last week at higher rates

ications than other family respondents (respondent average is 30%).• Across FRL school bands, 63% to 76% of family respondents reported that their students’ educators communicated with them

at least “a few times a week” in the last week.


DRAFT


26


Observations

Family Partnerships – Commun-

ications

• PK-5 family respondents report that their students’ educators are communicating with them at higher frequencies than other families.

• PK-5 educator respondents report communicating directly with families “at least a few times a day” at higher rates than other educators.

• 6-12 educator respondents report communicating directly with students “at least a few times a day” at higher rates than other educators.

• ~40% of families/caregiver respondents disagree that they are receiving too much information; ~40% are neutral on the question.

• More than 50% of respondents report feeling connected to their school’s educators.• 50% of respondents report feeling valued in the last week.• 95% of respondents report that they have been receiving information in a language they understand. (Note; this survey was

available in six languages.)

• ~99% of family respondents report that their student has a reliable tablet, laptop or computer.• 37% report that the device is shared with someone else in the household.• Among ethnic groups, Native Hawaiian/ Other Pacific Islander, Black/African American, and Hispanic/Latino family

respondents report that their student does not have access to a device at all at the highest rates of 3-5%.• There is not a clear directional trend/correlation between school FRL and family responses regarding access to devices (shared

Operations or otherwise).• According to respondents, 85% of high school students, 67% of middle school students, 57% of 3rd-5th grade students, and

49% of PK-2 students have access to their own device. • Respondents report that the majority of high school and middle school students have reliable access to a smartphone. • According to respondents, 4% of students either don’t have reliable internet access or are accessing it through a smartphone.• Black/African American (88%) and Hispanic/Latino family respondents (87%) report the lowest rates of reliable access to high

speed internet (respondent average is 96%). • Respondents report that students from >60% FRL schools have the lowest % reliable access to high-speed internet (92% versus

96% or more for other FRL types).


DRAFT

Wellness (overall and by ethnicity)

27

Family/Caregiver Survey: Student Culture and Wellness

Question: How concerned are you about your student socially or emotionally?

Note: N values refer to the number of response to a given question

Observations:

● Overall, more than 80% of family respondents are concerned about their students socially or emotionally; 20% are “quite” or “extremely” concerned.

● American Indian, Black/African American, Hispanic or Latino, and Native Hawaiian or Other Pacific Islander family respondents are “extremely concerned” about their students socially or emotionally at higher rates (10% or more) relative to other families.


DRAFT

Wellness (by school FRL)

28


Observation: Family respondents with students in >40% FRL schools (40-60% FRL; >60% FRL) report being “quite” or “extremely concerned” (>23%) as well as “not at all concerned” (~20%) at the highest rates.




DRAFT

Wellness (by grade band)

29


Observation: There is little variation by grade band in the degree to which family respondents are concerned about their student socially or emotionally.




DRAFT

Participation in Distance Learning (overall and by ethnicity)

30

Question: My student is participating in a form of distance learning (distance learning includes online learning, paper packets, SPS TV, and/or other forms of instruction taking place outside the classroom).

Observation: 93% of family respondents indicate that their student is participating in some form of distance learning.

Family/Caregiver Survey: Curriculum, Instruction, and Assessment


DRAFT

Participation in Distance Learning (by school FRL and grade level)

31


Question: My student is participating in a form of distance learning (distance learning includes online learning, paper packets, SPS TV, and/or other forms of instruction taking place outside the classroom).

Observation: There is little variation by school FRL or grade band in the degree to which family/caregiver respondents report that students are participating in some form of distance learning.


DRAFT

Distance Learning Method (overall and by ethnicity)

32

Question: My student is primarily participating in distance learning through:


Observation: The vast majority of family respondents (88%) report that their students are participating in distance learning through online assignments.


DRAFT

Distance Learning Method (by school FRL and grade level)

33


Question: My student is primarily participating in distance learning through:

Observations: • Family respondents from 40-60% and >60% FRL schools report using paper packets at highest rates (10% and 8%, respectively, versus 5% or lower for

lower FRL family respondents). • 10% of PK-2 family respondents report their students are using paper packets versus 4% or fewer of respondents from other grade bands.


DRAFT

SPS TV (overall and by ethnicity)

34


Question: How often does your student watch videos on SPS TV?

Observations:• Overall, fewer than 20% of family respondents report that their students view lessons on SPS TV.• More than 25% of Black/African American (26%), Asian (28%) and Native Hawaiian/Other Pacific Islander (35%) respondents reported

that their students watch SPS TV.



DRAFT

SPS TV (by school FRL and grade band)

35


Observations:• Respondents report that students from >40% FRL schools (40-60% FRL; >60% FRL) are utilizing SPS TV videos at the highest rates; 9% of students from

>60% FRL schools are viewing SPS TV videos daily (at least once or several times), compared with just 3% of students from 0-10% FRL schools.• Across grade bands, respondents report that PK-5 students are viewing SPS TV videos at the highest rates (20-27% at least weekly versus <10% in

MS/HS).

Question: How often does your student watch videos on SPS TV?



DRAFT

Amount of Schoolwork (overall and by ethnicity)

36


Observation: The majority of family respondents (53%) report that their students were receiving “just the right amount of work.”

Question: For the following question, please share whether your student has been given the right amount of schoolwork assignments. In the last week, there have been: (select on one)



DRAFT

Amount of Schoolwork (by school FRL)

37


Observation: Family respondents from >60% FRL schools are least likely (20% versus overall average of 27%) to repthat their students are receiving “too few schoolwork assignments.”

ort




DRAFT

Amount of Schoolwork (by grade band)

38


Observation: The higher the grade band, the higher percentage of family respondents reporting that their students are receiving “too few schoolwork assignments,” from ~20% of PK-2 family respondents to more than one-third of high school family respondents.




DRAFT

Rigor of Schoolwork (overall and by ethnicity)

39


Question: For the following question, please share whether your student’s schoolwork assignments have been: (select one)

Observations:● ~50% of family respondents believe that the rigor of schoolwork is “just about right” and ~25% believe it is “too easy.”● Black/African American (12%) and Hispanic/Latino (10%) family respondents report that their students’ work is “too

difficult” at higher rates compared with other families.



DRAFT

Rigor of Schoolwork (by school FRL and grade band)

40


Question: For the following question, please share whether your student’s schoolwork assignments have been: (select one)

Observations:• Family respondents from schools >60% FRL reported the rigor of their students’ work being “too easy” at the lowest rate (17%) relative to other school FRL bands (21-25%).• Elementary school family respondents reported the rigor of schoolwork ad “just about right” at the highest rates (54% and 57% for PK-2 and 3-5 versus 47% and 41% for 6-8

and 9-12).• A quarter of high school family respondents are “not sure” about the rigor of their students’ schoolwork.



DRAFT

Family/Caregiver Concern (overall and by ethnicity)

41


Observations:● Overall, 61% of family respondents are “concerned” (36%) or “extremely concerned” (25%) about their students’ learning.● American Indian (n=35) and Native Hawaiian or Other Pacific Islander (n=42) show the highest rate of concern.

Question: How concerned are you about your student’s learning while school buildings are closed?



DRAFT

Family/Caregiver Concern (by school FRL and grade band)

42


Observation: Middle school and high school family respondents report being “extremely concerned” about their students’ learning at slightly higher rates (28%) than elementary school families (23-25%).




DRAFT

Barriers to Learning (by ethnicity)

43


Observations: • Across ethnicities, the number one barrier to learning cited by families/caregiver respondents is that students

“are not sure what they are supposed to do.”• The second most cited barrier is students “can’t keep track of all of their classes and assignments.”• The third most citied barrier is not having a quiet place to complete homework.

Question: What is your student’s biggest barrier to learning or completing schoolwork? (Select up to three.)

They are not sure what they are supposed to do.

They can’t keep track of all of their classes and assignments.

N/A They haven’t run into any barriers learning or completing schoolwork.They don’t have a quiet place to complete schoolwork.

They don’t have time to complete schoolwork.

They don’t have a device (e.g., laptop or tablet).

They don’t have Internet access (WiFi connectivity).

They have other responsibilities or needs to attend to.



DRAFT



N/A They haven’t run into any barriers learning or completing schoolwork.

They don’t have a quiet place to complete schoolwork.







N/A They haven’t run into any barriers learning or completing schoolwork.They don’t have a quiet place to complete schoolwork.





Barriers to Learning (by school FRL and grade band)

44


Question: What is your student’s biggest barrier to learning or completing schoolwork? (Select up to three.)


Observations: • The trends in barriers to learning are fairly similar across school FRL types.• Elementary family/caregiver respondents report lack of quiet space at slightly higher rates than other grade bands (9% versus 3-7% for

other grade bands).• High school family/caregiver respondents report “no barriers to learning” at the highest rate (21% versus 13-15% for other grade bands).


DRAFT

Learning Concern and SEL Concern (by IEP)

45

Family/Caregiver Survey: Tiered Supports

Observations:• 70% of family respondents with students on IEPs are “concerned” or “extremely concerned” about their

students’ learning relative to 59% of family respondents without students on IEPs.• 32% of family respondents with students on IEPs are “quite concerned” or “extremely concerned” about their

students socially or emotionally relative to 18% of family respondents without students on IEPs.


No IEP (n=9499)

Yes w/ IEP (n=2383)


No IEP (n=9500)

Yes w/ IEP (n=2377)



DRAFT

Family/Caregiver Support of Learning (overall and by ethnicity)

46

Family/Caregiver Survey: Family Partnerships

Observations:• The vast majority of respondents spend time supporting student learning; 39% report spending most/all of the day.• More than 50% of American Indian and Black/African American family respondents report spending most/all of the day

supporting learning while 36% of white family respondents report doing so.

Question: How much of the day are you (or another adult/caregiver/sibling) directly supporting your student’s learning activities?



DRAFT

Family/Caregiver Support of Learning (by school FRL and grade band)

47


Observation: Far more PK-2 family respondents (51%) and 3-5 family respondents (49%) are spending most/all of the day supporting their students than middle school family respondents (26%) and high school family respondents (15%).

Question: How much of the day are you (or another adult/caregiver/sibling) directly supporting your student’s learning activities?



DRAFT

Adequacy of Family/Caregiver Support (overall and by ethnicity)

48


Observation: One quarter of family respondents think that the amount of time they spend supporting learning is “not nearly adequate,” 37% report “somewhat adequate,” 18% report “close to adequate,” and 20% report their time spent is “adequate.”

Question: To what degree is the amount of time you (or another adult/caregiver/sibling) are spending sufficient to support your student’s learning activities?


DRAFT

Adequacy of Family/Caregiver Support (by school FRL and grade level)

49


Observation: A far higher percentage of 9-12 family respondents (33%) believe that the amount of time they are spending is “adequate.”

Question: To what degree is the amount of time you (or another adult/caregiver/sibling) are spending sufficient to support your student’s learning activities?


DRAFT

Students as Caregivers (overall and by ethnicity)

50


Question: How much of the day is your student caring for another family members?

Observations: • Overall, respondents report that 19% of students are caring for another family member a little bit (15%), most (3%) or all (1%) of

the day.• White, “other,” and multiple-ethnicity respondents report that students are caring for other family members at the lowest rates.



DRAFT

Students as Caregivers (by school FRL and grade band)

51


Observation: Respondents report that students from >60% FRL schools are caring for another family member at the highest rates (28% are supporting another family member at least a little bit of the day compared with 18% of students in 0-10% FRL schools).

Question: How much of the day is your student caring for another family members?



DRAFT

Family/Caregiver Connectedness (overall and compared to educators/leaders)

52


Observations: • 70% of family respondents report that their students’ educators communicated with their student or family in

the last week. • More than 90% of educator and 100% of school leader respondents report that they communicated with their

students or families in the last week.Note: N values refer to the number of response to a given question

Family/caregiver question: In the last week, my student’s educator(s) have communicated with my student or my family:

Educator question: In the last week, how often did you communicate with families?

Educator question: In the last week, how often did you communicate with students?

Leader question: In the last week, how often did you communicate with families?


DRAFT

Family/Caregiver Connectedness (by ethnicity)

53



Observation: Black/African American (34%), Hispanic/Latino (39%), and Native Hawaiian/Other Pacific Islander (48%) family respondents report no communication or only once-a-week communication from their students’ educators in the last week at higher rates than other family respondents (respondent average is 30%).



DRAFT

Family/Caregiver Connectedness (by school FRL)

54


Observation: Across FRL school bands, 63% to 76% of family respondents reported that their students’ educators communicated with them at least “a few times a week” in the last week.






DRAFT

Family/Caregiver Connectedness (by grade band)

55


Observations: • PK-5 family respondents report that their students’ educators are communicating with them at higher frequencies than other families.• PK-5 educator respondents report communicating directly with families “at least a few times a day” at higher rates than other educators.• 6-12 educator respondents report communicating directly with students “at least a few times a day” at higher rates than other educators.




Leader question: In the last week, how often did you communicate with families?



DRAFT

Family/Caregiver Communication

56


Observations: • ~40% of families/caregiver respondents disagree that they are receiving too much information; ~40% are neutral on the question.• More than 50% of respondents report feeling connected to their school’s educators.• 50% of respondents report feeling valued in the last week.• 95% of respondents report that they have been receiving information in a language they understand. (Note; this survey was available in six languages.)

Please indicate your level of agreement with these statements:



DRAFT

Device Access (overall and by ethnicity)

57

Family/Caregiver Survey: Operations

Question: Does your student have reliable access to a tablet, laptop, or computer?

Question: Does your student have reliable access to a smartphone?

Observations: • ~99% of family

respondents report that their student has a reliable tablet, laptop or computer.

• 37% report that the device is shared with someone else in the household.

• Among ethnic groups, Native Hawaiian/ Other Pacific Islander, Black/African American, and Hispanic/Latino family respondents report that their student does not have access to a device at all at the highest rates of 3-5%.



DRAFT

Device Access (by school FRL)

58


Observation: There is not a clear directional trend/correlation between school FRL and family responses regarding access to devices (shared or otherwise).





DRAFT

Device Access (by grade band)

59

Observations: • According to respondents, 85% of high school students, 67% of middle school students, 57% of 3rd-5th grade students, and 49% of PK-2

students have access to their own device. • Respondents report that the majority of high school and middle school students have reliable access to a smartphone.






DRAFT

Internet Access (overall and by ethnicity)

60


Observations: • According to respondents, 4% of students either don’t have reliable internet access or are accessing it through a smartphone.• Black/African American (88%) and Hispanic/Latino family respondents (87%) report the lowest rates of reliable access to high speed

internet (respondent average is 96%).

Question: What best describes your student’s typical internet access?



DRAFT

Internet Access (by school FRL and grade band)

61


Question: What best describes your student’s typical internet access?

Observation: Respondents report that students from >60% FRL schools have the lowest % reliable access to high-speed internet (92% versus 96% or more for other FRL types).



DRAFT

Table of contents

62

Page Topic











139 Appendix


DRAFT


63

Educator Survey

Observations

Planning and Vision

• Almost 40% of educator respondents report that their school has a shared vision for effective distance learning; 23% of respondents are neutral; and 35% disagree that their school has a shared vision.

• A higher percentage (40% or more) of PK-5 and 6-8 respondents agree or strongly agree that their school has a shared vision of effective distance learning than high school respondents (32%).

Curriculum, instruction, and

assessment (CIA) – Barriers to

Learning

• Being unable to connect/communicate with a student is generally the biggest challenge for educator respondents.• At the PK-5 level, educators report their top barriers as 1) being unable to connect/communicate with a student, 2) students have other

basic needs that are unmet, and 3) students lack internet access.• At the 6-12 level, educators report their top barriers as 1) being unable to connect/communicate with a student, 2) students having other

responsibilities at home.• Students having “other responsibilities at home” is the biggest barrier reported for 9-12 educators.• Educator respondents in >40% FRL schools report internet access as greatest barrier to learning (~20% versus 9-15% for lower FRL

types).• Educator respondents in >40% FRL schools also cite “other basic needs that are not being met” at higher rates (17-19% versus 11-14%

for lower FRL types). • Educator respondents in <40% FRL schools report that the inability to connect or communicate with a student(s) is their biggest

challenge.

CIA – Curricular content and instructional

practices

• 6-12 educator respondents report having the curricular content they need for distance learning (~50%) at higher rates than PK-5 respondents (~38%).

• ~33% of PK-5 respondents and ~25% of 6-12 respondents disagree that they have the curricular content they need.• Less than half (42%) of educator respondents understand how to deliver lessons in a way that advances student learning via distance

learning.• Certificated teacher respondents (47%) report the highest rates of readiness. • Nearly ~50% of educator respondents report being comfortable or very comfortable delivering live lessons or recording 10 min video

lessons.• ~60% of educator respondents report being comfortable or very comfortable uploading assignments to LMS.• Certificated Teachers and Other Certificated Staff respondents are the most comfortable delivering live lessons via video conference.• Certificated Teachers respondents are the most comfortable recording 10 min video lessons and uploading assignments to learning

management systems.


DRAFT


64

Educator Survey

Observations

• More than 10% of PK-2 educator respondents are using Tumble Books, Reading A-Z, EPIC! And Raz-Kids.CIA – • More than 10% of 3-5 educator respondents are using EPIC!, Raz-Kids and Khan Academy.Digital • More than 10% of 6-8 educator respondents are using Khan Academy and Newsela.

content tools • More than 20% of 9-12 educator respondents are using Khan Academy.

• Educator respondents ranked stronger methods for delivering lessons virtually and improved tech tools for distance learning as the top supports needed.

• Additional instructional planning time and counseling services to support students as they come back to school were close CIA – behind as were additional digital curricular content and diagnostic tools.

Supports • Responses are fairly consistent across grade bands with slightly more high school respondents expressing a preference for needed additional planning time.

• Respondents who identify as “other non-educators” cite counseling services as the highest preference.• Respondents from schools across different FRL levels express little difference in instructional supports needed.

• Overall, educator respondents are mixed about their ability to assess student performance and understanding of grading expectations.

CIA –• 29% of respondents agree and 44% disagree that they’re able to assess student performance and track their progress.

Assessment • 46% of respondents agree and 26% disagree that they understand the grading expectations.

and grading • There is not a clear directional trend/correlation between educator role and responses regarding expectations around assessment and grading.

Adult Culture • 72% of educator respondents feel supported or very supported by their school leadership.and Wellness • 62% of educator respondents agree that their direct managers have contacted and checked up on how they are doing.

(1/2) • 78% of educator respondents report checking in with their manager school leader once or a few times a week in the last week.


DRAFT


65

Educator Survey

Observations

• 78% of leader respondents report checking in with their teams a few times a day.• Respondents in the lower grade bands report checking in with managers/school leaders more frequently than educators in

middles school and high school. • Similarly, K-5 and K-8 leader respondents are more likely to report checking in a few times a day than 5-8 and 9=12 leaders

(who are more likely to report checking in once or a few times a week).

Adult Culture • Across educator roles, instructional assistants and other non-certificated staff who responded report checking in with their

and Wellness supervisor or school leaders at the highest frequencies in comparison to other educator roles.

(2/2) • While ~50% of educator respondents are not a primary caregiver, 25% report acting as a primary caregiver for 7-8 hours a day.

• >70% of educator respondents agree that they 1) are able to continue collaborating with their colleagues, 2) know whom to go to for help, 3) felt valued by someone, 4) received positive feedback from someone, and 5) feel connected with their school community.


• 78% of educator respondents report that they know where to direct students and families regarding basic needs.Family

• Just over 60% of leader respondents report having the guidance they need to report students/families in need and knowing Partnerships

where to refer families.

• Most educator respondents agree/strongly agree that they have reliable access to a device and to the internet, with the exception of instructional assistants (a quarter of whom report unreliable access to devices).

• In mid-May, 37% of educator respondents reported there were using Microsoft Teams and 1% reported using Zoom.• In mid-May, 33% of educator respondents reported using Schoology and 7% reported using Seesaw.

Operations• ~40% of middle school and high schools educator respondents report using Schoology versus 31% of 3-5 and 23% of K-2.• 13% of PK-2 educator respondents and 7% of 3-5 respondents report using Seesaw.• While there is no discernible directional trend in Schoology usage by school FRL, respondents in the lowest FRL schools



DRAFT

Vision and Strategy (overall and by school FRL)

66

Educator Survey: Planning and Vision

Observation:• Almost 40% of educator respondents report that their school has a shared vision for effective distance learning;

23% of respondents are neutral; and 35% disagree that their school has a shared vision.

Please indicate your level of agreement with this statement: There is a shared vision across my school of effective distance learning.



DRAFT

Vision and Strategy (by grade level)

67

Educator Survey: Planning and Vision

Observation: A higher percentage (40% or more) of PK-5 and 6-8 respondents agree or strongly agree that their school has a shared vision of effective distance learning than high school respondents (32%).

Please indicate your level of agreement with this statement: There is a shared vision across my school of effective distance learning.



DRAFT

Barriers to Learning (by grade level)

68

Educator Survey: Curriculum, Instruction, and Assessment

Observations: • Being unable to connect/communicate with a student is generally the biggest challenge for educator respondents.• At the PK-5 level, educators report their top barriers as 1) being unable to connect/communicate with a student, 2) students have other

basic needs that are unmet, and 3) students lack internet access.• At the 6-12 level, educators report their top barriers as 1) being unable to connect/communicate with a student, 2) students having

other responsibilities at home.• Students having “other responsibilities at home” is the biggest barrier reported for 9-12 educators.




DRAFT

Barriers to Learning (by school FRL)

69


Observations: • Educator respondents in >40% FRL schools report internet access as greatest barrier to learning (~20% versus 9-15% for lower FRL types).• Educator respondents in >40% FRL schools also cite “other basic needs that are not being met” at higher rates (17-19% versus 11-14% for lower FRL

types).

• Educator respondents in <40% FRL schools report that the inability to connect or communicate with a student(s) is their biggest challenge.




DRAFT

Availability of Curricular Resources

70


Observations: • 6-12 educator respondents report having the curricular content they need for distance learning (~50%) at higher

rates than PK-5 respondents (~38%).• ~33% of PK-5 respondents and ~25% of 6-12 respondents disagree that they have the curricular content they

need.




DRAFT

Educator Understanding of How to Deliver Distance Learning

71



Observations:• Less than half (42%) of educator respondents understand how to deliver lessons in a way that advances student learning via

distance learning.• Certificated teacher respondents (47%) report the highest rates of readiness.

Please indicate your level of agreement with this statements:



DRAFT

Educator Comfort with Instruction (overall)

72


Observations:• Nearly ~50% of educator respondents report being comfortable or very comfortable delivering live lessons or recording 10 min video

lessons.• ~60% of educator respondents report being comfortable or very comfortable uploading assignments to LMS.

On a scale of 1 to 5, how comfortable are you…



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Educator Comfort with Instruction (by educator role)

73


Observations:• Certificated Teachers and Other Certificated Staff respondents are the most comfortable delivering live lessons via video

conference.• Certificated Teachers respondents are the most comfortable recording 10 min video lessons and uploading assignments to

learning management systems.

On a scale of 1 to 5, how comfortable are you…



DRAFT

Use of Digital Learning Software

74


Observations:• More than 10% of PK-2 educator respondents are using Tumble Books, Reading A-Z, EPIC! And Raz-Kids.• More than 10% of 3-5 educator respondents are using EPIC!, Raz-Kids and Khan Academy.• More than 10% of 6-8 educator respondents are using Khan Academy and Newsela.• More than 20% of 9-12 educator respondents are using Khan Academy.

Which of the following online learning software are you currently using in your distance learning plan? (Check all that apply.)



DRAFT

Instructional Supports Needed (overall)

75


Observations: • Educator respondents ranked stronger methods for delivering lessons virtually and improved tech tools for distance

learning as the top supports needed.• Additional instructional planning time and counseling services to support students as they come back to school were close

behind as were additional digital curricular content and diagnostic tools.

Question: As you think about next year, what support do you imagine you will need? (Select the top three)



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Instructional Supports Needed (by grade level)

76



Observations: • Responses are fairly consistent across grade bands with slightly more high school respondents expressing a preference for

additional planning time.• Respondents who identify as “other non-educators” cite counseling services as the highest preference.



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Instructional Supports Needed (by school FRL)

77


Observation: Respondents from schools across different FRL levels express little difference in instructional supports needed.




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Assessment and Grading (overall)

78


Observations:• Overall, educator respondents are mixed about their ability to assess student performance and understanding of grading

expectations.• 29% of respondents agree and 44% disagree that they’re able to assess student performance and track their progress.• 46% of respondents agree and 26% disagree that they understand the grading expectations.




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Assessment and Grading (by educator role)

79


Observation: There is not a clear directional trend/correlation between educator role and responses regarding expectations around assessment and grading.

Please indicate your level of agreement with this statement: I am able to assess student performance and track their progress.

Please indicate your level of agreement with this statement: I understand the expectations for providing feedback to students and grading work at this time.



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Educators Feeling Supported

80

Educator Survey: Adult Culture and Wellness

Observations:• 72% of educator respondents feel supported or very supported by their school leadership.• 62% of educator respondents agree that their direct managers have contacted and checked up on how they are

doing.

How supported do you feel by your school leadership? (Select one.)




DRAFT

Staff Connectedness (educators and leaders)

81

Educator/Leader Survey: Adult Culture and Wellness

Observations:• 78% of educator respondents report checking in with their manager or school leader once or a

few times a week in the last week.• 78% of leader respondents report checking in with their teams a few times a day.

Leader question: In the last week, how often did you communicate with educators from your school? (Select one.)

Educator question: In the last week, how often did you check in with your manager or school leader? (Select one.)



DRAFT

Staff Connectedness (educators and leaders by grade band)

82

Educator/Leader Survey: Adult Culture and Wellness

Leader question: In the last week, how often did you communicate with educators from your school? (Select one.)

Educator question: In the last week, how often did you check in with your manager or school leader? (Select one.)

Observations:• Respondents in the lower grade bands report checking in with managers/school leaders more frequently than educators in

middles school and high school. • Similarly, K-5 and K-8 leader respondents are more likely to report checking in a few times a day than 5-8 and 9=12 leaders

(who are more likely to report checking in once or a few times a week).Note: N values refer to the number of response to a given question


DRAFT

Staff Connectedness (educators by role)

83


Observations:• Across educator roles, instructional assistants and other non-certificated staff who responded report checking in

with their supervisor or school leaders at the highest frequencies in comparison to other educator roles.



DRAFT

Educators as Caregivers (overall and by educator role)

84


Observation: While ~50% of educator respondents are not a primary caregiver, 25% report acting as a primary caregiver for 7-8 hours a day.

Question: When schools are unexpectedly closed, how many hours between 8am and 4pm are you the primary caregiver of others?



DRAFT

Educator Support and Development (educators)

85


Observations:• >70% of educator

respondents agree that they 1) are able to continue collaborating with their colleagues, 2) know whom to go to for help, 3) felt valued by someone, 4) received positive feedback from someone, and 5) feel connected with their school community.





DRAFT

Family Basic Needs (educators, leaders)

86

Educator/Leader Survey: Family Partnerships

Observations: • 78% of educator respondents report that they know where to direct students and families regarding basic needs.• Just over 60% of leader respondents report having the guidance they need to report students/families in need and knowing where to refer families.

Educator question: I know where to direct students and/or families when they have questions about their basic needs and welfare (e.g., food, shelter)

Leader question: I have the guidance I need to support students and families who are in need

Leader question: I know where to refer families and students to help them meet their basic needs (e.g., food, shelter, healthcare)




DRAFT

Educator Device/WiFi Access (by educator role)

87

Educator Survey: Operations

Observation: Most educator respondents agree/strongly agree that they have reliable access to a device and to the internet, with the exception of instructional assistants (a quarter of whom report unreliable access to devices).

Please indicate your level of agreement with this statements:



DRAFT

Educator Platform Use – LMS and video conference

88


Observations:• In mid-May, 37% of educator respondents reported there were using Microsoft Teams and 1% reported using Zoom.• In mid-May, 33% of educator respondents reported using Schoology and 7% reported using Seesaw.

Which of the following learning platforms are you currently using in your distance learning plan?(Check all the apply.)



DRAFT

Educator Schoology and Seesaw usage (by grade level)

89


Seesaw usageSchoology usage

Observations:• ~40% of middle school and high schools educator respondents report using Schoology versus 31% of 3-5 and 23% of K-2.• 13% of PK-2 educator respondents and 7% of 3-5 respondents report using Seesaw.



DRAFT

Educator Schoology and Seesaw usage (by school FRL)

90


Observations:• While there is no discernible directional trend in Schoology usage by school FRL, respondents in the lowest FRL schools


Seesaw usageSchoology usage



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Table of contents

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Page Topic











139 Appendix


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92


Themes


• Theme #1: School leaders are seeking transparency into district decision making and a longer runway Planning and between when decisions are communicated and executed.

Vision

• Theme #2: School leaders value district guidance (e.g., packets and videos), but note lack of alignment Curriculum, and clear expectations for remote instruction. Instruction,

Assessment



and Wellness • Theme #4: School leaders also highlight a need for streamlined communication from district departments.

• Theme #5: School leaders indicate that meal and laptop distribution has been very helpful, but note gaps in WiFi and device access along with technology resources/supports that need to be addressed.





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Leadership Planning (curriculum, instruction, and assessment)

93

Leader Survey: Planning and Vision

Observation: Leader respondents report being farthest along in plans for differentiating support for all student populations and least far along in planning for summer learning.

Question: How far along is your planning in the following areas?



DRAFT

Leadership Planning (talent decisions)

94

Leader Survey: Planning and Vision

Question: How far along is your planning in the following areas?

Observations:• More than 50% of the leaders who responded to the planning questions have partial or complete contingency hiring plans.• The majority of the leaders who responded to the planning questions have thought about fall PD, but have not yet made

plans.



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Support Level (educators and leaders)

95

Leader Survey: Adult Culture and Wellness

Observation: 55% of school leader respondents feel supported or very supported by the district. Another 39% feel “a little supported.”

Leader question: How supported do you feel by your district? (Select one.)



DRAFT

Support and Development (leaders)

96

Leader Survey: Adult Culture and Wellness

Observations:• 100% of the leaders who responded are still able to collaborate with school-based staff and 81% report still being able to

collaborate with peers.• 91% of the leaders who responded report feeling connected to their school or the SPS community.• 70% of the leaders who responded report a check in from their Director of Schools.• 39% of the leaders who responded report having the guidance they need to support school staff who are in need.




DRAFT

Student/family supports needed

97

Leader Survey: Family Partnerships

Question: For which area(s) could your students and families use additional support or information about resources at this time? (Select all that apply.)

Observation: Leader respondents across grade bands report mental and emotional health support resources for students and families as the greatest need.



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Table of contents

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Page Topic











139 Appendix


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Reminder: We’ve categorized the open response and interview findings across seven essential practices of effective school systems

99

Establishing a vision plan for distance learning

6. Family partnerships Promoting authentic family partnership

Promoting a joyful, engaging, and safe student culture2. Student culture and wellness

Implementing tiered academic and SEL supports to meet students’ specialized 4. Tiered supports needs (e.g., special education, ELL, credit recovery, social-emotional)

Implementing rigorous, aligned, and culturally relevant curricular material and 3. Curriculum, instruction and assessments for all students

assessment

Promoting educator social-emotional wellness, strong team culture and 5. Adult culture and wellness

professional learning

Implementing effective and efficient operations systems that enable school 7. Operations

leaders to focus on instruction and student culture/well-being

For each theme reported, we have pulled illustrative quotes from the surveys.

1. Planning and vision


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Table of contents

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Page Topic











139 Appendix


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Family/caregiver open response: summary

101

Family/Caregiver Open Responses

Themes 15,542 family/caregiver responses

• Theme #1: There is deep appreciation for the work of teachers and leaders across SPS who areCurriculum, instruction, meeting student/family instructional needs.

and assessment• Theme #2: There is a desire for more synchronous, live classes.

• Theme #3: Families with students from special populations (i.e., SpEd, ELL, 504) report a particularlyTiered Supports challenging time with distance learning.

• Theme #4: There is a desire for a streamlined approach to communication from the district and itsschools.

Family Partnerships• Theme #5: There is a desire for more standard, streamlined, and consistent systems and expectations.

• Theme #6: There is dissatisfaction with some of the current technology platforms (i.e. MSFT Teamsand Schoology).

Operations• Theme #7: Many families lack critical resources needed for distance learning (e.g., materials,

technology, internet, etc.).

Open Response Questions: • What is your school currently doing well to support you?• If distance learning continues during the 20-21 school year, what practices would make the experience more productive and

manageable?• What additional information or resources can your school provide to be helpful?


DRAFT

Theme #1: There is deep appreciation for the work of teachers and leaders across SPS who are meeting student/family instructional needs

102

Family/Caregiver Open Responses: Curriculum, Instruction, and Assessment

Illustrative quotes• They’ve been amazing thus far.• Our teacher has stepped up serving as a resource for the school,

parents, and staff and has begun tutoring my sons for reading. He meets with them twice a week and meets with me every week to provide an update on their reading progress. Staff has reached out to ensure that we aren’t in need of financial assistance. Their teachers have been very responsive to my questions and provided a parent meeting to show us how to navigate through Seesaw, the platform being used for assignments. My children are thriving in the distance learning environment thanks to the support received from the school.

• Our teacher has gone above and beyond to help support our K students. Class time and two small group meetings are scheduled each week in addition to posting assignments. We are so thankful and grateful for her willingness to learn and adapt to teaching virtually.

• My son’s teacher is our most valuable resource. She provides Zoom classes and is very responsive to any questions we have. She lays out work in Schoology in an organized manner. She has been available to help us whenever we need it.

• It has been remarkable how well everything has come together to support my children's educational needs as well as additional support for emotional or financial needs during this time. I cannot be more grateful or proud of the staff and leadership involved who have had to quickly pull this together and be capable of providing all they have. Thanks.

Illustrative quotes• She meets one-on-one with our son each week in addition to online

class lessons. His IEP work is supported and evaluated. She has held parent helpful meetings. Her online classes are orderly with good educational outcomes. The teachers leave books and packets for pick up if we want/need them. They encourage us to do the work that suits and interests our child so he stays motivated instead of forcing topics that we are unprepared to instruct. They are prioritizing his well being and his own sense of discovery and accomplishment.

• Our principal is super organized and supportive to all students in school. We feel so supportive since our student is provided with previously recorded lessons and live meetings on different topics such as Music, Arts, Gym, Math, Writing, Reading, Science, etc... Especially our home teacher, has been thoughtfully preparing lesson recordings and much needed assignments for his students to do online as well as on paper, notebook, etc... He emphasizes on the academic growth as well as the social emotional aspect -- meeting with the students 3 times a day 5 times a week allowing them to have enough time to participate in class discussion and speak their mind and feelings about what is going on at home.

• Our Kindergarten teacher is doing all she can to help with distance learning for such young children. The specialist teachers are working hard to provide lessons, videos, read alouds, etc. I believe they are doing all they can reasonably do to support the families of this community. I am pleased with their leadership and efforts.

Blue font: Black /African American families Black font: Other family responses

Blue font: Black /African American families


Black font: Other family responses







DRAFT

Theme #2: There is a desire for more synchronous, live classes

103

Family/Caregiver Open Responses: Curriculum, Instruction, and Assessment

Illustrative quotes• Could some live, small group sessions be organized for children

with similar learning needs?• More live class time with teachers, instead of students just reading

materials and figuring it out on their own.• I wish his teacher would have live video calls with my student to

teach him things rather than a 2-minute YouTube video and him having to figure it out on his own.

• I'd like the teachers to teach the content via video and then assign work. I can help with the work. Right now, the kids are getting the assignments but there isn't much teaching to go with it so they don't know how to complete the assignments. These don't have to be live video chats. The on-demand ones through the kids’ school has been very good but they need more. Then maybe a meeting every week where the kids are there and it's more for social/emotional learning.

• Give the children more online learning, everyday for 30 min is not enough!

• Could you do live synchronous online teaching of each subject (maybe 1/3 of class subject time) then breakout into small groups with peers (maybe 1/3 of time), followed by 1/3 time to do work on their own and get a break from screen time? The live personal interaction with their known teachers is important, and a sense of socialization/friends helping them through schoolwork at this age would be helpful.

Illustrative quotes• [More] actual teachers doing actual live teaching. Less of this self-

managed stuff that just makes parents feel guilty and is a disservice to students. From an equity standpoint, not being more active I think is worse than actually trying to hold live classes and getting proactive in getting kids access to the internet and devices. The well-to-do kids are just getting even farther ahead.

• Much more TEACHING. He has a weekly 45 min math class and a 45 min homeroom check in. These meetings are to check in but no learning is happening.

• Interactive, live instruction with each teacher in each subject with break-out discussions with peers. Students need to be able to interact in real time with teachers and peers. Students cannot be expected to continue to engage in learning as a purely DIY exercise (e.g. here's an assignment, go do it. That's called doing homework all day. Not teaching.) Live instruction could be recorded for students who cannot attend the live session. But it is imperative that live instruction happens. SPS is perpetuating inequity by NOT offering live instruction.

• SPS should consider hosting live stream classes via zoom or MS Teams. Preferably in subjects such as reading, writing, science, math and social studies. That way the student can ask a question right away. The students should take an online quiz or a test after each quarter to assess the progress or lack thereof.













DRAFT

Theme #3: Families with students from special populations (i.e., SpEd, ELL, 504) report a particularly challenging time with distance learning

104

Family/Caregiver Open Responses: Tiered Supports

Illustrative quotes• I'd love for them to hold actual classes or even work with an IA or

something, where THEY support her, and not expect me to figure out how to do it. She's a special needs kid with an IEP and cognitive delays and it's putting a LOT on me to ask me to home school her. And without support, she's not going to get much done.

• Provide one-on-one time to support students with IEPs.• You MUST find ways to support students with IEPs.• One-on-one or small group teaching for ELL students. We have

asked so many times for help teaching my child to read. In his high school, they told me to send him to after school tutoring, which has 25 kids with one teacher doing homework. He cannot get the help he needs. I have sent him to private tutoring but he has so much homework and it takes him so long to do that there is not enough time to help with basic skills like reading and math. If you don’t want to graduate a black male with low levels of literacy, he must be taught in a way he can learn. He cannot be expected to teach himself and I can’t teach him.

• Our daughter needs all the services in her IEP; teachers need to teach classes every day online as normal. My husband is currently my daughter’s teacher. This is not sustainable.

• It is very difficult for kids in the special education program [to learn from home] and their parents don’t have time [to help them].

Illustrative quotes• Having a student with an IEP, distance learning isn’t a sustainable

approach. Learning at school is already a challenge; learning at home without the usual team of trained professionals and expecting it to meet our students' needs isn’t possible.

• Schoology has no accessibility features for kids with reading difficulties - such as a reader view, voice narrator, highlighter tool. Kids also have to download files from Schoology, store/edit/create/annotate somewhere else, then upload assignments back into Schoology through the submission button. It's a very clunky process and especially difficult for kids with a 504 working at home alone.

• My son is in ELL, but no actions from ELL side besides checking with his parents by email if he has any troubles in English learning, but there are no English teachers actually checking in person with him available, so hard to say if he/we have been doing right or not.

• My student would benefit from 1:1 Zooms with her speech and OT, even if not as many minutes are currently allotted in her IEP. We cannot replicate these services at home. The adults caring for my student need more information or training on how to work with her and how to adapt the gen ed classwork to her abilities/needs. Usually her para and teacher do this in the classroom.













DRAFT

Theme #4: There is a desire for a streamlined approach to communication from the district and its schools

105

Family/Caregiver Open Responses: Family Partnerships

Illustrative quotes• Communication between tech staff and teachers needs to

improve, in addition to getting a platform all teachers can agree to use.

• It's hard to parse through emails to get the right information on [class] sessions and then add them to our family calendars. Give people more communication to plan the week around those classes.

• We need a single channel of communication about class assignments and expectations - right now we have to check 5 sources daily. A single place to check what's assigned and what's been done would be great.

• Find a way to communicate updates to parents but without overdoing it. I have a high school kid in a different district and their communication has been much more concise and not excessive like SPS.

• Clear, consistent communication from all teachers. At this point in time, we are all learning how to accomplish distance learning; however, in our experience, each teacher has unique expectations/requirements. Additionally, each teacher has their own way of communicating: some use email, while others use The Source and Schoology. Oftentimes there is a complete breakdown in communication.

Illustrative quotes• There is so much information being given to parents. It is difficult to

keep up if you are working. Focused communication on a few things working parents can do to assist students and be informed would be helpful.

• We need consistent, clear, centralized, accessible communication where both the parent and the student know exactly where to go to find information regarding content and expectations. A syllabus from every teacher that details what, where, when and how content is accessible; what, where, when and how assignments are due. This would help full time working parents better support their students to stay on track. The current system is fragmented and unpredictable.

• Communication about lessons and assignments should be standardized in both format and timing. Currently, information comes in via email and/or any number of places on Schoology. Assignments are difficult to find and to keep track of. Information about what is due for the week can appear at any time. It would be nice to have things clearly stated on Monday about what is expected that particular week.

• We are getting too many emails. It is hard to follow along with what the assignments are, the changes to policy, and print out the multiple worksheets. I wish there was a way it could be presented / provided in a clearer manner.











DRAFT

Theme #5: There is a desire for more standard, streamlined, and consistent systems and expectations

106

Family/Caregiver Open Responses: Family Partnerships

Illustrative quotes• We need clear expectations that are consistent across all classes.• Create a clear schedule of activities our students should be

engaged in for parents to support completion.• I would like more consistency among teachers as to where

assignments are posted. It would be good to utilize the same tools.

• Create Schoology standards for teachers to follow so every teacher posts a daily/weekly list of activities for each day. Create standards so all teachers post due dates in the right margin calendar. Keep practices consistent and simple. Too many platforms and places to hunt for material make it very confusing and time-consuming.

• Can the district create a shared iCal or another way to automatically add invites to calendar systems like Google, Outlook, etc. for class schedules?

• There are way too many resources being pushed to parents to sift through and use. I've been given at least 5 different "platforms" (library link, bookflix...) that all just go to the Scholastic website (which is open and free right now anyways). For my kindergartener, I get 3 packets - one from the district, one from EDU.com, and one from the teacher emailed to me weekly, plus material from the art teacher, PE teacher, Music teacher, and librarian. It's too much and I'm left with the task of figuring out

Blue font: Black /African American families Black font Ot her family respowh ich is best for my kid and which we hav e theto do weekly.

resources and time :

Illustrative quotes• A consistent schedule with a clear plan for the week so I can plan

ahead with how to best schedule all four of my children.• A single, integrated, coherent online learning platform that allows

students and parents to EASILY and consistently track progress and learning.

• Increase organization and decrease options. Having the same instruction take place in multiple locations (Schoology, YouTube, Cable) actually makes things harder, not easier. Having teachers use Schoology in a consistent manner (too many options causes chaos - teachers use a mix of features that seem functionally equivalent and students must click through every option to find all of the assignments and materials). Consistent naming conventions when it comes to calendar use and assignments so that it is easier to see what's what at a glance (each teacher names things however they want so the Schoology calendar is unreadable). Scheduling things farther in advance (teachers often post zoom/teams links only minutes before classes begin causing students and parents to search for links that aren't even posted). Also using a mixture of Zoom and Teams seems needlessly complicated. Overall, just simplify, simplify, simplify and put teachers in front of students more.

nsesAttun d Educe ation Partners © 2020











DRAFT

Theme #6: There is dissatisfaction with some of the current technology platforms (i.e. MSFT Teams and Schoology)

107

Family/Caregiver Open Responses: Operations

Illustrative quotes• Platforms need to be streamlined and easily accessible to children.

Why not partner with an online Homeschool program? Keep in mind students who are high risk may not even do a hybrid option of going to school.

• Consistently use Schoology and an online video platform. I think teachers need to be better trained on Schoology.

• I would like to be able to access one platform that my kid also accesses, that will have all communication and links to all assignments.

• The Source/Schoology resource has been extremely confusing to navigate. It is not intuitive. It's difficult to know where to find the right materials, especially when teachers organize their information in different ways. The organization of materials varies from class to class. Then, add in the permissions needed to login to various school reference materials (Seattle Public Library, SmartMusic, Actively Learn, etc.) and you have a tangled mess of platforms. It's difficult for a knowledgeable adult, let alone a kid.

• Microsoft Teams doesn't work in some browsers, which has been frustrating. With Seattle being a world hub for computer technology, I would expect SPS to have a better organized system (before COVID-19).

• Need an easier and more simple way to do online work.

Illustrative quotes• Microsoft Teams is a very frustrating platform for my child. The

technology fails and it frustrates my child.• Microsoft Teams is NOT ideal, please switch to Zoom for better all

class engagement and functionality.• ALL teachers need to set up Schoology properly. Assignments

need to be shown in date order - not alphabetized! Also, there needs to be a clear way for parents to see what has been turned in and what hasn't.

• Much better standardization on Schoology, clearer instruction, clear expectations, opportunities for students to interact (remotely).

• More consistency between the video offerings. Better Schoology interface. The UX design of Schoology is tedious and confusing with all the nested folders and back-and-forth for getting and submitting assignments. Being able to pick up a packet of assignments/materials each week so we don't have to print a book's worth of things each week would be both more productive and manageable.














DRAFT

Theme #7: Many families lack critical resources needed for distance learning (e.g., materials, technology, internet, etc.)

108

Family/Caregiver Open Responses: Operations

Illustrative quotes• Make sure everyone access to appropriate device and provide

the needed help.• Make sure the internet is reliable and there is a working laptop

for each student.• Need books and curriculum materials.• Better access to internet service. We are struggling with being

able to access everything needed to complete projects.• A lot of parents are committed to getting the kids back to

school. We realize that there is an equity issue, so we need to know what is missing and be given clear instructions about how to close that gap. For example, if you need more laptops, you need to let us know. We all have extra laptops lying around, but who's in charge of getting them to students? How can we help everyone get good internet access? Is it money? Is it logistics? Be honest with what you need so we can try to help.

• We really need a computer and help with food.• We, the parents, had to start working to maintain economic

stability. We both understand English very little - it is difficult for us to explain the tasks and we feel that there are too many links to work. It would be better for the home teacher to make one school packet per week with sheets already printed!!

Illustrative quotes• We need a laptop and WiFi for each student and a specific schedule

for classes. Also, we need tech support that the families can reach out to. Also, have specific times set aside for each language group to explain what the parents and students need to do that week.

• We need better internet connection; ours regularly interrupts our connection. I don't know if it's just our modem, the traffic on the internet lines of the neighborhood, the speed of our internet, or the system overall.

• SPS can hopefully figure out Internet access to ALL students. We have the luxury of the internet and without it my survey responses would be very different. Need more updates from school admin on how they are supporting ALL children, especially the most vulnerable families (food, tech, mental health, housing, etc.).

• Access to resources and education need to be equitable. We are very lucky in that we have resources…But, this is not the situation for many of the kids in our district and in our area. I wish there was a way to connect the parents in the classrooms to provide support to each other. Is there a way to facilitate that interaction for the families?

• We need better internet connection; ours regularly interrupts our connection. Don’t put printing costs on us. i don't know how to pick up printed materials for weekly actual lessons rather than generic academic ideas I'm assuming are handed out where lunches are.















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Table of contents

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Page Topic











139 Appendix


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Educator open response: summary

110

Educator Open Responses

Themes

Student Culture • Theme #1: Educators are focused on engaging students (1:1, small groups, phone calls, texts, video), and trying and Wellness to find new ways to keep them engaged in learning.

Curriculum, • Theme #2: There is a desire among educators for additional instructional support (i.e. curricularinstruction, and guidance/materials, PD/training).

assessment

• Theme #3: Educators are looking for additional support and training to meet the needs of special educationTiered Supports

and ELL students.

Family • Theme #4: Educators are working to ensure families have access to resources (i.e., food, learning materials,Partnerships WiFi access, technology) to support learning.

• Theme #5: Many educators, especially those with dependents, are overwhelmed with the demands of distance

Adult Culture learning and have emerging concerns about safety/wellness once school returns in-person.

and Wellness • Theme #6: Educators are eager for clear and consistent communication from SPS and guidance on plans forthe fall.

• Theme #7: Some educators continue to struggle with the SPS learning management systems (Schoology) andOperations

online teaching tools (MSFT Teams) and have a variety of ideas for better, more user-friendly tools.

Open Response Questions: • Please describe any innovative practices you or your colleagues have implemented to engage students, particularly students

furthest from educational justice.• What additional information or resources can your school or SPS provide to be helpful?

3,247 educator responses


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Theme #1: Educators are focused on engaging students (1:1, small groups, phone calls, texts, video), and trying to find new ways to keep them engaged in learning

111

Educator Open Responses: Student Culture and Wellness

Orange font: Educators working at >60% FRL schools Black font: Other educator responses

Illustrative quotes• 1-on-1 video conferences with the kindergarten students I

partner with has been most successful. That is almost the only time I can assess progress and that I've found students can sustain engagement with me and with content.

• Our team supports each of our students on an individual basis. We work closely with their school teams to determine the level of support needed (i.e., home visit vs email correspondence).

• Text messages sent in the evening have been more successful than any method I have ever used, as far as overall percentage of families responding. Nothing too innovative - just texting a lot!

• Nothing innovative, perhaps, but teachers who exhaust every possibility (up to and including home delivery of materials at a safe distance) and who are available to parents and students on a regular basis.

• Small group through teams or zoom has been most successful for me. Fractions on the whiteboard features has been a big help!

• 1:1 phone calls and virtual meetings. We get the most from 1:1 or small group meetings. We have found writing to be most successful because students can show their writing to staff to get feedback.

Illustrative quotes• My grade level team and I have scheduled virtual small reading

groups to continue the Being a Reader curriculum with our already established small reading groups from before the closure.

• Play Out Loud; students performed outside of their homes to ensure community awareness of music education continuity.

• I have hand-written old-fashioned snail mail letters to 30 students and enclosed self-addressed, stamped envelopes and paper inside each letter. I have received letters back from over 90% of students, and many have written me two or more letters. It's a personal way to stay in touch and keep connections during this time.

• We work every week on finding ways to connect with all our students and especially those furthest from educational justice. We are committed to not leaving them behind, no matter where we teach from.

• Mailing postcards to students who are furthest from educational justice to encourage them to come to class. Reminding them, via postcard, where they can find information about my class. Sending birthday cards and thinking of you cards to their homes.

• It's not innovative, but for students who are not connecting through technology, I call and talk to them on the phone. The innovation of a simple phone call.

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Theme #2: There is a desire among educators for additional instructional support (i.e. curricular guidance/materials, PD/training)

112

Educator Open Responses: Curriculum, Instruction, and Assessment

Illustrative quotes – curricular resources• A curriculum and set of expectations. The district should

provide the lessons taught virtually so every student has the same content and teachers then support their students learning. Kind of silly for every teacher to come up with their own videos/content. Students are no longer being taught the same material. We really need to come together and at least offer the same curriculum. Teaching remotely is completely different than teaching face to face, we need more time to support students emotionally--we are wasting precious time with what really matters right now which is the well being of our students!

• The district should look toward centralized lesson planning for all students. Teachers can then meet individually or in small groups to follow up on the district-planned/delivered learning. With each teacher and/or school planning their own instruction and delivery, there is no way equitable or consistent instruction can occur for all students in the district.

• It would be helpful to have a coordinated vision for how to provide content at the secondary level.

• I would love an online curriculum that aligns K-5 so I don't have to spend my time creating videos, practice, and assessments. If the district did this, I could focus on working individually with students to meet their specific needs which will close the gap!

Illustrative quotes – PD/training• How do I know if what I'm doing is working? What do I do about

students who can't or won't engage in distance learning? What’s the best practice for maximizing engagement with an audience whose attention is pulled in many different ways? Have explicit classes on how to set up digital learning--in person/hands on if possible.

• We need more direct training in a series on how to teach online. This training should be consistent and required throughout the district so everyone is on the same page and it should happen well before the fall quarter begins.

• Doing this work well is hard. I'd love more ideas on how to engage students in more independent learning that is not screen-based and works well for students furthest from educational justice.

• As we continue with remote learning, I feel the need to have access to more ways to effectively teach remotely.

• There has been almost no focus on how to actually teach remotely --what are the best practices, how are you effective as a remote teacher, how do you plan a 30 minute online lesson, how do you make a remote lesson interactive, etc. I have no idea how to transform myself into a high-quality remote teacher. Everything is focused on getting us used to the technology, but I also need training on how to teach once I'm up on the screen!












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Theme #3: Educators are looking for additional support and training to meet the needs of special education and ELL students

113

Educator Open Responses: Tiered Supports

Illustrative quotes• Clear info about SpEd services, ways to support those with

significant disabilities.• I don't know where to begin...as a special education teacher and

using virtual education and technology, I have no idea how to provide specially designed instruction to children with varied disabilities and needs.

• We need a solid plan to support students with IEPs and to utilize IA support for our students w/ IEPs. Right now, I am doing the work pretty much alone and many IAs do not have access to tech and have not been trained to use any of these programs.

• They are ELLS so I give them three options to choose from weekly: a reading , a listening and a project. I record a message and model the project.

• How do I provide consistent, engaging, and meaningful lessons to students with severe disabilities from a distance?

• We need clear info about sped services, ways to support those with significant disabilities.

• As a SpEd para, I'd like access to gradebooks, attendance, IEPs, and family contact info. I'd like a district laptop and for SPS to pay my internet bill. I'd like training that teaches trauma informed practice to better meet the needs of many traumatized

Orange font: Educators working at >60% FRL schools Black font: Othstudents.

Illustrative quotes• All of my students have special needs. I have been given flexibility to

offer synchronous (Teams meetings) and asynchronous work (email exchange through parents) with my students. Teachers have allowed me to use my relationship and knowledge of the child to offer ways for children to demonstrate understanding and engagement in a variety of ways, so that all students have pathways to participate.

• There has been NO guidance from [the District] about expectations for ELL teachers and IAs. Some IAs have been difficult to contact and haven't been connecting via email. If on-line learning continues into the fall, we have to have 1-on-1 academic live support for ELL students. It is SO difficult for students without parental support to effectively use online learning. We need mentoring, guidance and 1-on-1 support for ELL students with online platforms.

• I work one-on-one with students with IEPs to walk them through the assignments. Sometimes I read aloud reading assignments to them.

• Collaboration with specialists has been the key to making sure my ESL students are sticking with the main group. All of my ELLs are regularly attending class meetings, doing their homework, and moving forward.

• [The District] needs to provide more specific guidelines about how we as ESAs are allowed to provide [IEP] services and clearly explain those guidelines to ESAs and to parents.

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Theme #4: Educators are working to ensure families have access to resources (i.e., food, learning materials, WiFi access, technology) to support learning

114

Educator Open Responses: Family Partnerships

Illustrative quotes - Resource, device, and internet access• Driving to students' homes to drop off laptops/wifi and

explaining how they work (while social distancing). • My students need WiFi. The computers from Amazon are great,

but we need hot spots. Xfinity is offering WiFi but in reality, it is very difficult to access this support. I'm glad they have laptops, but if school is online having a laptop is only half the battle. Many of my students say the internet is their biggest barrier.

• We need mobile hotspots. The district needs to give them to us because there are so many families we cannot connect with via video because they have not been able to access the internet via other methods.

• We are in constant communication with students and families as well as connecting families to resources. Holding high expectations while being understanding of SEL needs.

• Contacting each of their parent(s) via phone before each live video class to ask them to attend and troubleshoot connection issues. Delivering learning packets to their door each week. Delivering groceries to their door each week. Set up a video conference with each family at the beginning to explain online learning and address any obstacles/help troubleshoot. Giving families a lot of opportunities to tell us what works for them.

Illustrative quotes - Communication and general support:• We have relentlessly tried to connect with families with students

furthest from educational justice. We made phone calls, had Zoom meetings, even met in person trying to meet needs. We have a table chart that gives us specific information about each student’s needs.

• Basically asking how the families are doing when we are in touch with them, offering to find the way to get help if needed. Honestly just caring about them.

• Mostly, I've been trying to educate the parents about how to incorporate learning into every part of the day.

• I could not be reaching my families on an ongoing basis if it weren't for my ability to text. That's been the absolute best way to provide support and develop the relationships we need in order to connect and care for their children.

• I would like a list of all resources (in one place) for families to get help. One page PDFs (with links included) that outline community resources or other free resources that we can share with our families.

• As we move to the next school year, I believe we need to have videos in different languages for families to learn how to navigate the SPS web page. Many bilingual families do not know how to access the school resources.














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Theme #5: Many educators, especially those with dependents, are overwhelmed with the demands of distance learning and have emerging concerns about their safety/wellness once school returns in-person

115

Educator Open Responses: Adult Culture and Wellness

Illustrative quotes - Demands of distance learning • Understanding the responsibilities teachers-parents have

throughout the day (especially for young children), making it nearly impossible to do work during school hours and instead working at night after kids go to bed.

• We need more paid planning days in the summer to be able to prep for next year.

• I am a single mother to my 5 year old. I have no family members in town. Being a classroom teacher (teaching multiple grades) in such a high demand school, it has been nearly impossible to do this job. I work non-stop even on weekends.

• I am feeling overwhelmed as an educator with 3 young children at home. I find it virtually impossible to continue to educate my 3 elementary school students on my own while teaching HS.

• We need childcare options for those of us who have young children at home. Being expected to work 8 hours a day while taking care of my own children has proven a feeling of failure as both a parent and a teacher.

• I had to increase my internet speed at home in order to use Microsoft Teams. A stipend or support paying for the increase in internet speed would be helpful as it is essential to doing my job from home. Also paid time for planning and preparation for fall.

Illustrative quotes - Concerns about health safety for the fall quotes:• Protective equipment, cleaning supplies for classrooms, health

screening equipment and guidelines. • When starting the school year, if it's possible to consider teachers

teaching remotely from class. We can self-isolate and social distance from our classrooms. But we will have access to our classroom materials right there.

• A plan for next year that includes accommodations for employees at high risk for complications/death due to contracting COVID-19, if expected to teach in-person before a vaccine is created.

• A safe environment for students and teachers to return to that helps limit the spread of COVID until we have a vaccine.

• Please do not open physical schools if it is unsafe. We would benefit most from additional resources to support students' physical and emotional needs if schools remain closed, as seems prudent.

• We need sick leave requirements. If I am sick, and/or my colleagues are sick, what are the procedures that will be in place, and we as teachers will need to support, for multi-week or multi-month absences while classrooms may be physical, virtual, or blended?

• How will you be protecting the staff and students against covid-19 with social distancing in the fall, winter and spring 2020-2021?
















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Theme #6: Educators are eager for clear and consistent communication from SPS and guidance on plans for the fall

116

Educator Open Responses: Adult Culture and Wellness

Illustrative quotes - Clear and consistent messaging• Clear and consistent information. Different groups get different

info and that starts a wave of questions and issues. We need 1 place to go for updated info - 1 place to look for daily updates.

• There has been frustration around messaging getting to families before staff and not feeling like staff needs are being heard and understood.

• BE CONSISTENT. I feel extremely supported by my school team but frustrated by contradictory messages from the district/central office staff. Staff at different schools are receiving differing messages.

• Clear, consistent expectations across the district for how to set up a distance learning system. As a resource teacher, I struggle tkeep up with all of the different platforms and organizational methods of the K-5 teachers I collaborate with.

• Don't say something one week, change it the next and then go back to it. Doesn't build trust. Give teachers some choice (Seesaw vs Schoology).

• I appreciate transparency about the decisions that are made. Theback and forth about zoom was frustrating for me and weighed on my personal desire to be innovative and try new things with my class. I’d like to know transparently why decisions are being made.

o

Illustrative quotes - Plans for the fall• A really thoughtful plan and clear direction on supporting PK

students with special needs. This plan should take into consideration that embedded learning w/in play is the primary way of learning skills and how to provide materials, ideas for families to not solely rely on worksheets and internet videos to support their child's learning.

• If the remote learning continues this fall, it would be helpful to have a uniform plan for continuous learning guided by the district as opposed to having individual building leaders and their teams create their own plans.

• A clear, unified path forward for virtual learning that supports all students. It's fine if each school community develops their own plan, but they need to be clear and consistent for all learners (students AND staff).

• What does socially-distanced in person teaching and learning look like if we start school in some form? So much of what we do involves partner talks and small group work. How does that look 6 feet apart? How do we start teaching kids protocols for distance learning while we have them in person and how do we create a plan where distance learning can build on what we have done when schools are open? How do we make sure that all schools have access to quality digital learning tools, not just those with big

r educator responsesbudget PTAs. Orange font: Educators working at >60% FRL schools Black font: Othe












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Theme #7: Some educators continue to struggle with the SPS learning management systems (Schoology) and online teaching tools (MSFT Teams) and have a variety of ideas for better, more user-friendly tools

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Educator Open Responses: Operations

Illustrative quotes

• Schoology needs massive improvements to be feasible as a platform into the fall. It's difficult to give students feedback, to organize individual student assignments, to connect with other platforms, and to message easily.

• More direct access to get help from the Schoology team. Their online tech request is confusing and does not provide results. I would like to use my time to access tech for professional development, but my access has been blocked for months.

• Zoom because you can use breakout rooms which makes it feel more like a classroom. Zoom platform is best for kids (folks can all see each other).

• YouTube is a format that is available on SO many different platforms - it consistently compliments what I'm doing on Schoology. The channels can be viewed anytime and are accessible to students on their cell phones.

• Kahoot has been very engaging for students.• I'm surprised that we didn't get a list of acceptable online

platforms from the district. It was clear that Zoom was not ok, but I see an option for Google Classroom in this survey. Disappointing to be so clear on what not to use, but unclear on options we could use.

Illustrative quotes

• Zoom! Zoom is working well!• Please let us use Zoom. It allows for significantly more student

collaboration (breakout small groups, easy student-to-student messaging for turn and talks) and will increase engagement.

• Seesaw is preferred for young children. Sticking with one online platform is enough for families.

• TalkingPoints has been the most effective way to communicate with ELL families.

• TEAMS CLASSROOM FEATURES!!!! It is INCREDIBLY FRUSTRATING that we can’t use all the Teams functions!

• Remind is nice for students and a great way to engage with families vs. texting.

• Schoology is an awful system. It is clunky, no drop and drag. I use folder systems to organize work for students/parents. I cannot drag a folder with all the material already organized in it onto Schoology. I have to labor intensively over hours to recreate what is already on my hard drive to make the materials accessible.

• Beginning in the Fall, consistency across the building using learning platforms Seesaw for K-2 and Schoology for 3-5, with adequate training for staff, as well as district-produced tutorial videos that can clearly explain to parents and students how to use them.

















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Themes


• Theme #1: School leaders are seeking transparency into district decision making and a longer runwayPlanning and between when decisions are communicated and executed.

Vision

• Theme #2: School leaders value district guidance (e.g., packets and videos), but note lack of alignment Curriculum, and clear expectations for remote instruction.Instruction,

Assessment



and Wellness • Theme #4: School leaders also highlight a need for streamlined communication from districtdepartments.

• Theme #5: School leaders indicate that meal and laptop distribution has been very helpful, but notegaps in WiFi and device access along with technology resources/supports that need to be addressed.





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Theme #1: School leaders are seeking transparency into district decision making and a longer runway between when decisions are communicated and executed

120

Leader Open Responses: Planning and Vision

Quotes • It is important that leaders are aware of the discussions that are

happening. For example, many of the survey questions are about next year’s planning. I am not privy to what the central office is even considering or talking about, so it’s really difficult to plan without more context.

• More lead time between when information is disseminated to leaders and then sent to staff.

• We really need communications about shifts a few days before they occur. We are the ones to operationalize things. Even a simple, “Hey principals, we are drafting plans to consider Zoom, teachers gathering materials, or school re-opening.”

• The district is behaving as it normally does - poor communication and keeping principals out of the loop on thought processes for decision making. It used to feel like people didn't do this on purpose. Now it seems by design that they throw out information to leaders, parents, and teachers all at once so that people can't ask questions or provide feedback. This pandemic has exacerbated already existing poor leadership and communication practices.

• I'd like to have more room to make building-based decisions. Not all schools function the same way, and I'd like to simply lead.

Quotes • [We need] 1. A plan for distance learning assessment. 2. A detailed

plan of how the district plans to coordinate efforts for next school year with potential need for distance learning, changes to way schools traditionally operate due to health guidelines, and the agreements that would need to be made with SEA. How will the district approach this work and how will the district ensure participation of stakeholders?

• Timely information on upcoming issues like summer school and parameters for a ramp up plan for the start of school under 3 possible scenarios. Our team has lots of ideas but is reluctant to develop a detailed plan if 1) the district will be providing a plan or 2) if we will be required to follow the district plan once it is developed or required to modify our plan based on parameters that were not communicated ahead of time. Timely decisions by the district will help us direct our time and energy where it is most needed.

• Having a school closure checklist at the end of 5/20 would be helpful in ensuring that all t's are crossed during this unusual school ending.

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Theme #2: School leaders value district guidance (e.g., packets and videos), but note lack of alignment and clear expectations for remote instruction

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Leader Open Responses: Curriculum, Instruction, and Assessment

Quotes• The videos produced for students: Making Meaning, Science,

Social Studies, SEL, etc. • Having the SPS TV lessons available as a resource provides a

support for teachers if needed and allows them to focus more on social emotional learning with students.

• Packet creation and tech support have been helpful. SpEd program specialist and regional supervisor have been incredibly helpful.

• Info on essential services like food, housing, computers for families. Centrally-produced vids are great now that they have new content.

• I would like for the district to provide clearer guidelines on what distance learning should look like. For example, a document that provides clear direction on accountability (student and teacher), communications with families and students, assessments, attendance, SEL support, customer service, etc.

• A detailed plan of how the district plans to coordinate efforts for next school year with potential need for distance learning, changes to how schools traditionally operate due to health guidelines, and the agreements that would need to be made with SEA. How will the district approach this work and how will the district ensure participation of stakeholders?


Quotes• I would like a more consistent distance learning model. I see the

gaps increase as schools are left alone to develop plans with little structure.

• More clarity on expectations for educators. There are teachers doing numerous live lessons and others doing the bare minimum across the district. Families begin to hear about the discrepancies, and they are getting upset and this will put teachers who cannot spend all day online teaching with families in a tough spot.

• Provide clear expectations of what remote instruction should look like for teachers. The expectations are far too vague and are being interpreted very widely, creating gaps in educational opportunity with some teachers giving regular online lessons or through videos and some leaning almost entirely on the district videos to meet their teaching requirement. If they are still being paid, they should still be teaching. What exactly does that look like? Give us more flexibility with platforms OR provide an appropriate elementary online platform now so we can be prepared for next year (don't make these decisions so late -- then we scramble to figure things out).

• More consistency across schools (e.g. hours of live classes or office hours).

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Theme #3: School leaders note increased collaboration and communication between central and schools

122

Leader Open Responses: Adult Culture and Wellness

Quotes• Weekly principal meetings are helpful. School Leaders

Communicator is also very helpful.• Weekly meeting with my school director is super

helpful, as is her maintenance of the PLN meetings. • The weekly principal meeting. • Weekly ed director check-ins and the COVID-19

Updates from [the District] are helpful. I like the open communication and if I need answers, they are easy to find.

• Weekly meetings with ed director via TEAMS to provide updates. Special guests during this meetings to answer questions.

• The weekly principal meeting. The SPED connections.• Meetings with Directors have been good. Appreciate

the consistent communication plans.


Quotes• The principal learning network meetings allow me to

connect and collaborate with my colleagues. The rich discussion helps me to gather valuable information that assists me in navigating and leading during remote learning.

• Principal and Superintendent meetings are helpful. Weekly FAQs are informative. Having access to District staff has been very helpful. Having a District team making the hard decisions given the data and Governor inputs creates trust and support knowing that decisions are well-informed.

• I really appreciate the family communication that's going out from the district. This takes a load off schools.












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Theme #4: School leaders also highlight a need for streamlined communication from district departments

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Leader Open Responses: Adult Culture and Wellness

Quotes• More clear and consistent communication through 1-2

sources via departments sending out emails on their own. I am not sure why the School Leaders Communicator is not being utilized more…

• Coordinate communication with all departments to minimize mixed or confusing messages.

• The quantity of information sent by the district continues to be difficult to keep up with, internalize, and act on: FAQs, School Leader Communicator, e-mails to teachers, e-mails to families, ad-hoc e-mails from various departments, etc.

• Streamlining distribution of information, including all admin in briefings.

• CONSISTENT MESSAGE from CENTRAL OFFICE WITH expectations and SIMPLE MESSAGING- BE CLEAR ON WHAT IS REQUIRED


Quotes• Clearer rules about who can be in the buildings and when,

procedures that are communicated in a timely fashion.• Supporting teachers and administrators with consistent

messaging from and for Physical Education. Offering weekly check-in times for ELEM Mondays 8am, MS Tuesdays 8am, and HS Wed 8am. Again, being clear and simple messaging. GUIDANCE FROM THE CENTRAL OFFICE for both Principals and TEACHERS -- I also have consistent touch points for our teachers to check in with teacher leaders. Highlighting the SEL and taking care of themselves (Teachers).

• Lack of consistency in supports across schools. There also seems to be an issue with school-based staff getting information from principals on expectations.

• More direct communication from the district to educators.• We have an aligned PreK-12 PE Curriculum and messaging

is different in every school.

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Theme #5: School leaders indicate that meal and laptop distribution has been very helpful, but note gaps in WiFi and device access along with technology resources/supports that need to be addressed

124

Leader Open Responses: Operations

Quotes• It's been a good thing that the lunch program got up

and running so quickly.• Lunch sites were well organized.• Meal delivery [was a positive].• The Amazon device donation was invaluable. Probably

the most helpful thing the District has done.• Packet creations, tech support. SpEd program

specialist and regional supervisor have been incredibly helpful.

• Policy creation (grading) that we all follow and meal delivery were valuable.

• Laptops are critical for IA's to help lead small groups , engage families, and provide necessary supports. I know this is in process with a beginning roll out but this will be absolutely critical if we need to continue some form of distance learning in the 2020-2021 school year.


Quotes• Hotspots. Many families have requested support with WiFi

and Hotspots to help their child with internet access for their Amazon laptop that they received.

• Get IAs laptops - this is a HUGE waste of resources and demonstrates a lack of respect; provide comprehensive peer-reviewed online curriculum; easy internet access for low-income students.

• Better tech support for students and families. Providing access to WiFi for students who can't afford it.

• The survey asked us how far we are on making a plan for next year. We have been waiting for guidance from the district and I have been disappointed that we aren't asked specifically for input on how to make a plan for next year. I have been thinking about it and reading articles but need information about technology, online resources, and supports.







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Theme #6: School leaders highlight the pitfalls of Schoology, especially for elementary school students, and advocate for district-wide alignment on platforms

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Leader Open Responses: Operations

Quotes• Give us more flexibility with platforms OR provide an

appropriate elementary online platform now so we can be prepared for next year (don't make these decisions so late-- then we scramble to figure things out).

• We were told to use Teams for weeks, but there was no talk about why. As leaders we had lots of evidence about why to use Zoom but not Teams. And then out of nowhere, we were told that Zoom was now okay (thankfully).

• I think it is imperative that the district begins investing in online learning platforms at a district level. For example, my son (who is a struggling reader) has benefited immensely from accessing Lexia every day.

• I'd like district-wide mandated plans for Distance Learning such as software products like Google Classroom. I would like consistency district-wide.


Quotes• Coming late to the party on 1:1 and especially common

expectations for using Schoology and other digital resources has left us all scrambling to drag along those that are recalcitrant and slow to adopt.

• Streamline how teachers must connect - Schoology.• Get Seesaw in place for K-3 for all students. The

primary kids can't navigate Schoology on their own.• If we have to engage in remote learning next year, pay

for every elementary to have Seesaw. It is readily usable for our young learners. Schoology is too cumbersome for young children. We are set into a routine now for the remainder of the 19-20 school year.

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Central Office Open Responses/Interviews

Themes

95 central office open responses24 central office interviews

Student Culture • Theme #1: Central office employees underscore the need to deepen the focus on new and existing SEL strategies and to and Wellness identify new ways of connecting with harder to reach students.

• Theme #2: District staff underscore inconsistent instructional expectations and practices across schools, difficulty assessingCurriculum,

learning, and an overwhelming volume of resources.Instruction,

• Theme #3: Central office staff cite learning packets and video learning materials as helpful methods to allow students and Assessmentfamilies to access education content.

• Theme #4: Ensuring that students who require additional support and services, including SPED, ELL, and translation servicesTiered Supports

remains challenging and a high priority amongst central office employees.

Adult Culture • Theme #5: Central office staff report increased collaboration across teams, departments, and with school sites, enabled byand Wellness use of MSFT Teams.

• Theme #6: Central office staff note that SPS was one of the first districts to close in the name of public health and celebrateefforts to distribute food and provide basic needs to families and students furthest from educational justice. [8 responses]

• Theme #7: While several staff celebrate laptop distribution, others cite access to technology, tech support, and resources asOperations

continued barriers to student learning and family engagement.• Theme #8: Many central office staff members note the need for greater consistency and alignment in the platforms and tools

being used.

Open Response Questions: • Please tell us what is working best in the current approach to distance learning.• Please tell us about the greatest challenges you are seeing in the current approach to distance learning.• Please describe the 1 or 2 improvements you would most like to see as we plan for the possibility of distance learning in the fall.


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Central Office Open Responses/Interviews: Student Culture and Wellness

Quotes• Phone calls home, Robo calls, lots of translation tool use.

Using TikTok and Instagram to target students, using Facebook and Twitter to target parents.

• I think it is good that we are offering flexibility and not requiring students be on their laptops for instruction using the regular school day schedule. From what I have read, many students and teachers (and parents) are struggling when they are forced to replicate the school day schedule at home.

• Head Start Teachers have been very supportive in meeting the students’ and families’ needs around social and emotional needs and working with the families individually to meet them where they are at with schedules, resources, etc.

• At times a rush to action, when we might need to slow down. Connecting and engaging groups of students. Finding ways to leverage pedagogies and student interaction that we know are critical to student learning in a remote environment.


Quotes• Getting secondary kids to see the importance of showing up

for learning. The moving target of the messaging has made it difficult to help them understand why it is important.

• Providing tiered SEL supports in a strategic way so that we ensure all students who need supports, and specifically students furthest from educational justice, are being supported at this time.

• A lack of understanding about how much/what to expect from colleagues/students/families. Focus on the emotional impact would be useful.

• Consistently we are hearing teachers only able to connect with 50% of their students. Students in most need of credit are least to engage, for whatever reason--technology issues, social/emotional, no expectations from home, etc.

• The lack of understanding of how students are connecting with teachers and school staff. There are many students who are not engaging, and we don't seem to know why in many cases.




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Theme #2: District staff underscore inconsistent instructional expectations and practices across schools, difficulty assessing learning, and an overwhelming volume of resources

129

Central Office Open Responses/Interviews: Curriculum, Instruction, and Assessment

Quotes• I would like for schedules to be standardized for instruction -

with an eye towards differentiated instruction. Having three small meetings being greater than one large meeting. I believe that this would improve relationships and accountability for teachers and families as well as improve the ability to make formative assessments.

• Clear teaching and learning expectations from the beginning, including grading and attendance as well as clear expectations for teaching - how many Teams meetings and assignments given per week at high school level? Need improvement in approval of online resources for teachers to utilize for instruction.

• Consistency and teacher expertise with online tools and implementing differentiation; consistent curriculum materials for teachers to use.

• I am most concerned about the assessment piece for Advanced Learning. We are truly brainstorming a myriad of different approaches to find the preponderance of evidence within a variety of tools, especially if we are not back in the fall.


Quotes• I have seen great inconsistencies across schools I support -

some students are definitely receiving much more individual instruction and support than others, regardless of need.

• Discrepancy between schools, classes, etc.• More consistency - maybe instead of mandating minimum

amount of lessons/interactions, it is more an expectation that everyone will be doing the same thing.

• An overwhelming amount of learning resources.• Core curriculum not being used, website practice over

teaching, lack of differentiation; lack of clarity around how to progress monitor and assess. Students not doing the lessons even if they have a device - due to parents working, childcare for siblings, lack of interest.

• Challenges include: (1) Understanding what are the specific expectations of students (SMART goals), (2) Consolidation of resources - there are so many out there, it is overwhelming.

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Theme #3: Central office staff cite learning packets and video learning materials as helpful methods to allow students and families to access education content

130

Central Office Open Responses/Interviews: Curriculum, Instruction, and Assessment

Quotes • For ELA, our best approach has been to tailor the

adopted curriculum to 3 lessons per week (instead of 5) with an eye toward the most critical portions of the lessons and video taping a well-trained teacher to deliver the lessons, then coupling that with learning packets that allow students to practice the skills and strategies embedded in the lessons.

• I've checked out our web page explaining online learning, and delivery of learning packets, and it's so clear, concise, and easy for parents and students to engage!

• Using videos and packets to help support teachers with the curricula.

• The learning packets aligned with the SPS-TV programming.


Quotes • Making materials available online and at schools,

TV/YouTube channels.• I think the laptop distribution has generally been

successful and getting information about the learning packets to partners who can help support distance learning.

• The learning packets are wonderful. my son really enjoys connecting to his teacher and classmates online. I am using home tasks as learning opportunities. planting seeds, baking, and so on. I have been able to adjust my son's learning hours to a schedule that works for him.

• Packets have been helpful.• Ability of students to access required education content

at home [have been a positive].











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Theme #4: Ensuring that students who require additional support and services, including SPED, ELL, and translation services remains challenging and a high priority amongst central office employees

131

Central Office Open Responses/Interviews: Tiered Supports

Quotes• I would like to have alternative ways for bilingual families

who lack computer literacy to be able to register their kid/s.• We need to support the kids of working parents, essential

workers and income qualifying families. If information can be shared with the broader community in a timely manner, those agencies and partners can better support the students already known to them and, therefore, extend whatever learning is happening and possibly make up for deficit areas in our system.

• Provide adequate training and strategies to Bilingual Instructional Assistants on how to support ELL families remotely. Identify and work with Community Based Organizations to support students and families, especially for those community members who do not speak English and have different culture. ELL department and Community/family partnership departments should take this responsibility and have to work in coordination.

• I am concerned about student access to support services such as IA support.


Quotes• Support for SPED, IEP, 504 students will not be done well

since online tools are not sufficient or are limited in use.• Hard to assist bilingual families with online registrations.• Translating materials - much of our content for PreK is geared

towards families working with their children at home on developmentally appropriate learning activities, as younger students cannot access learning on their own. Many are also ELL families or those furthest from educational justice who cannot access the info as it's in English.

• Families who cannot support their students at home because of their educational background and language have critical problems.

• It is hard to assist bilingual families with online registrations.• It becomes a tension that people think all packets should be

translated, and perceive it as an equity issue if it's not. • Most vulnerable students and families falling further behind,

lack of access to WiFi and technology are contributing factors.

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Theme #5: Central office staff report increased collaboration across teams, departments, and with school sites, enabled by use of MSFT Teams

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Central Office Open Responses/Interviews: Adult Culture and Wellness

Quotes• Teams is easy to use and has some features that make

meetings feel more productive, like questions in the chat feature (which help to control meeting flow and prevent one individual from taking over).

• Use of Teams to continue to meet and complete work has been helpful.

• Microsoft Teams, Let's Talk, makes it easier to collaborate and communicate with families, assess family needs.

• Finding ways to identify common practices shared across disciplines. Communication and collaboration across teams. Connecting with different schools to learn what approaches are working.

• The collaboration among SPS staff is great.• Collaborating with our team via MSFT Teams has been

working well.


Quotes• In distance work, Teams has been crucial for the

Advanced Learning team to collaborate and connect.• Many challenges but teachers are rising to the challenge

and flexibility has been the thing that makes it all work best.

• Communication and collaboration across teams is strong.

• Opportunities to think outside the box and more avenues for collaboration; new energy and effort around family communication and engagement have been strong.

• The collaboration that is happening amongst some staff and departments is great.

• There is greater collaboration between central office departments.

• A middle school group is using Teams to collaborate and plan lessons.















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Theme #6: Central office staff note that SPS was one of the first districts to close in the name of public health and celebrate the efforts to distribute food and provide basic needs to families and students FFEJ

133

Central Office Open Responses/Interviews: Operations

Quotes• We were one of the first districts to close in the name of

public health - global care for health and safety.• We are feeding kids.• We have already served 400K+ meals to SPS students.• Some people can’t get to one of the 26 distribution sites

so we have specialized bus routes with drop offs at bus stops. Amazon is helping deliver to several hundred houses that can’t even get to a neighborhood bus stop.

• The district has done a great job getting laptops to students and that was a huge effort and vital for learning.

• We distribute palettes of food to shelters and affordable housing sites.


Quotes• The district has been responsive to families and

community members in regards to food insecurity, shelter, social emotional learning and support, mental health and supports.

• Head Start Teachers have been very supportive in meeting the students and families needs around social and emotional needs and working with the families individually to meet them where they are at with schedules, resources, etc.










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Theme #7: While several staff celebrate laptop distribution, others cite access to technology, tech support, and resources as continued barriers to student learning and family engagement

134


Quotes• The district has done a great job getting laptops to

students and that was a huge effort and vital for learning.• I think laptop distribution has generally been successful

and getting information about the learning packets to partners who can help support distance learning.

• [Getting] laptops for students was a success.• Every child with a laptop and access to the internet.

Family education to help families know how to partner with us to support learning. Honoring and celebrating the work of these hard working teachers who are helping to modify lessons for online learning.

• Most vulnerable students and families falling further behind, lack of access to WiFi and technology are contributing factors.

• We need to help parents with low computer skills to be more skillful.

• There are still a lot of families without access to internet.• Lack of access to tools.


Quotes• Clear systems for communication; Tech access for all staff

(IA laptops) and internet access/tech support for families.• Not all teachers are able to meet virtually with their

students due to lack of technology/family members being unable to help young students/scheduling conflicts making it difficult to meet virtually

• Not all students have district provided laptops and internet connections. These are required for students to learn and should be provided.

• The fact that the district did not use the limited time we had with students before closing schools to poll them and send students that needed tech home with a laptop. We lost weeks of instructional time - and we already had measures in place to have them sign forms assuming responsibility for the equipment.

• I think mainly it's the issue of students' families who may not have WiFi, or parents who don't assist, and make sure their students are connecting with their teachers.




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Theme #8: Many central office staff members note the need for greater consistency and alignment in the platforms and tools being used

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Quotes• Too many platforms! I think teachers are looking for what

is working for them and that is leading to many different kinds of online programs being used - Zoom, Seesaw, Flip Grid, Teams, etc. And then, the training provided by the Digital Learning team also included more. I think this is very confusing for teachers and for families of 60-65 hours.

• We need to purchase Seesaw for PreK and beyond.• As a family, if you have children in more than one grade -

then you might be navigating different platforms for different children in your family. I also think there will be differences between what works K-2 and what works 3-5. The other big challenge is how do we reach those families that are hard to reach? The approaches that are being taken seem to vary wildly from one school to the next.

• Teacher feedback is that they need flexible technology resources that work for them, i.e.. Zoom for the classroom vs. Teams.Green font: What’s working Red font: Challenge

Quotes• If we have to engage in remote learning next year, pay for

every elementary to have Seesaw. It is readily usable for our young learners. Schoology is too cumbersome for young children.

• There is not consistency in the use of Schoology where teachers are putting assignments, teams invites, etc. So students can't find how to log in so they don't bother.

• We need clear systems and tools for communication• We need consistency on how to use Schoology.

Consistency on the platforms we use. Teachers need to know how to use tech to teach more engaging and have students do work/participating while in Teams.

• It seems like there is a lot of inconsistency in how teachers share lessons (even within Schoology) that makes it difficult for a partner (such as a childcare provider) to assist each child in their care with getting their individual lessons. I imagine parents would have the same issue if they have multiple students in SPS.

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Table of contents

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139 Appendix


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Spring 2020 bright spots: context

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Context

The distance learning survey asked school leaders and central office staff the following questions to understand bright spots from Spring 2020 distance learning.

1. Student culture and wellness: Please tell us about any instructional practices in your school that youare finding to be particularly effective during distance learning, particularly in reaching studentsfurthest from educational justice.

2. Curriculum, instruction, and assessment: Please describe any innovative practices you or yourcolleagues have implemented to engage students, particularly students furthest from educationaljustice.

3. Adult culture and wellness: Please tell us about any adult collaboration in your school that you arefinding to be particularly effective during distance learning.

4. Family/caregiver partnerships: Please describe any innovative practices you or your colleagues haveimplemented to engage families, particularly families furthest from educational justice.

95 central office responses64 school leader responses


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Spring 2020 bright spots: summary

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Bright spot themes

• Educators are focusing on SEL and relationship building through direct instruction or 1:1 mentorship and support,Student specifically at the K-5 level.

Culture and • Some educators have set up “buddy” or mentorship programs, pairing educators with harder to reach students.Wellness • Educators are virtually engaging and communicating with students through multiple channels, including social

media, phone calls, text messages, videoconference, etc.

• Educators are differentiating instruction through small group (e.g., virtual breakout rooms) and 1:1 instruction.Curriculum, • Learning packets and delivery for students has been particularly effective for students without tech access.Instruction, • CAI, volunteer teachers, and grade level teams are creating engaging video lessons that allow students to watch atAssessment their own pace.

• K-3 educators are finding Seesaw to be a particularly effective LMS.

• Grade-level educators are meeting, collaborating, and co-planning lessons on a regular basis each week,particularly at the K-5 level.

Adult Culture • Schools are scheduling weekly staff meetings via Teams/Zoom, and they are incorporating SEL and culture/and Wellness relationship building into these meetings.

• Schools are utilizing virtual PLCs (professional learning communities) to enable increased collaboration.

• Schools and educators are using a number of creative virtual engagement strategies and social-distance homevisits to engage harder-to-reach students and families.

Family • Schools and educators are using a number of digital tools, including social media, two-way communication, andPartnerships translation apps to communicate with families.

• Schools are partnering with community orgs, particularly housing/food distribution partners.• Schools have designated individual educators to serve as points of contact for families.


95 central office responses64 school leader responses


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Table of contents

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Appendix: Stakeholder survey calculation methodology

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Business rules for applying unique survey responses to various aggregated results• Throughout, question-level n-sizes are reported, which indicate the total number of survey responses used to calculate results for that

specific question. Note that not all respondents answered all questions and, particularly in the case of educators, 943 respondents onlyhad a subset of responses that could be mapped from their erroneously submitted leader survey into the educator survey.

• Educators were allowed to select multiple grade levels taught and schools of assignment. As a result, their responses count in eachapplicable aggregation. For example, an educator supporting grade 3 in a 60%+ FRL school and also grade 5 in a 20-40% FRL schoolwould have 1 response included in the “All Grades” calculation, 1 response in the “All Schools” calculation, 1 response in the “Grades 3-5” calculation, 1 response in the 20-40% FRL calculation and 1 response in the 60%+ FRL calculation.

• Families were allowed to select multiple races for their child. These responses were transformed into a single mutually exclusive racialcategory that was either 1) the race designated, if only one race was designated; 2) “multiple selected” if more than one race wasselected or 3) “Other” if only the option “other” was selected, regardless of its entry.

• Some questions invited respondents to "select their top three" or "check all that apply." The n-sizes for those questions reflects thetotal number of selections to the question so the n-size can be greater for the question than the n-size for the survey.

Total unique survey responses by stakeholder group

Group Raw Responses Net Responses Notes

Family/Caregiver 15,474 15,403 71 responses removed for families whose surveys for multiple students’ demographic characteristics

asked

Educator 2,581 3,524 943 additional educator responses added, mapped for 7 corresponding questions

but only

Leader 1,007 64 943 responses removed and reclassified as on/after 5/19/20

educator

Central office 95 95


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Family/caregiver distance learning survey questions (1/2)

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Areas Questions● [Q1] In which grade is your student?● [Q2] Does your student have an IEP or 504 plan?

Demographics ● [Q3] What is your student's race/ethnicity?● [Q4] In which school is your student enrolled?

Student Culture & Wellness● [Q5] How concerned are you about your student socially or emotionally?

Promoting a joyful, engaging, and safe student culture

Curriculum, Instruction, and ● [Q14] My student is participating in a form of distance learning (distance learning includes online learning, paper packets, SPS TV, and/or Assessment

other forms of instruction taking place outside the classroom).● [Q15] My child is primarily participating in distance learning through: (Online assignments, Paper packets picked up at a distribution site, SPS

TV, N/A - My student is not currently using any of the above● [Q18] In the last week, my student spent __ hours per day on schoolwork. (Dropdown of options 0, 1, 2... 7+, I’m not sure)● [Q16] For the following question, please share whether your student's schoolwork has been: (Too difficult, Just about right, Too easy, I’m not

sure, N/A – Schoolwork has not been assigned.● [Q17] For the following question, please share whether your student has been given the right amount of schoolwork. In the last week, there

have been: (Too many, Just the right, Too few, N/A – Schoolwork has not been assigned).Implementing rigorous, ● [Q20] SPS TV videos feature Seattle Public Schools educators in short segments to support optional learning in a variety of subjects and grade aligned, and culturally levels. Videos can be viewed on cable television, the SPS YouTube channel, and on the SPS website. How often does your student watch relevant curricular materials videos on SPS TV?and assessments for all ● [Q12] How concerned are you about your student's learning while school buildings are closed?students ● [Q19] What is your student's biggest barrier to learning or completing schoolwork? (Select up to three):

○ They don’t have Internet access (Wi-Fi connectivity).○ They don’t have a device (e.g., laptop or tablet).○ They don’t have a quiet place to complete schoolwork.○ They don’t have time to complete schoolwork.○ They are not sure what they are supposed to do.○ They have other responsibilities or needs to attend to.○ They can't keep track of all of their classes and assignments.○ N/A – They haven’t run into any barriers learning or completing schoolwork.


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Family/caregiver distance learning survey questions (2/2)

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Areas Questions

Family Partnerships ●●

●

●●

●

[Q6] How much of the day are you (or another adult/caregiver/sibling) directly supporting your student's learning activities?[Q7] To what degree is the amount of time you (or another adult/caregiver/sibling) are spending sufficient to support your student's activities?[Q8] Please indicate your level of agreement with the following statements. (Strongly agree to strongly disagree, N/A)• I feel connected to my school's educators.• In the last week, someone from my school made me feel valued.[Q13] How much of the day is your student caring for another family member?[Q21] In the last week, my student's educator(s) have communicated with my student or my family : (A few times a day, Once a day, times a week, Once a week, N/A – My student's educator(s) have not communicated with my student or my family in the last week.{Q22] Please indicate your level of agreement with the following statements. (Strongly Agree to Strongly Disagree, N/A).o I have received consistent messaging about the district’s response to COVID-19 and school building closures.o The information I have received is in a language I can easily understand.o I am receiving too much information.o The information I have received is too complex for me to understand.

learning

A few Promoting authentic family partnership

Operations ●●●

[Q9] Does your student have reliable access to a tablet, laptop, or computer?[Q10] Does your student have reliable access to a smartphone?[Q11] What best describes your student's typical internet access? (My student No reliable access to the internet).

has reliable access/ Reliable, but only through a smartphone/ Implementing effective and efficient operations systems that enable school leaders to focus on instruction and student culture/well-being

Open Response

●●

●

[Q23] What is your school currently doing well to support you? (Open text)[Q24] If distance learning continues during the 2020-21 school year, what practices would make the manageable? (Open text) [Q25] What additional information or resources can your school provide to be helpful? (Open text)

experience more productive and


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Educator distance learning survey questions (1/3)

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Areas Questions

● [Q1] What grade band do you teach?Demographics ● [Q2] In which school do you work?

● [Q3] What is your role at SPS?

Planning & Vision● [Q9] Please indicate your level of agreement with the following statements. (Strongly Agree to Strong Disagree, N/A).

Establishing a vision and ○ There is a shared vision across my school for effective distance learning.plan for distance learning

Curriculum, Instruction, • [Q8] The biggest barrier to my students engaging in distance learning is: (Select up to three)

and Assessment○ My students lack the necessary devices (e.g., laptop or tablet).○ My students lack Internet access (Wi-Fi connectivity).○ I lack the necessary devices (e.g., laptop or tablet).○ I lack Internet access (Wi-Fi connectivity).○ My students have other responsibilities at home.○ My students have other basic needs that are not yet being met.○ I am unsure how to best adapt lessons for a virtual environment.○ I have been unable to connect or communicate with a student or students despite multiple efforts. Other (please specify)

Implementing rigorous, ● [Q9] Please indicate your level of agreement with the following statements. (Strongly Agree to Strong Disagree, N/A).aligned, and culturally ○ I am receiving support in implementing effective distance learning.relevant curricular ○ I have the necessary resources to advance student learning.materials and ○ I am able to assess student performance and track their progress.assessments for all ○ I understand the expectations for providing feedback to students and grading work at this time.

students ○ I understand how to support my students’ learning in a distance learning environment.○ I have the curricular content needed to advance student learning in a distance learning context.○ I understand how to deliver lessons in a way that advances student learning via distance learning.

● [Q18 & 19] Which online learning software are you currently using/ were you using prior to COVID-19 in your distance learning plan? ● [Q20] On a scale of 1 to 5, how comfortable are you recording 10 min video lessons? (Scale of 1 to 5)● [Q21] On a scale of 1 to 5, how comfortable are you delivering live lessons via video conference? (Scale of 1-5)● [Q22] On a scale of 1 to 5, how comfortable are you uploading assignments to a LMS (e.g., Schoology)?


DRAFT


144

Areas QuestionsCurriculum, Instruction, ● [Q10] As you think about next year, what support do you imagine you will need? (Select the top three)

and Assessment ○ Additional instructional planning resources○ Additional instructional planning time○ Additional diagnostic tools to understand where students are in their learningImplementing rigorous, ○ The flexibility to focus on standards from the students’ previous grade

aligned, and culturally ○ Counseling services to support students as they come back to schoolrelevant curricular ○ Improved technology tools to support distance learningmaterials and ○ Additional digital curricular content.assessments for all ○ Stronger paper-based curricular content.

students ○ Stronger methods for delivering lessons virtually.○ Other (Please specify)

Adult Care & Wellness● [Q4] How supported do you feel by your school leadership? (Very supported, Supported, A little supported, Not at all supported, Not sure)● [Q5] When schools are unexpectedly closed, how many hours between 8am and 4pm are you the primary caregiver for others?● [Q6] Communication With Manager

○ My direct manager contacted me just to check up on how I am doing during this time.

● [Q11] Connection & Collaboration Still Available

○ I feel connected with my school community.

○ I am able to continue to collaborate with my colleagues.

○ In the last week, someone from my school or [district] provided me with positive feedback.Promoting educator

○ In the last week, someone from my school or [district] made me feel valued.social-emotional

● [Q12 ] In the last week, how often did you check in with your manager or school leader? (A few times a day, Once a day, A few times a week,wellness and strong

o Once a week, N/A – I have not checked in with my manager or school leader in the last week)team culture ● [Q13] Leaders Providing Direction & Support

○ My leaders are giving me the support I need personally and professionally.

○ I have received consistent messaging about the district's response to COVID-19.

○ I understand my role during this time.

○ I receive clear expectations regarding my role from my school leader.

○ I know to whom to go when I need help.

○ When I ask for help, I receive timely support.


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145

QuestionsAreas

Family Partnerships • Please indicate your level of agreement with the following statements. (Strongly Agree to Strongly Disagree, N/A):

[Q6] Communication With Students

○ I know where to direct students and/or families when they have questions about their basic needs and welfare (e.g., food, shelter, Promoting authentic

healthcare, counseling services).family partnership• [Q14 & 15] ] In the last week, how often did you communicate with families/students? Select one. (reported with parallel question in educator

survey)

Operations• [Q7] Please indicate your level of agreement with the following statements. (Strongly Agree to Strongly Disagree, N/A)

Implementing effective ○ I have reliable access to a device I need to communicate with students and colleagues (e.g., laptop, tablet).○ I have reliable Internet access (Wi-Fi) that allows me to communicate with students and colleagues.and efficient operations

systems that enable • [ [Q16 & 17] Which learning platforms are you currently using/ were you using prior to COVID-19 in your distance learning plan?school leaders to focus on instruction and student culture/well-being

• [Q23] Please describe any innovative practices you or your colleagues have implemented to engage students, particularly students furthestfrom educational justice. (Open text)Open Response

• [Q24] What additional information or resources can your school or SPS provide to be helpful? (Open text)


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Leader distance learning survey questions (1/2)

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Areas Questions

Demographics ● [Q1] What grade band do you lead?

Planning and visin ● [Q10] How far along is your planning in the following areas? (I have a complete plan in place, I have a partial plan in , I have thought about this

Establishing a vision and plan for distance learning

but have not yet made plans, I have not yet had time to think about this, N/A – This is not relevant to my school)○ Making up lost learning from this spring.○ Offering in-person or distance summer learning at my school.○ Meeting the unique needs students and their families will have upon returning to school.○ Assessing student performance and needs upon returning to school.○ Differentiating support for all student populations (e.g., ELL, Special Education).○ Providing additional professional development to support educators in helping students get back on

track when returning to school.○ Opening the school with no vacancies.○ Making a contingency plan in case my hiring plan needs to be adjusted to a more virtual process.

Curriculum, Instruction, and Assessment ● [Q5] Do the educators in your school use

○ K-5 ELA "Collaborative Classroom"○ K-5 Math "Focus in Math"○ 6-8 Math "Envision Math 2.0"○ 9-12 Math "Kendall Hunt"○ K-12 Science "Amplify"

the centrally recommended curriculum below? (Y/N to each)Implementing rigorous, aligned, and culturally relevant curricular materials and assessments for all students

Adult Culture & Wellness ••

•

•

[Q2] How supported do you feel by your district? (Very supported, Supported, A little supported, Not at all supported, Not [Q7] Please indicate your level of agreement with the following statements. (Strongly Agree to Strongly Disagree, N/A) ○ I feel connected to my school and/or the SPS community.○ I am able to continue to collaborate with my peers.○ I am able to continue to collaborate with school-based staff.[Q9] In the last week, how often did you communicate with educators from your school? (A few times a day, Once a day, A Once a week, N/A – I have not communicated with educators)[Q4] Please indicate your level of agreement with the following statements. (Strongly Agree to Strongly Disagree, N/A)○ I have the guidance I need to support school staff who are in need.○ My Director of Schools contacted me just to check up on how I am doing during this time.

sure)

few times a week, Promoting educator social-emotional wellness and strong team culture


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Leader distance learning survey questions (2/2)

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Areas Questions

Family Partnerships •

•

•

[Q3] For which area(s) could your students and families use additional support or information about resources at this time?○ Meals○ Shelter/housing○ Childcare○ Healthcare○ Mental & emotional health○ Employment opportunities○ Other (Please specify)[Q4] Please indicate your level of agreement with the following statements. (Strongly Agree to Strongly Disagree, N/A)○ I have the guidance I need to support students and families who are in need.○ I know where to refer families and students to help them meet their basic needs (e.g., food, shelter, healthcare, counseling [Q8] In the last week, how often did you communicate with families? (A few times a day, Once a day, A few times a week, Once – I have not communicated with families in the last week) tors in my school in the last week.)

services).a week, N/A

Promoting authentic partnership

family

Open Response•••

[Q6] What additional information or resources can SPS provide to be helpful? (Open text)[[Q16] What additional information or resources can your district provide to be helpful? (Open [Q15] What is your district currently doing well to support you? (Open text)

text)

Bright Spots

•

••

•

[Q11] Please tell us about any instructional practices in your school that you are finding to be particularly effective during distance learning, particularly in reaching students furthest from educational justice. (Open text).[Q12] Please tell us about any adult collaboration in your school that you are finding to be particularly effective during distance learning.[Q13] Please describe any innovative practices you or your colleagues have implemented to engage students, particularly students furthest from educational justice. (Open text)[Q14] Please describe any innovative practices you or your colleagues have implemented to engage families, particularly families furthest from educational justice. (Open text)

Thank you.

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