Evaluating, Ensuring, and Monitoring Access
Part of the Responsive Remote Instruction Collection
As they are trying to work towards educational equity, our partners are keeping care for all at the center, designing deeper instruction for worthwhile learning, and prioritizing those in their community with least access. In this way, educators can avoid exacerbating existing inequities.
Many of our partners started this period of remote instruction by conducting a "Tech Audit" to get a sense of which students had access to devices and reliable internet.
As time has gone on, partners have also needed to check on availability of adults to support students in accessing instruction, particularly for younger students. Lead Academy in Greenville, SC developed this form, and teachers followed up with parents by phone as needed.
Schools are also conducting ongoing monitoring of how remote learning is progressing, and making changes in response to what they learn. The Franklin School of Innovation in Asheville, NC has used a common set of questions but collected data separately from student, teacher, and parent perspectives.
Amana Academy in Alpharetta, GA knows that all students have access to a device and reliable internet, and so has shifted into a fully virtual model, housed on a detailed Google Site with updates and student-facing access to lesson plans for all grades. Amana's principal Cherisse Campbell recently reflected with us about what they've learned and how they have planned and made adjustments to ensure equitable access:
Each schools’ situation is different, but we are seeing some patterns in what many are tracking in an ongoing way, and what questions they are trying to answer:
- Student attendance: Can all students access what we are offering?
- Student engagement/participation: Are we offering students something valuable to them?
- Content completion: Are we giving everyone the support they need?
- Teachers’ expectations: Are we consistent? Are we living our values, following our guidelines?
Multilingual learners and students served through special education are by no means the only groups of students who are vulnerable to access issues in a time of remote learning, but each have a range of strengths that may not be harnessed during remote learning, and a range of needs that remote learning is not typically designed to meet.
Here are some of the most helpful perspectives we’ve found on supporting multilingual learners right now.
- 5 Things Districts and Educators Can Do to Support Instruction for English Learners during COVID-19,
- Using Multilingual Resources to Support English Learners’ Remote Learning,
- An Open Letter from Lily Wong Fillmore on School Closures Related to Covid-19
- Teaching Multilingual Learners Online
- Supporting ELLs’ socio-emotional learning online
Here are some of the most helpful perspectives we’ve found on supporting students served through special education right now:
- New Strategies in Special Education as Kids Learn From Home
- Educating All Learners During the COVID19 Disaster: An Alliance Dedicated to Equity for Complex Learners (note: this is a resource hub, and is remarkably thorough and user-friendly)
Other Tools and Resources
Online Tools for Teaching and Learning: categorized by four types of learning environments: assessment, community, knowledge, learner-centered. From University of Massachusetts.
Google Teach at Home: simple explanations of how to use their tools.
We are learning alongside you about what responsive remote instruction looks like during a crisis. We would like to continue to build these Collections as our collective efforts evolve. We welcome your contributions: anything you have created to support students during this time is something someone else might learn from. Use this form or email Sarah Norris at email@example.com.