Pembroke Public Schools Guidance for Equity and Inclusion for Remote Learning

  • Pembroke Public Schools Guidance for Equity and Inclusion for Remote Learning  

    As we move forward in the Remote Learning Environment, we understand this a new challenge for many students and families. On top of this new Remote Learning challenge comes additional challenges for students who present with disabilities and English as a second language. And even further, the additional challenges of access to technology, students whose parents are also working from home,  students living in single-parent homes, students in families where both parents work outside the home,  families where one or both parents are first responders, families who have members who have contracted COVID-19, students who have multiple siblings and limited devices, families who have one or more caregivers who have been laid off, and students whose families have limited resources.  

    As we continue with remote learning, please consider the following guidance:  

    Be Accessible ● Connect with students especially with those who are struggling. ● As some students are likely accessing content on mobile devices, check whether the content is mobile-friendly. ●  Since access to reliable internet may be a challenge for students due to a variety of reasons, provide options that take students away from their devices and the internet. ● Collaborate with special education and ELL colleagues to plan for instruction. ● Ensure audio content has visual captions. Add visuals to content and make directions as simple and clear as possible. Follow-up with video to help explain directions when possible.  

    Be Flexible ● Be flexible in your thinking of how students can engage with your content and how they can demonstrate what they are thinking. ● Provide students options and choices including those that might pertain to a student’s specific circumstances. ● Likewise, practice flexibility with timeline suggestions, communication norms, and other policies that you may more strictly enforce in a  traditional classroom environment.  

    Be Aware of Culture and Identity ● Culturally responsive practices exist too in the virtual learning environment. Recognize that the differences students bring to learning can be beneficial for all.  ● Address any teasing, bullying or social conflicts in our virtual spaces (discussion boards, chats, etc.)  integrate culturally-relevant materials, take into account variation in students’ capacity to manage remote learning, and understand that the current COVID-19 pandemic impacts everyone differently and at different times throughout the pandemic.  

    Be Attentive and Proactive ● Reach out to students and families you anticipate will have a  harder time engaging in remote learning. ● Work collaboratively with your colleagues from other departments, especially school social workers, psychologists, guidance counselors, special education staff, ELL teachers and administration ● Take note of students who are not regularly engaging with your online content or who are struggling early. Share this information with school leaders and counselors.  

    Be Relational ● Continue to build strong, positive relationships with and among your students. ● Do your best effort to give students opportunities to “see” each other. ● Rely on these relationships in order to gather feedback from students and their families how remote learning is impacting them and what shifts we need to make in this experimental new format. 

    Be Transparent ● Remote learning adds an extra layer of challenge for all students. Provide even more structure and clearer guidelines for everything you are expecting students to do. ● Share learning progressions and the criteria for success. ● Approaching our lessons and learning activities with equity and inclusion in mind, means considering the principles of universal design for learning and access for our most vulnerable students. ● Provide students clarity on the purpose, tasks, and criteria for success of any given assignment, and as noted above, be flexible in how students meet those demands. ●  Provide feedback in multiple ways including writing, video, and synchronously so students can better gauge what is expected of them.  

    Adapted from: Lexington Public Schools and Melrose Public Schools Guidance on Equity and Inclusion In  Remote Learning and Maintaining Equity and Inclusion in Virtual Learning Environments