When schools closed in March due to COVID 19 almost all teachers in the United States had to shift their teaching from classroom instruction to online learning, with no time to plan for the transition. Even with high quality/hard-working teachers, few teachers were able to ensure that every student was able to learn the planned content and skills through June. What are the pandemic-related learning gaps? According to the Northwest Education Association, students lost approximately 70% of learning gains in reading relative to a typical school year and lost approximately 50% of learning gains in math.
In this online workshop, participants will learn effective strategies that teachers and school leaders can use to make up for the lost essential knowledge in ELA and mathematics from March to June.
- Teachers, Department Heads, Principals & Curriculum Directors
Topics to be covered include:
- Why current online models were less effective even with high-quality teachers
- How to identify the specific March-June achievement gaps
- How to identify essential priority standards, assessments, and sample units of instruction for the content not taught or learned last year
- Four no-cost models that will allow your educators to teach the lost material and not lose priority math and ELA content this year
- How large are the COVID 19-related ELA and math achievement gaps?
- What are the major causes for the Pandemic-related learning gaps?
- How do you identify the specific March through June Achievement Gaps?
- In the fall, should teachers focus on all March through June content and skills?
- What are “Priority Standards” and how do you identify them?
- Examining North Dakota K-12 proficiency standard for ELA and mathematics, proficiency scales, assessments and sample units of instruction
- Suggested models to teach the lost material
- Impact on Special Education
- Professional Development
- Next Steps
Paul B. Ash, Ph.D. is the former Superintendent of Schools in Lexington, MA. During his 42 year career, Paul held a wide range of school leadership roles: Superintendent of Schools, President and Negotiations Chair, Dover-Sherborn Teachers Association, Dover, MA; President of the Massachusetts Association of School Personnel Administrators, and Member of the Newton School Committee, Newton, MA.
Paul's contributions to the field have been recognized at the state and national level in closing the achievement gaps for minority, special education, and low-income students. In 2010, the national newspaper Education Week highlighted Lexington's professional development program as one of six national models on how professional learning can be used to improve student learning and teacher innovation. In 2017, Paul’s leadership skills in Lexington were the focus of the case study in the book Reach the Highest Standard in Professional Learning: Leadership (Louis, Hord, Von Frank, Learning Forward, 2017).
In 2012, Paul co-authored the book School Systems That Learn, which focuses on how any school district can raise academic achievement for all students by creating an adult learning organization based on trust, capacity building for all educators, collaboration in all directions, and leadership at all levels.
*Registered participants will be emailed the information needed to access the online webinar. Please note that the price is per individual participant.