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Date: 3/31/2021
AGAWAM – Highlighting the accomplishments of teachers and students through presentations was the focus of the Agawam School Committee meeting on March 23.
The business agenda for the meeting was addressed quickly with approvals for past meeting minutes, financial warrants including a $3 million-plus payroll warrant, all approved and signed following discussion during a 6 p.m. Executive Meeting of the committee. No new business or citizen comments were submitted.
The first of two presentations made to the committee was a slideshow from the Agawam High School S.T.E.A.M. (Science, Technology, Engineering, Art, and Math) online exhibit. Students shared examples of Web design, digital photography, drawing, painting, multimedia pieces, illustration and cartoon art, metalwork, woodworking, and intricate engineered examples. The show gave attendees and those watching remotely a taste of the talent and creativity found at all levels of learning.
The teachers involved with this project include Mr. Stinson, Web Design & Media I, Digital Photography; Ms. DeCaro, Digital Photography and Sculpture; Mrs. Florek, Illustration and Cartooning, Studio Experience; Ms. Waters, Drawing and Painting; and Mr. Huestis, Mr. Balbony, and Mr. Russo for Engineering, Metal, and Woodworking.
For those who would like to view the slideshow, go to the Agawam Media Facebook page and watch the March 23 meeting video.
Following the presentation, Superintendent Sheila Hoffman extended congratulations to K-4 Science Technology teacher Tammy Rumplik for receiving the Conservation Teacher of the Year award for the Massachusetts Environmental Education Society, which is sponsored by the Massachusetts Audubon. The award comes with a $1,000 gift to be used to support the teachers’ programs.
Other superintendent notes include a reminder that the Budget Finance Subcommittee will meet with all principals and directors to review the proposed FY22 school budget on March 29 at 6 p.m. in the Junior High School Auditorium. Members of the City Council School Budget Subcommittee will also be invited to attend this meeting.
Next, the Granger School family teachers and staff will celebrate diversity on March 31 by wearing those colors that are either found on the country flags from their family’s heritage along with red, white, and blue.
Hoffman then shared that families will be receiving information regarding specific plans and guidelines for the upcoming in-person transition for students approved by the committee during their March 18 special meeting. As an example of welcoming events taking place as in-person learning is re-established, Hoffman shared that the Junior High School is planning to conduct school tours as part of its transition.
Schools will be closed on April 2 in observance of the Good Friday holiday. All pre-K to 12 students will return to school in person on April 5.
There was also a reminder that the next district-wide support team meeting will take place on April 9 at 7:30 a.m.
Lastly, Hoffman shared the percentage of students who signed up to stay in the remote-only learning model for the remainder of the school by school:
• BCC – 14 percent
• Clifford M. Granger – 9 percent
• James Clark – 7 percent
• Benjamin J. Phelps – 13 percent
• Robinson Park – 9 percent
• Roberta G. Doering – 14 percent
• Agawam Jr. High School – 15 percent
• Agawam High School – 37 percent
Following the business agenda, an in-person presentation to the committee was an update on how instructional coaches for K-4 ELA and math teachers were able to identify, expand upon, and establish best practices for hybrid and remote learning. K-6 Math Supervisor and Instructional Coach Sarah Hopson along with K-4 Literacy Coaches Sue Smith and Carolyne DiClementi gave the presentation. Instructional coaches provide instructional support and training to teachers on curriculum, the method and practice of teaching, and content standards.
The coaches first identified the three biggest needs they faced in this time of COVID-19. First, the need for explicit instruction and guided practice across all learning options – especially given that students came into the 2020/2021 school year with different skill levels from the time they were remote in the spring of 2020. Next, students needed independent work that was accessible and understandable for each level while receiving feedback from teachers. Third, there was a need for meaningful, rich asynchronous lessons, i.e. those that were not teacher-led.
The overview of the process developed to meet these needs followed, demonstrating how the facilitation of the coaches’ guidance among the teaching staff was able to structure a curriculum that not only met the needs of the students but fostered the cooperative flow of ideas for classes and how to teach them utilizing myriad tools and software available online. Among those tools utilized are Nearpod, used to create interactive learning utilizing tools including virtual reality, simulations, and gamified quizzes created by utilizing multimedia tools. EdPuzzle is software the encourages teachers and students to work together to create interactive online videos that have open-ended or multiple-choice questions, audio notes, audio tracks, or comments embedded into the presentation. These and other education support software were combined with Office software were provided to each teacher with in-depth instruction and guidance from the coaches.
As the online tools were selected and taught, teachers and coaches strengthened their coursework options by combining their expertise to ensure students were kept on the “same page” whether they were remote or hybrid learning. By working with teachers across all schools and having the teaches construct lesson plans while discovering the best delivery method based on input from other teachers, the coaches created an atmosphere of shared ideas not to strictly regulate learning but to present learning as something to be achieved on several different means.
With the curriculum-building software programs along with using Google Classroom to track, assess and grade student’s progress was made easier and more efficiently so students who required scaffolding, or extra support is given by a teacher to a student throughout the learning process by breaking down concepts and/or adding supportive materials to help the student access the concept, were given the extra support and guidance they needed.
Incorporated into the planning was pacing, or the rate at which lessons could be learned. For example, while the K-2 students required more instruction and practice to complete a particular segment, grade 3-4 students could handle more independent work with feedback. The pace may differ, but the breadth and depth of learning is correct as far as standardization requirements go. Hopson explained, “The same planning will continue at all grade levels about how we’re pacing and what we are covering.”
Among the “silver linings” that emerged from this curriculum-building process, it was noted that there was an increased sharing of knowledge with colleagues to build interactive and instructive teaching maps, and talk to one another about what works, what doesn’t. “Everything was new to everybody so trial and experience happened a lot,” noted Hopson. Another positive result was a strengthened understanding of the continuum of learning as it moves from one grade to the next – a benefit to all involved. Deciphering the strengths and needs within a certain curriculum increased greatly thanks to the use of technology to support instruction.
Looking to the future, Hopson stated, “As we’re thinking about kids coming back all-in, [we are thinking] how do we continue to leverage that technology for the [things] that it does well while we continue to now do the things that work better live.”
Hoffman stated that the coaches’ roles have changed significantly and deserve thanks for being flexible and adaptive. They helped teachers create a curriculum that was standards-based and able to be taught continually across all methods of learning being utilized at this time. "We appreciate all the work you have done to support our teachers,” she added.