When school leaders announced their decision to transition to distance learning, most families were focused on the academic aspects of the change. For faculty and staff, however, shepherding students through the shift meant ensuring not just their continued progress in coursework but also their social and emotional wellness during a time of stress and uncertainty.
Working with school leadership and classroom teachers, Ravenscroft’s clinical services and academic skills teams put in place practices and protocols to make sure Ravens got the same care and attention they would during a regular semester on campus. Here are some highlights of the work they did to make remote learning healthy and productive for “every Raven, every day.”
“We needed to be flexible”
While a great deal of planning went into getting teachers and students ready to do their work at home, the day-to-day structure continued to evolve. Teachers initially followed the traditional daily schedule, but as it became clear the statewide stay-at-home order would be extended, administrators took to heart feedback from teachers, parents and students that the daily routine was too intense. Particularly for Lower School students, who relied on their parents’ assistance, minimizing screen time and providing flexibility was critical.
“One of our first adjustments was creating a new schedule that didn’t have kids online all day, every day,” Colleen Ramsden, Associate Head of School for Academics and Student Life, said. “There was already a lot of stress on families. We needed to be flexible and have some grace.”
Using insights from a teacher survey, Ramsden implemented
a new schedule that provided shorter blocks for instruction and feedback as well as small-group and independent work. In addition, Spring Break vacation was reallocated to create four-day weeks and allow more downtime.
“Having Spring Break Fridays gave teachers an extra day to reassess, plan, record and post the lessons,” Kindergarten teacher Meg Ellis noted. “The break from the Monday-Thursday routine of assessing and responding to student work freed our minds to think creatively and produce more meaningful learning experiences.”
The shift was a hit with families as well. Upper School parent Kimberly Myers said the changes made a difference for her daughter, Katherine Heidal ’22: “The revised schedule reduced her stress, which was greatly appreciated!”