Like all schools in New York City, PS/MS 95, The Sheila Mencher School, was required to turn on a dime and enter the world of “remote learning” when the COVID-19 pandemic unfolded in March, and the ensuing statewide PAUSE order went into effect. The school’s immediate response was to proactively reach out to students and parents to set up a viable, constructive, online learning program to connect teachers and students and continue with teacher lessons, student work, meaningful feedback and assessment.

 

Now, over three and a half months later, having lived and worked through the experience, and as they approach the end of the academic year, the teachers, administrators and staff at PS/MS 95 reflect on what has been a hectic but inspiring time.

 

In retrospect, the teachers, administrators and staff can now say that they were set to work remotely, poised as if on a springboard, before being catapulted into what became a new adventure, yet managing to land on their feet. Attributable to the vision of Principal Serge Marshall Davis, educators had already been trained on various computer platforms and software, and many were, and still are, highly skilled in this regard.

 

Indeed, over the past decade, there have been innumerable opportunities for professional development on every level of computer skill. The students, from kindergarten through eighth grade, also had experience in computer literacy with technology like i-Ready, coding and Google Classroom integrated into the curriculum for learning purposes.

 

On any given day, as far as teachers, administrators and staff are concerned, the school has breadth and depth in talent, experience and personalities. In meeting the challenge of remote learning, they all functioned as individual threads, weaving a tapestry of organizational strength and yeoman’s effort for the benefit of the students.

 

As instructional coach Dr. Anna Massaro said, “We’ve always been committed to the whole child, and that’s no different in remote learning; extending a hand to the students and involving the parents, so that everybody feels that they are not alone and that we are here to help them, and they can trust us”.

Academics was not the only concern of course. The school considers social and emotional learning, as well as the mental health of the students to be very important also. Social worker, Josie Parashis, and other counselors continued to work with students and families to provide support in developing self-confidence in the students’ abilities to succeed by learning coping skills, managing transitions and adapting to changing situations and responsibilities, and demonstrating social maturity appropriate to the situation and environment.

 

Meanwhile, elementary school teacher, Veronica Parks, said that every day the school created explicit lessons for its students. “We have a great community within and outside of the school and I am thankful and proud to be part of it,” Parks said.

 

For his part, middle school teacher, Kevin McMahon, said that in addressing the remote learning challenge, the school chose the technology that worked best for the students and they then followed the regular curriculum with teachers going live every day. McMahon sometimes took the students on virtual field trips. A virtual tour of the ancient site of Stonehenge in the UK was one such trip.

 

Using her expertise in technological integration, the goal of elementary school computer teacher, Amanda Barelli, was keeping the students as engaged as possible so that she could be there for them both academically, as well as when it came to social and emotional learning. She chose live instruction as the best way to organically interact with the kids. She found this worked best especially for struggling students and she predicts that the students who attended class via remote learning will be OK next year.

 

She also collaborated extensively with grade bands, a process where teachers work together to deliver a multifaceted curriculum. For some subjects, textbooks may be available online or teachers may provide alternative teaching materials. This format can be punctuated by fun events like scavenger hunts, always making sure that the students learn from the experience.

 

Meanwhile, parent coordinator, Katherine Luis, used extensive computer and phone contact with parents for academic, emotional and wellness assistance, as well as for community building; hosting meetings, forums, and virtual events for parents, students and other team support groups in conjunction with administrators.

 

Luis said it was an “All Hands on Deck” operation and every day she did her job filled with a sense of hope and resilience. She said what the parents went through took her breath away. “Even though we’re not ‘together’, we’re all doing the work energetically, and I’m really proud of our school,” Luis said.

 

Meanwhile, parent, Donaji Sarabia, said that for children, the stressful component of remote learning was the requirement to sit at a computer for hours at a time. However, she said families had patience and adapted accordingly.

 

As for the students, on the whole, they missed school! Fifth grade student, Sidratul Choudhury, said although she preferred being physically at school, she managed to understand and follow her work very well through remote learning. “My school and I are doing amazing” she said, adding that every morning the teachers motivated the students by cheering them on through lively videos. “We’ve got you!” they told the students.

 

Barelli reiterated this saying the dedication of the PS/MS 95 family was tremendous. “Everyone’s intentions are the same, everyone has come together as a school and wants the best for the students,” she said. “Out of all of this, I really feel it has turned our school into a stronger community. All of the students should take advantage of what we’re offering so they can hit the ground running next academic year.”