The Story of

iContinueLearning

T H R O U G H I N N O V A T I O N

w w w . i L e a r n S c h o o l s . o r g

Always striving to stay a step ahead andprepared for any hurdles thrown its way,iLearn Schools was thankfully ahead of thecurve and prepared for such a challenge. Thisis because at the beginning of the school yearat iLearn Schools: -All K-2 students are given Class Dojoaccounts- All students in grades 3-12 are givenpersonal email accounts- All students in grades 7-12 are givenpersonal Chromebooks. In addition, to help support our distancelearning program, close to 600 devices withWi-Fi connections were given out to ourstudents during this challenging time. This iswhat we call the infrastructure of distancelearning. It is because of this establishedtechnology infrastructure that we were ableto reach out to each and every student onMarch 17th, 2020, which marked the first dayof our distance learning program.  At iLearn Schools, we don’t use “WorkPackets.” Instead, we use real-time classroommaterials, and our interactions with studentsare extremely dynamic. Each and every schoolhas their daily program and all students areaware of the expectations and their dailyschedule. We can run our distance learningprogram as long as it is needed, notnecessarily on a weekly or bi-weekly basis.Most importantly, we use a LearningManagement System (LMS), which is amust for any distance learning program. It isthe platform that our educators can interactwith and provide feedback to our studentsthrough. We know that learning can only bepossible through meaningful interactions.Without being able to reach out to individualstudents, how could we expect to meet theirneeds?

With so many students learning from home, thecritical question we face as educatorstoday is: what does effective and productivedistance learning look like exactly? Throughdistance learning, schools can continue makinggreat strides forward with students for the future.In fact, with the right infrastructure and learningmanagement systems in place, along withhotspots to allow all students Internet accessfrom home, distance learning can still result inreal learning. Without these systems already inplace, continuing education at the same rate asbefore would be virtually impossible. Manyschools across the country are struggling toprovide the resources necessary for students tocontinuously be challenged in meaningful andmeasurable ways from home.

GOING THEDISTANCEDistance Learning Can Be Real Learning

iLearn Schools’ distance learning plan was made possiblethrough the incredible efforts and close collaborationamong iLearn Schools’ executive team, academic team,school administration, school security and operations, andthe entire team of school leaders and teachers across allschools. From day one, iLearn Schools’ teachers and schooladministrators were able to keep in close contact withstudents and families, as well as with each other in theprocess of learning together through this experience,demonstrating that we are fully invested in ensuring thatour students continue making purposeful forward progressregardless of the setting.  At iLearn Schools, we believe that no matter the challengein front of us, we can conquer it together through our caringand continued commitment to learning in the face ofadversity. iLearn Schools’ distance learning program(iContinue Learning) provides students, staff, and familiesacross all iLearn Schools with the technological learningtools and social platforms needed to stay connected whiletaking continuous strides forward together. iContinueLearning program sees that the entire iLearn communityalways remains together in learning from either near or far. Nihat GuvercinCEO, iLearn Schools

In any challenging situation,remaining composed, optimistic,and a part of a larger mission andvision is critical to a person’songoing success. Across all gradelevels, morning announcementvideos help build senses ofroutine, structure, and normalcyeven through distance learning.Zoom video conferencing allowsall students and staff to staysocially connected in workingtogether as a tight-knit team, too.PLCs, departmental meetings,grade level meetings, andmentoring meetings, along withexecutive, academic, and specialeducation meetings are all runvirtually through Zoom.

Attendance Home Work Grading Participation Discipline Periods

DISTANCE LEARNING - REGULAR SCHOOL

4 PERIODSMORNING HOURS

7-8 PERIODS

Molly is a first grade student at Passaic Arts & Science CharterElementary School

Molly logs into her Class DoJo account and views the morningannouncements from her school administration and teacherwelcoming her to the new school day. The Passaic PantherPledge song plays, and Molly sings along to it joyfully. Themorning announcements and Panther Pledge help Molly settlein for the day. Molly sees her schedule and assignments inEnglish (Word Study today), Math, and Art. For Word Study,Molly’s reading A-Z comprehension level has risen from analready impressive level “R” to a level “Z” over the past 6months.

Molly’s teacher praises her for her love of reading, and is proudof Molly for her continued genuine curiosity and desire to learnand grow. Molly must submit her assignments to her Class Dojoportfolio, and her teacher is always guiding Molly towardspecific and targeted skills-based improvement. In fact, Molly’steacher checks her work daily, and Molly is able to check thedatabase to see her most up-to-date grades.

Day in the Life of anElementary School Student

8:00 a.m.

9:00 a.m.

DIGITAL 99%

PAPER 1%

K-3ELEMENTARY

4 -8MIDDLE

DIGITAL 100%

9-12HIGH

DIGITAL 100%

98 1E T GG

IG

After completing her Word Study assignment, Molly enjoys afree breakfast that her parents brought home for her from theschool.

Molly is solving addition and subtraction word problems withher Math teacher. Molly’s teacher allows her to figure out eachproblem first in the way that she feels comfortable, and thenmodels other approaches to solving the same problem. Molly’steacher comments on how she thinks creatively and outside-the-box in the ways that she solves problems.

9:30 a.m.

10:00 a.m.

Molly starts on her artwork for Art class. Along with Music, thisis Molly’s favorite class. As the class transitions into Spring,Molly draws a flower with a heart inside it to share with herparents. Molly’s flower symbolizes the seeds of love she wishesto plant inside others to spread love and kindness throughoutthe world.

Molly enjoys her lunch that was also provided free of charge byher school.

Molly is able to meet with her teacher one-on-one throughvideo chat to discuss how what she learned today will help heras she gets older.

11:00 a.m.

12:00 p.m.

1:00 p.m.

99% DIGITAL

Jacob is a seventh grade student at Bergen Arts & ScienceCharter Middle School

Jacob wakes up to prepare for the Wednesday ahead.

From the comfort of his family’s living room couch, Jacob logsinto his Schoology account using his school-issuedChromebook. At this point, Jacob checks for any newassignments posted and reviews grades that he received onyesterday’s English reading comprehension quiz and Mathskills check. Jacob is always carefully reflecting upon histeachers’ feedback for improvement, and truly appreciates theindividualized support.

Day in the Life of aMiddle School Student

8:00 a.m.

8:30 a.m.

Jacob logs into his first class of the day - Math. For this class,the teacher is “live lecturing” using Schoology Conferencing, soJacob has the opportunity to actively participate in the lessonthrough an interactive video chat. In fact, Jacob is able to askclear and specific questions around the areas he struggled inthe day before. His teacher, as well as some of his classmatestoo, are quick to address his questions and clear up anymisconceptions. Jacob’s attendance is also taken when heresponds to a short “KWL” discussion board prompt.

8:45 a.m.

Jacob’s parents return home with a free breakfast and lunchprovided by the school for all families during distance learning.Jacob eagerly grabs his breakfast and some nutritious energybefore returning to his work.

9:30 a.m.

Jacob logs into his second class of the day - Social Studies.Jacob’s Social Studies teacher is using YouTube Live for thislesson along with EDpuzzle in order to insert critical questionsinto the context of both lecture and film analysis. In exploringthe history of the Holocaust, Jacob examines a clip taking theclass through the rise of Adolf Hitler and Nazi Germany prior toWorld War II.

10:00 a.m.

Jacob logs into his English class. Fittingly, Jacob can also bringprior knowledge from Social Studies with him to English as theclass is reading The Diary of a Young Girl by Anne Frank. Jacobthen connects Anne Frank’s form of isolation with today’ssocial distancing, discussing connections between AnneFrank’s experience and COVID-19 should measures surroundingthe spread of the disease last as long. Jacob’s responses to thestory’s questions and to his classmates are then electronicallysubmitted through Schoology and scored by Ms. Apple as aclasswork grade.

11:00 a.m.

Jacob takes a much needed break and refuels by eating ahealthy lunch provided by the school.

12:00 p.m.

Jacob logs into his Physical Education class to burn off some ofthis energy right away. Jacob’s Physical Education teacher, Ms.Kicks, takes the class through warm-up exercises andconditioning drills using Schoology Conferencing. SinceSchoology Conferencing offers a two-way means of videocommunication, Ms. Kicks can see Jacob performing armcircles and high-knees using appropriate posture and propermechanics.

12:30 p.m.

Jacob takes full advantage of his teachers’ office hours. Duringthis time, Jacob works closely with his Science teacher, Mr.Beaker, in preparation for submitting a mini-project on how tosuccessfully create vaccines that may someday save lives.

1:00-3:00 p.m

ILEARN SCHOOLS’INFRASTRUCTURE OFTHE DISTANCELEARNING:

ALL K-2 GRADERSARE GIVEN CLASSDOJOACCOUNTS

ALL 3 -12 GRADERS AREGIVEN SCHOOL EMAILACCOUNTS

ALL 7 -12 GRADERS AREGIVEN A PERSONALLAPTOP

Blake is a 10th grade student at Paterson Arts & ScienceCharter High School

Blake wakes up to prepare for the Friday ahead.

From the comfort of his own bedroom, Blake logs into hisSchoology account using his school-issued Chromebook. Blakechecks for any new assignments posted to Schoology andreviews grades that he received in his classes. Blake is pleasedto see an “A” on his submitted quiz, along with feedback fromhis English teacher Ms. Righter. Blake’s skills check in Mathwent fairly well, too, but he still has the opportunity toreassess and learn further through a process known asproductive struggle. Blake is always carefully reflecting uponhis teachers’ comments and feedback for improvement, andtruly appreciates the close one-on-one guidance.

Day in the Life of aHigh School Student

8:00 a.m.

8:30 a.m.

Blake logs into his first class of the day - Math. For this class,the teacher is using Schoology Conferencing, and so Blake getsthe chance to actively participate in the lesson throughinteractive video chat. Just seeing his teacher and fellowclassmates and being able to participate in a live discussionvirtually makes Blake feel at home in school. Blake tells hisyounger brother, also a student at iLearn Schools, “I feel likeI’m still at school. I’m learning just as much.” Blake’sattendance is also taken when he responds to a shortmetacognitive discussion board prompt assessing confidencein solving problems using the quadratic formula.

8:45 a.m.

Blake’s parents return home with a free breakfast and lunchprovided by the school for all families during distance learning.Blake grabs his breakfast and some nutritious energy beforereturning to his work.

9:30 a.m.

Blake logs into his second class of the day - Social Studies.Blake’s Social Studies teacher is using YouTube Live for thislesson along with EDpuzzle in order to insert critical questionsinto the context of both lecture and film analysis. In exploringNostradamus’s predictions from 1555 of Adolf Hitler and theHolocaust, nearly 4 centuries before these events ever occured,Blake examines a clip that takes the class throughNostradamus’s claims and the reality that followed. Blake’sscholarly insight receives great praise from his teacher as wellas from several of his classmates, as he feels proud of hisability to enhance the academic discourse of the class.

10:00 a.m.

Blake then logs into another one of his favorite classes,English. In a seamless segue between subjects, Blake can bringprior knowledge from the Holocaust with him to English as theclass reads Elie Wiesel’s memoir, Night. For today’s discussionboard prompt, Blake analyzes an original poem penned by hisown teacher entitled “History Repeating.” In examining thispoem, Blake must determine where the author incorporatesassonance, alliteration, allusion, and repetition for rhetoricaleffect, while commenting on how each of these figurativelanguage devices contributes to the meaning and overallmessage of the piece. In addition to responding to the prompt,Blake must also respond to one of his classmate’s responses,thus sparking a student-to-student conversation similar towhat might happen in a live class.

11:00 a.m.

Blake takes a much needed brain break and refuels with ahealthy lunch provided by the school.

12:00 p.m.

Blake logs into his Chemistry class. Blake struggles somewhatin Chemistry, and so his teacher provides additional assistancefor him both during and after class through text and videochat.

12:30 p.m.

Once Chemistry class concludes at 1:00 p.m., Blake takesadvantage of his teachers’ office hours being from 12:00-3:00p.m. During this time, Blake works closely with his Chemistryteacher, Mr. Bunson, in preparation for submitting a mini-project exploring how chemical reactions in our bodies andminds can be linked to our everyday actions, feelings, anddecisions throughout life.

12-3:00 p.m.

0 250 500 750

WEEK 1

WEEK 3

iContinue Learning March 17 - April 3

51,330 meals were distributed in last twoweeks thanks to Maschio's Food Service andthe iLearn Schools' Security Team!

51,330

TOTALMEALS

617

DEVICESGIVENOUT

99

SERVICEREQUESTCOMPLETED

W E E K 1

W E E K 2

5 2 7

5 9 6

0 25 50 75 100

WEEK 1

WEEK 3

W E E K 1

W E E K 2

7 3

9 3

9 9W E E K 3

6 1 7W E E K 3

“It is rewarding to see our teachers goabove and beyond by trying to make thisexperience and transition for ourstudents as smooth and enriching aspossible. Watching how resourcefulteachers have become for one anotherhas been amazing. To see so manyteachers step out of the box to useresources and become extremely flexibleis strengthening our homeschoolconnection. Teachers have done this invarious ways over these past few days -from working beyond work hours, toscreen recording themselves logging in toPearson for parents who are strugglingwith various platforms. Below is asnapshot of a 1st grade teacher, Ms.Montemarano proceeding with hernormal daily morning meeting with herstudents utilizing ClassDojo. Her familieswere excited and commented with manyaccolades of appreciation for the video.This goes to show our teachers here atBergen Elementary are doing their best toaccommodate families and providerigorous instruction through variousplatforms while supporting students andfamilies along the way.”

Ms . Be l f i e ldBergen -E lementary

Testimonials

“Teachers and students have been interacting via email, discussion board posts, commentfeatures on assignments and resources, and through video! Some teachers have been postingdaily video updates each day to explain directions to students and walk them through theirwork for the day.  Parents have been wonderfully proactive about reaching out to schooladministration with any issues. Communication is both constant and effective!  Teachers have turned our iContinue Learning program into a sort of professional developmentamongst themselves and have been sharing resources, pro tips, advice, and ideas throughemail and video conferencing! This has been incredible to see as it really shows that theschool is coming together, even though teachers and students are physically apart, to supportand help one another.  Each day, we’re learning new things about remote teaching and learning, and discovering howto best utilize the tools available to us!”

Ms . VanSi sePas sa i c -High

“My experience with iContinue Distancelearning has been overall very positive. Onething that I am extremely impressed by is theteamwork from all the teachers to learn newplatforms or skills and help each other out inthe process. Teachers have found very creativeways to introduce their content and to collectsubmissions from students. For example, usingEDpuzzle to create videos with questionsembedded and Chrome Music Lab to seestudents create music and submit for anassignment.”

Ms . MarashHudson -Midd le