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The Pulse

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Welcome to The Pulse. (Bienvenidos a The Pulse.)

The Pulse is a 2-minute diagnostic helping schools better understand their learning community's experiences during the pandemic.
(The Pulse es un diagnóstico de 2 minutos que ayuda a las escuelas entender las experiencias de aprendizaje de su comunidad en medio de una pandemia.)

Take The Pulse of your school in three simple steps (Tome The Pulse de su escuela en tres simples pasos):

Step 1: School/District Leader takes The Pulse and adds the school name by selecting "other" (leaders, you will do this next).
(Paso 1: El Líder de la escuela/del distrito toma The Pulse y agrega el nombre de la escuela seleccionando la palabra "otro" (lideres, esto lo harán a continuación).)

Step 2: School/District Leader shares The Pulse with the school community.
(Paso 2: Líder de la escuela/del distrito comparte The Pulse con la comunidad escolar.)*

Step 3: After 7 days Mitch and Joe meet with School/District leaders to share your report.
(Paso 3: Después de 7 días Mitch y Joe se reunirán con su escuela/distrito y compartirán su reporte.)

*Please note: All responses will remain anonymous when we generate your school's readiness scorecard.
(*Anote: Todas las respuestas se permanecerán anónimas.)

Name (Nombre)*
Frist (Primer Nombre) Last (Apellido)
Select your district or school name (Seleccione su distrito o el nombre de la escuela)*
Please select your district or school name from the following list. Leaders, if you do not see your institution listed please select "other" and add the name.
(Favor de seleccionar su distrito o nombre de la escuela de la siguiente lista. Líderes, si no ven su institución en la lista favor de seleccionar "otro" y agreguen el nombre.)
School or District Name

Please add your school or district name so it can be added to the dropdown list for your staff and school community to select when they take The Pulse.
Please select your role (Favor de seleccionar su papel)*
What is your role?

Please enter your role. Thank you.
Email*
Enter Email Confirm Email

Select all that apply to your sites regarding student attendance during the pandemic.*
- Attendance was a concern, and we need to address this moving forward.
- Attendance patterns were average at first then declined.
- Attendance was consistent with pre-pandemic in-person instruction.
- We had nearly perfect attendance at my sites.
Select all that apply to your site regarding student attendance during the pandemic.*
- Attendance was a concern, and we need to address this moving forward.
- Attendance patterns were average at first then declined.
- Attendance patterns were directly linked to parent impact from COVID shutdowns.
- Attendance was better compared to in-person school.
Select all that apply to your experiences regarding student attendance during the pandemic.*
- Attendance was a concern, and should be addressed moving forward.
- Attendance was average at first, but then declined.
- Attendance was consistent with pre-pandemic in-person instruction.
- We had nearly perfect attendance.
Select all that apply to your site regarding student attendance during the pandemic.*
- Attendance was a concern, and should be addressed moving forward.
- Attendance was average at first, but then declined.
- Attendance was consistent with pre-pandemic in-person instruction.
- We had nearly perfect attendance.
Select all that apply to your attendance experience during the pandemic.*
- I missed school more than compared to regular in-person school.
- My attendance was good at first, but then it got worse.
- My attendance was the same compared to regular in-person school.
- I had nearly perfect attendance.
Select all that apply to your child's attendance during the pandemic.*
Seleccione todas las que aplican a la asistencia de su hijo/a durante la pandemia.
- My child missed school more compared to regular in-person school. (Mi hijo/a ha fallado más clases en comparación a la escuela regular en persona.)
- My child's attendance was good at first, but then it declined throughout the school year. (La asistencia de mi hijo/a fue buena al principio pero luego disminuyó durante el año escolar.)
- My child's attendance was the same compared to regular in-person school. (La asistencia de mi hijo/a fue la misma en comparación a la escuela regular en persona.)
- My child had nearly perfect attendance. (Mi hijo/a tuvo asistencia casi perfecta.)
Select all that apply to your sites regarding student participation during the pandemic.*
- Some sites had very poor participation (e.g., screens often off, inconsistent work, sporadic attendance).
- Participation was status quo at first, then declined throughout the year.
- Participation was consistent compared to in-person instruction.
- Participation increased at almost all sites during the pandemic.
Select all that apply to your site regarding student participation during the pandemic.*
- Overall we had very low rates of participation (i.e. screens often off, inconsistent work, sporadic attendance).
- Participation started off status quo, but declined throughout the year.
- Participation was consistent compared to in-person instruction.
- Participation increased at our site during the pandemic.
Select all that apply to your experiences regarding student participation in the pandemic.*
- Participation was very low (e.g., screens often off, inconsistent work, sporadic attendance).
- Participation started off status quo, but declined throughout the year.
- Participation was consistent compared to in-person instruction.
- Participation increased during the pandemic.
Select all that apply to your site regarding student participation during the pandemic.*
- Overall very low rates, (i.e. screens often off, inconsistent work, sporadic attendance).
- Participation started off status quo, but declined throughout the year.
- Participation was consistent compared to in-person instruction.
- Participation increased at our site during the pandemic.
Select all that apply to your participation during the pandemic.*
- I usually had my screen off, or did not do too much schoolwork, or I missed a lot of school.
- I participated at first, then I did not participate too much later in the school year.
- My participation in class was about the same compared to regular in-person school.
- I participated more during virtual learning compared to regular in-person school.
Select all that apply to your child’s participation during the pandemic.*
Seleccione todas las que aplican a la participación de su hijo/a durante la pandemia.
- My child's participation was low (e.g. screen off during class, did little schoolwork, or frequently missed class). (La participación de mi hijo/a fue baja (por ejemplo: la pantalla apagada durante clase, hizo muy poco trabajo escolar, o no asistía a clase con frecuencia).)
- My child participated at first, but then participation declined. (Mi hijo/a participaba al principio pero luego su participación disminuyó.)
- My child’s participation was consistent with regular in-person school. (La participación de mi hijo/a fue consistente con la escuela regular en persona.)
- My child’s participated more during virtual learning compared to regular in-person school. (Mi hijo/a participó más durante el aprendizaje virtual en comparación a la escuela regular en persona.)

Select all that apply to your sites regarding teacher experiences with virtual instruction.*
- Teachers struggled with technology and/or the LMS, and needed ongoing assistance.
- Teachers required PD on virtual instruction, but sessions were mediocre and not well attended.
- Virtual instruction was a challenge but our teachers were able to make it happen.
- Consistent with in-person instruction, most sites experienced average teacher struggles with their classes.
Select all that apply to your site regarding teacher experiences with virtual instruction.*
- Teachers struggled with technology and/or the LMS, and required ongoing assistance.
- Teachers required PD on virtual instruction, but sessions were mediocre and not well attended.
- Virtual instruction was a challenge but our teachers were able to make it happen.
- Consistent with in-person instruction, most teachers experienced typical struggles with their classes.
Select all that apply regarding your experience with virtual learning.*
- I struggled with technology and/or the LMS, and required ongoing assistance.
- I needed PD on virtual instruction as well other areas, but nothing was offered or the sessions were mediocre.
- Virtual instruction was a challenge but I was able to make it happen.
- Consistent with in-person instruction, I experienced typical struggles with my classes.
Select all that apply to your site regarding teacher experiences with virtual instruction.*
- Teachers struggled with technology and/or software, and required ongoing assistance.
- Teachers required PD on virtual instruction, but sessions were mediocre and not well attended.
- Virtual instruction was a challenge but our teachers were able to make it happen.
- Consistent with in-person instruction, most teachers experienced typical struggles with their classes.
Select all that apply to your experiences with your teacher(s) during virtual instruction.*
- There were many times my teacher(s) could not log on to teach us.
- My teacher(s) often said that they were struggling with technology and needed help.
- Virtual instruction was a challenge but my teacher(s) were able to make it happen.
- My teacher(s) did not have any issues that they couldn’t resolve during virtual learning.
Select all that apply to your child’s teacher experiences with virtual instruction.*
Seleccione todas las que aplican a la experiencia de su hijo/a con los maestros durante la instrucción virtual.
- There were many times teacher(s) could not log on to teach class. (Hubo muchas veces que los maestros no podían ingresar para dar clases.)
- Our Teacher(s) seemed to struggle with technology and needed help. (Parecía que nuestros maestros tenían dificultad con la tecnología y necesitaban ayuda.)
- Virtual instruction was a challenge but our teacher(s) were able to make it happen. (Les tomó casi medio año a los maestros para acoplarse a la instrucción virtual.)
- Teacher(s) did not have any issues that they couldn’t resolve during virtual learning. (Los maestros no tenían problemas que no podían resolver durante el aprendizaje virtual.)
Select all that apply to your sites regarding teacher Social & Emotional Wellness (SEW).*
- They are clearly stressed and we need to address this moving forward.
- We offered emotional support, but needed more effective strategies or ideas to improve.
- We created ways for teachers to obtain SEW assistance, and some took advantage of these offerings.
- Teachers thrived with little evidence of fatigue or burnout.
Select all that apply to your site regarding teacher Social & Emotional Wellness (SEW).*
- They are clearly stressed and we need to address this moving forward.
- We offered emotional support, but needed more effective strategies or ideas to improve.
- We created ways for teachers to obtain SEW assistance, and some took advantage of these offerings.
- Teachers thrived with little evidence of fatigue or burnout.
Select all that apply to your Social & Emotional Wellness (SEW).*
- I am/was stressed and I would like to address it moving forward.
- Support was available, but I needed more effective strategies.
- I knew SEW support was available, and I took advantage of this a few times.
- Overall, I thrived with little evidence of fatigue or burnout.
Select all that apply to your site regarding teacher Social & Emotional Wellness (SEW).*
- They are clearly stressed and we need to address this moving forward.
- Emotional support was offered, but needed more effective strategies or ideas to improve.
- The school created ways for teachers to obtain SEW assistance, and some took advantage of these offerings.
- Teachers thrived with little evidence of fatigue or burnout.
Select all that apply to your Social & Emotional Wellness (SEW).*
- I am/was stressed during distance learning.
- Support was available for me but I did not take advantage of it.
- SEW support was available and I took advantage of this a few times.
- Overall, I thrived with little evidence of fatigue or burnout during distance learning.
Select all that apply to your child’s Social & Emotional Wellness (SEW).*
Seleccione todas las que aplican a la salud social y emocional de su hijo/a.
- My child was stressed during distance learning. (Mi hijo/a estaba agobiado/a durante el aprendizaje a la distancia.)
- Emotional support was available, but it was hard to take advantage of or didn’t work for us. (El apoyo emocional estaba disponible pero fue difícil aprovecharlo o no funcionó para nosotros.)
- I knew of ways to obtain SEW assistance, and we took advantage of this a few times. (Conocía diferentes maneras de cómo obtener asistencia social y emocional y la aprovechamos varias veces.)
- My child thrived during virtual learning with little evidence of fatigue or burnout. (Mi hijo/a progresó durante el aprendizaje virtual con poca evidencia de fatiga o agotamiento.)

Select all that apply to your sites regarding family engagement during the pandemic.*
- We attempted to engage families throughout the school year with little success.
- One or two of our initiatives increased family engagement, but we still needed more help.
- While some sites showed minimal impact, others needed additional assistance.
- At most of our sites family engagement was consistent with in-person instruction.
Select all that apply to your site regarding family engagement during the pandemic.*
- We attempted to engage families throughout the school year with little success.
- One or two of our initiatives increased family engagement, but we still needed more help.
- We had some areas where family engagement improved, but others that require attention.
- Family engagement at our site was consistent with in-person instruction.
Select all that apply regarding family engagement during the pandemic.*
- We attempted to engage families throughout the school year with little success.
- One or two of our initiatives increased family engagement, but we still needed more help.
- At times family engagement improved, but at others times it declined.
- Family engagement at our site was consistent with in-person instruction.
Select all that apply to your site regarding family engagement during the pandemic.*
- Attempts were made to engage families throughout the school year with little success.
- One or two of our initiatives increased family engagement, but we still needed more help.
- We had some areas where family engagement improved, but others that require attention.
- Family engagement was consistent with in-person instruction.
Select all that apply to your family's engagement during the pandemic.*
- Due to many reasons (e.g., health, work schedules, and sibling/family obligations, and/or others), my family was not able to dedicate the support I needed.
- My family would help me when they could, but this was often difficult for them.
- My family supported me exactly like they did during regular in-person school.
- My family was more involved and supportive compared to regular in-person school.
Select all that apply to your family's engagement during the pandemic.*
Seleccione todas las que aplican a su situación acerca del involucramiento familiar durante la pandemia.
- Due to many reasons (e.g., health, work schedules, and sibling/family obligations, and/or others), we were not able to dedicate the support our child needed. (Por muchas razones (por ejemplo: salud, trabajo, horarios de trabajo, obligaciones familiares y/o otras razones), no pudimos dedicarle el apoyo necesario a nuestro/a hijo/a.)
- When our time and/or schedules permitted we were engaged, but we were not able to be as consistent as we would have liked. (Cuando nuestros horarios lo permitían, nos involucrábamos, pero no pudimos estarlo suficiente consistente como nos hubiera gustado.)
- We were able to support our child exactly as we do during regular in-person school. (Pudimos apoyar a nuestro/a hijo/a exactamente como si lo hubiéramos hecho durante la escuela regular en persona.)
- We discovered that we were more engaged in distance learning compared with regular in-person school. (Descubrimos que estábamos más involucrados durante el aprendizaje virtual que con la escuela regular en persona.)

Select all that apply to your sites regarding student experiences during the pandemic.*
- All (SPED, EL, SED) students were successful in distance learning.
- Some of our Special Education / Exceptional Students were successful while other struggled in distance learning.
- Special Education / Exceptional Students showed overall negative results from distance learning.
- All homeless, foster, displaced youth were successful in distance learning.
- Some of our homeless, foster, displaced youth were successful while other struggled in distance learning.
- Homeless, displaced, & foster youth, showed overall negative results in distance learning.
- EL students showed overall negative results from distance learning.
- Some of our EL students were successful while other struggled in distance learning.
- EL students were just as successful compared with in-person learning.
- Our site(s) would benefit from PD addressing learning losses for students.
- We have not evaluated student subgroup data yet, and would like help with this.
- Our socioeconomically disadvantaged students showed overall negative results.
- Some of our socioeconomically disadvantaged students were successful while other struggled in distance learning.
- Our socioeconomically disadvantaged students were successful in distance learning.
Select all that apply to your site regarding student experiences during the pandemic.*
- All (SPED, EL, SED) students were successful in distance learning.
- Some of our Special Education / Exceptional Students were successful while other struggled in distance learning.
- Special Education / Exceptional Students showed overall negative results from distance learning.
- All homeless, foster, displaced youth were successful in distance learning.
- Some of our homeless, foster, displaced youth were successful while other struggled in distance learning.
- Homeless, displaced, & foster youth, showed overall negative results in distance learning.
- EL students showed overall negative results from distance learning.
- Some of our EL students were successful while other struggled in distance learning.
- EL students were just as successful compared with in-person learning.
- Our site(s) would benefit from PD addressing learning losses for students.
- We have not evaluated student subgroup data yet, and would like help with this.
- Our socioeconomically disadvantaged students showed overall negative results.
- Some of our socioeconomically disadvantaged students were successful while other struggled in distance learning.
- Our socioeconomically disadvantaged students were successful in distance learning.
Select all that apply regarding student experiences during the pandemic.*
- All (SPED, EL, SED) students were successful in distance learning.
- Some of our Special Education / Exceptional Students were successful while other struggled in distance learning.
- Special Education / Exceptional Students showed overall negative results from distance learning.
- All homeless, foster, displaced youth were successful in distance learning.
- Some of our homeless, foster, displaced youth were successful while other struggled in distance learning.
- Homeless, displaced, & foster youth, showed overall negative results in distance learning.
- EL students showed overall negative results from distance learning.
- Some of our EL students were successful while other struggled in distance learning.
- EL students were just as successful compared with in-person learning.
- I would benefit from PD addressing learning losses for students.
- I have not evaluated sub group data yet, and would like help with this.
- My socioeconomically disadvantaged students showed overall negative results.
- Some of our socioeconomically disadvantaged students were successful while other struggled in distance learning.
- My socioeconomically disadvantaged students were successful in distance learning.
Select all that apply to your site regarding student experiences during the pandemic.*
- All (SPED, EL, SED) students were successful in distance learning.
- Some of our Special Education / Exceptional Students were successful while other struggled in distance learning.
- Special Education / Exceptional Students showed overall negative results from distance learning.
- All homeless, foster, displaced youth were successful in distance learning.
- Some of our homeless, foster, displaced youth were successful while other struggled in distance learning.
- Homeless, displaced, & foster youth, showed overall negative results in distance learning.
- EL students showed overall negative results from distance learning.
- Some of our EL students were successful while other struggled in distance learning.
- EL students were just as successful compared with in-person learning.
- Our site(s) would benefit from PD addressing learning losses for students.
- We have not evaluated student subgroup data yet, and would like help with this.
- Our socioeconomically disadvantaged students showed overall negative results.
- Some of our socioeconomically disadvantaged students were successful while other struggled in distance learning.
- Our socioeconomically disadvantaged students were successful in distance learning.
Do you have any other feedback or observations to share from your experience with school during the pandemic?
¿Tiene otros comentarios u observaciones para compartir con la escuela sobre su experiencia durante la pandemia?
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