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In a hybrid model where some students are online at home while teacher is teaching others, the difficulty of checking for understanding of those online while you are teaching (ie looking at a small picture on the computer while you are also addressing others in person)

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How to deliver ELL instruction when away and at school

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Collaborating with RSP programs so that students get legal minutes but also face-to-face time with reg ed program

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Make sure that when students are face-to-face most time is not spent on assessment

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How do we coordinate so all family members (who want to be) are on the same type of schedule?

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Contract issue:  if students can't change classes, will teachers still get their planning periods, eating lunches in their classrooms(will teachers get their 30 min student-free lunch)?

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Rumor mill for those who may exhibit symptoms...either student or staff-stigmatizing

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Rumor mill for those who may exhibit symptoms...either student or staff-stigmatizing

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What happens if choice is provided to students? Social emotional concerns for those not attending

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What happens if choice is provided to students? Social emotional concerns for those not attending

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Staff who cannot come back due to preexisting conditions etc

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Attempt brick and mortar as much as possible-Moderate to severe (smallest classes with greatest needs)

SAI students are missing out

Considerations are health and behavioral issues which impeded distance learning (tolieting, feeding)

Speech via tele therapy-minute for minute could be provided removed if students can access

More independent work could be accomplished with those students with less needs

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Monday - set up week
T/R - online students
W/F - in person students

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Students show they have been successful-some really good stories...we can reach some...but significant number of students need greater structure than remote learning provides

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Heard their concerns over how to travel to sites and provide for in person support

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Legally TK - 6th can't be home alone, so many parents need to send their students to school everyday

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Students need more one to one support, schedule/prioritize for more brick and mortar support

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One teacher remote partners with one teacher brick and mortar, share instruction between full roster of combined in person and remote learners, single curriculum, separate modes, allowing for larger roster of students between combined teachers

Need to consider planning / collaboration structures to support

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Student lab population limited to 25%-33% to allow for 6ft spacing.

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Possibility of staff being on site w/their own children attending with them

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Zoom conferences and break out groups

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Target groups who need more individualized support for brick and mortar.

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Prioritize for lower levels who are not able to self direct for brick and mortar.

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Develop Routine

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Smaller group instruction- meet additionally to support and identify needs in lessons

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Identifying staff that are determined to provide remote learning (based on health needs)

Identifying staff that are dedicated to brick and mortar instruction

Consider how the impact of K-6 will have on 7-12 with families that have children in multiple grade spans

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AM/PM is desirable from parents. Considerations...cleaning -space

Parents need schools to take in students at all grades

Need grades...
need correction of bad habits...sleeping late, work reluctance...no longer hold harmless

Need Options for those whose parents desire complete remote learning

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Develop Routine

Use Manipulative Kit for primary and SE -Michael Vasquez

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Students stay home Mon-Wed and receive initial instructions for the week, plus assignments are released. Students can work independently or in groups through a collaborative tool. Students can also engage in online discussions.

One or twice a week, groups of students or whole class comes in for intervention/assessment/direct instruction before finalizing assignments for submission.

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Lower grade levels TK-2 are brick and mortar and upper grades on line ( with students below grade level in upper grades coming in)

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Lower grade levels TK-2 are brick and mortar and upper grades on line ( with students below grade level in upper grades coming in)

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Could we offer option for families to opt in to designated online program, drawing on teachers who are not able to return to work to staff the online program

Consider credentialing issues that might come into play

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How to determine what to teach with significantly limited time

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Students who are above grade level can work online and self manage 

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Students who are above grade level can work online and self manage 

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Provide students the opportunity to check in face to face to monitor progress once a week. 

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Provide students the opportunity to check in face to face to monitor progress once a week. 

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Students in need of specific support should be in the building, such as students reading below grade level

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Students in need of specific support should be in the building, such as students reading below grade level

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Rotation schedule for in person learning for direct instruction M/W or T/Th, then online assigned for extension of learning on the other days. Fridays small group instruction either in person or online for interventions or enrichments

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SPED/ELD/etc. small classes dependent, could meet 80% of time/20% at home

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Will need assistance from adult or older sibling. Will need easy tech. platforms. May need to be in person for a part of each day or week. Early bird/late bird. Small group instruction during distance

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Track ABC or D system. 1/3 to 1/4 students show up to an in person class/lab/lecture.

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Allow for families to have some say in either a full online, full brick & mortar, and combo setting, but create/generate priority lists for special groups.

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Online at secondary 3 days/week and then in person for those needing assistance/assessment

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Online at secondary 3 days/week and then in person for those needing assistance/assessment

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students w/DIS or BIS - need in person support

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students w/DIS or BIS - need in person support

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Lab/hands-on learning in person and extension of learning online.

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Assigned screen time on computer and assigned "homework" time offline.

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Limit students on campus and movement on campus - look at block schedule

Roster A and Roster B - meet A on Monday and B on Wednesday ( for example)

Incorporate a third block of time for PD

Of 2000 students, 1000 campus at a time

40% in person, 60% at home

SPED/ELD/etc. small classes dependent, could meet 80% of time/20% at home

Lunches coordinated by class

Teachers maintain regular rosters, but teach same lesson twice

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SH Moderate/Severe Disabilities: Michael Vasquez

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SH Moderate/Severe Disabilities: Michael Vasquez

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Incorporating learning platforms that can be taught interchangeably in brick & mortar with a transition to distance learning i.e .Google classroom, nearpod, seesaw, unique learning systems

Creating weekly instructional themes using manipulatives that can be individualized to

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Scheduling students for services if they do a distance learning approach. 

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Scheduling students for services if they do a distance learning approach. 

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Spec. Ed. would need parent or care giver assistance.

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Student attend in person class 2-3 days a week.

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K-2 would need parent or older sibling assistance.

Rely heavily on VISUALS.