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I think.....

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What expectations should we have in place for students’ participation & engagement?

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How might we create opportunities for parent involvement, virtually and in person?

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How might we build a sense of community for staff, students, and parents?

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How might we provide opportunities for in-person social activities or other activities to build school culture?

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https://docs.google.com/document/d/1l1yq3zHgeGdcrhbGXAveJCas8JmY87hSGjkDV_r8mcc/edit

https://docs.google.com/spreadsheets/d/1pzo_M6LFrgM_rS-j-4o0Pd836W-hfkcJRVv1zhqvZYg/edit#gid=0

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Turn It In.com or Google Classroom to monitor possible cheating/dishonest academic behavior

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Turn It In.com or Google Classroom to monitor possible cheating/dishonest academic behavior

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Video submission for assessments, however the time it takes to grade them is a big impact

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Must use a District Chromebook, must participate regularly, must have a designated (quiet) place to work, material pickups, gate classes?, go to sly park with home school?, must have internet access

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How might we support our students who are not succeeding in the virtual program (academically, attendance, social-emotionally)?
How might we quickly identify students who are struggling with the virtual program?

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How might we determine which activities may be best done in person with students?

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How might we structure intervention to meet the needs of our students?

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How should the current Units of Study and Pre/Post Assessments be modified for the virtual program?

Pacing?

Common assessment template?

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More time to work with district colleagues was so nice this year

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More time to work with district colleagues was so nice this year

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maybe each period is part sync and part async?

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Self-contained may be required based on enrollment, but the instruction would be stronger with content-specific instructors

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Go Guardian essential

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Have a processes for accepting subgroups; English Language Learners , SPED, Homeless, Foster, etc.

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Platform should be Zoom-across the board

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Platform should be Zoom-across the board

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What components of virtual instruction from this school year should be included in the Virtual Academy?

What components of virtual instruction from this school year should not be included in the Virtual Academy?

How might we create a schedule that balances synchronous direct instruction, asynchronous/independent learning activities, small group instruction, and differentiation?