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Using FB groups and FB live functions for gatherings, lectures, disccussions, etc.

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Disinfect computers and chargers and make them available to students for pickup. Create contract to be signed. Call home first to confirm with AS and review responsibility / liability.

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Meals-LPS has already confirmed they would be able to provide meals to our students at their pick up locations

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"Reduced" Schedule at School Building?
"Resource Centers" for each content area with one teacher manning each one so that students can get guidance and pick up materials?

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Upload videos on google classroom could link to specific assignments in unit 5 so that we can continue with current learning. This would allow for flexibility in teacher schedule and for students to watch from home.

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Finding an app that teachers can upload assignments and administer assessments, etc. as well as give back feedback.

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For student that have shown competency, we can continue with plans for Unit 5 and finish out the QPA (2 week time period).

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Flipped classroom model used on google classroom - teachers upload videos of mini lessons and post practice assignments and assessments. Give live feedback on student work via comments and facilitate discussion via chat or something like go-to-meeting or zoom.

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Revision Focus: Flexible Scheduling
Teachers use google classroom to upload videos which prepare students to revise / make-up mini-QPAs / QPAs. Videos could re-teach key skills or go over exemplar problems that are similar to mini-QPA / QPA.
Primary People / Advisors "meet" with students to help them prioritize.

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Teachers hold individual phone/Skype/Google Hangouts meetings with students on a weekly basis.  Students sign up for a time. The teacher has already looked at student work, gives feedback, gives a next step assignment. This would look like each student meets with each of their content teachers (Science, Math, Humanities, ELD) once or twice per week.
(I don't like this idea because it could be easy for a young person to forget or miss their scheduled meeting.  Or not sign up at all.)

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Create youtube channel, so they access lessons.

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Students participate in online learning sessions that focus on explicit skill building for remote learning.

Tutoring and revision can happen in small group chats with teachers.

Virtual counseling/updates on graduation plans

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Teachers already have their lessons planned out for the unit, and for many of the classes, the student-facing assignment documents are already posted on the Google classroom. I'm envisioning that teachers would add instructional materials (e.g. short video links, instructional texts, short video clips of the teacher modeling a particular skill, an image of an anchor chart) to each lesson day on the Google classroom. Students work in a self-paced way but have suggested timeframe guidelines. They could also reach the teacher through email with questions they have. Assignments submitted through the Google Classroom.

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Students have the opportunity to complete any work from previous units (Mini QPAs and QPAs); emphasizing revision. Students should check in during this revision time at the start of their regularly scheduled time of the class - perhaps in google hangouts or classroom. With this system, students should be able to submit work and get feedback for their teacher.

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Given we can distribute laptops to students & verify access to wifi:
1. Continuing with current unit (here it's Unit 5) instruction all over google classroom AND
2. All academic supports (MCAS, College Prep Literacy, Study Skills, Early College Support) would also continue and be offered via google classroom

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-Focus on previous learning so we're filling in gaps from previous units. Do this by providing each student with a computer and use google classroom to support access from home. We would be able to record videos from mini lessons/reviews for students to access during a "live" time but also then at any other time.
Provide printed versions for students that prefer paper (they'd have a choice) and print slide decks/etc.

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Little Face-to-Face Services

-Grab and Go meals will be provided to students who need them. served by operational staff that will remain school based (2-3 people)

-Classes offered only in online format.Students participate in a lesson/mini-course on how to successfully participate in online learning.

-GoogleClassroom is upgraded to hold classes

-Teachers available for instruction
9-10 (one math, ELD, Human Science Teacher)

10-12  (one math, ELD, Human Science Teacher)

12-2 (one math, ELD, Human Science Teacher)

2-4(one math, ELD, Human Science Teacher)

-SST resources provided remotely to fullest extent possible (e.g. counseling, college planning).

-CDC/Arroyo/Carolyn work remotely on enrollment and retention work with families and adult supporters.  +Phones will be routed to JA cell phone. Messages will be emailed to staff members
+Claudia work remotely on well being checks

-Carlos/Marilu/Ciaraldi work in building on facility and business operations

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We could focus on previous work from units 1-5 and have teachers create google classrooms that are organized by unit and have a reference sheet, notes, linked to each assignment. Primary people would then be responsible for checking in with their primary people about what assignments they are responsible for doing. This would be tracked on a school tracker so that LT could access and know that we are in communication or not in communication with certain students.

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New content focus: Flexible scheduling.
Teachers post videos of new lessons to Google Classroom and corresponding activities that students work on according to their own schedule. Primary People / advisors check-in with them periodically to track progress and encourage.

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Keep going with topics and assignments already in progress.  Our term ends in 2 weeks.  So students are already in progress with assessments.  Don't stop.

This could look like:
+"Classes meet" at the same time as usual, via Google Hangouts with the teacher available for video and/or phone chat.
+Teacher provides feedback on assignments.
+Teacher provides new content via guided readings, video presentations.

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During lunch distribution, students would be able to receive materials and have the opportunity to turn them in.

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- Use of Instagram: We can make Phoenix-made public accounts where students can follow us for mini-lesson videos. Students may not have computers to access work and IG is a popular social media platform for students. To avoid HR issues, these accounts could be banned from following back students IGs. This is a good idea for distributing video lessons that are more tailored and specific than khan videos, etc. and there might be a higher probability for students to look at it because I know some students that don't like khan videos. The drawback is that it is not a good platform for giving and receiving assignments.

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Using the time as a large scale remediation/ tutorial time. Many of our students are not at competence in the 4-5 units that have been taught to date. We could use a tutorial type of approach to having individual and small group calls/zooms/hangouts to support student learning on reaching competence.
We would create individual learning plans with each student. Then have  teachers "assigned" to working with a small group of no more than 8 students to support them reaching competence. (like the Lawrence PPM remediation model)
For those who are at competence in their units...we could do extension learning activities that could be more group based.