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2nd: Keep weekly schedule-parents and kumu liked it

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2nd: Keep weekly schedule-parents and kumu liked it

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keep posting assignments to 2x week

gl mtgs were super helpful

no need to micromanage the whole day--list breaks, etc. general schedule of activities worked well

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Kinder - Keep Seesaw and possibly another learning management platform  

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Kinder - Keep Seesaw and possibly another learning management platform  

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Pair Seesaw with another tool (maybe in SY 21-22) ideally, but for next year, keep Seesaw since haumāna and ‘ohana are ma‘a to it

Seesaw positives: familiarity for `ohana & kumu, houses everything, audio feature for kumu to instruct and comment & haumāna to record responses and ask questions

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too many classrooms on Seesaw for parents and students to navigate

possibly set guidelines/clarity of how we assign activities to not overwhelm-

parents had issues with finding other apps that were assigned in Seesaw activities, then would ask classroom teacher who didn't always know the answer

Seesaw great communication tool

zoom meeting were great to see small groups and whole class

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Beginning of the year need to be asynchronous

Provide packets for keiki to use if out of the classroom

Need to teach keiki and ʻohana how to use the different platforms/apps we will be using throughout the year

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A: Synchronous for instructions (5 minutes)
B: Go work on their own at home or independently, doesnʻt need to be on zoom (20 minutes)
A: Synchronous closure/reporting back to turn in work (5 minutes)

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Are Specialist classes going to teach as enrichment or are the classes  curriculum.

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Are Specialist classes going to teach as enrichment or are the classes  curriculum.

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This impacts planning and development of our different programs with different grade levels.

Enrichment might not be considered graded.

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Grading took longer to review efforts made in Distance Learning.

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Grading took longer to review efforts made in Distance Learning.

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Grading as an optional, enrichment class is not feasible.

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Synchronous would be SEL in the beginning, i.e. Piko, check-ins, pilina building

Synchronous teaching would happen in small groups at first

Teacher would need to record sessions for students who are not able to be a part of the synchronous sessions

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Creative Arts and expressive arts (Art, music, PE) are certainly needed during times of social separation as a way to cope and express.

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Creative Arts and expressive arts (Art, music, PE) are certainly needed during times of social separation as a way to cope and express.

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Science also uses different ways to seek and look at systems around themselves.

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We liked the idea of starting Zoom with 1 to 1 meetings to get to know keiki and parents. (Like parent teacher conference).

2nd- ditto

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Weekly schedule provided for ʻohana should continue

Would be good if the parents could access the weekly schedules for all grade levels in one place

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how do we grade students who do not participate?

moving forward it's not grading, it's feedback

one on one time would be helpful to see what the students know instead of what parents helped with or did

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Agree with 2nd schedule comment seen above

Need clear expectations communicated from Nā Alaka`i/Hope Po`o Kumu to KES `ohana for the purpose of setting clear expectations regarding participation, communication, completing assignments, etc.

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suggestion to have a set schedule for the week that is available and allows parents/students to view without updating with homeroom teachers week to week.

To have weekly blocks for each Specials so students wouldnʻt have to choose between synchornous classes.

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Allow teachers to work from classroom if doing distance learning and no stay at home order is in place

2nd- ditto

1st- Yes please

Specials - eo!

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synchronous was more valid than asynchronous-immediate feedback, their work not parents

after seeing work that was completed/not completed online made small groups more targeted and valuable

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Kindergarten - One to one zoom time with student for assessment 

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Kindergarten - One to one zoom time with student for assessment 

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Specialists need to coordinate with grade level to prepare, meet asynchronous and instruct kindergarteners prior to DL.

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Agree to kinder`s 2 comments posted above for this topic

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2nd- like to explore the idea of splitting the kuleana- posting activities, or half in person teachers, half online teachers

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2nd- like to explore the idea of splitting the kuleana- posting activities, or half in person teachers, half online teachers

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in person and distance learning is aligned - not 2 separate curriculums

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Having time (at school) to prepare students for ipad app usage is necessary prior to DL.
It is difficult to teach manipulating and navigating tools in apps while on DL is difficult.

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Needs to start prior to school starting and agreement to DL.

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is it a possibility to bring own children to school if they don't have to be in person that day?

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just thinking about bus schedule, recess, lunch, temp checks, thermometers for classrooms

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PE , and Music need synchronous meetings to visually instruct with students.
Art - video demonstrations worked well for synchronous learning.

Helpful to different types of programs and learning for specialists to be able to flex and blend these 2 types of digital learning to meet the best fit for them.

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Personal mana‘o: need to consider equity and access to synchronous instruction in addition to equity and access to tech tools, etc. Just because a synchronous session is videotaped and provided for a student, it doesnʻt mean (assuming they do get to view it) they have received the same educational experience as the students who attended the synchronous session.

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work on availability of calendars and postings for everyone

use postings as a way of checking loads for families and students

perhaps adjust formatting for maximizing clarity and possibly integrating the daily schedule idea above

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What can students do within each platform?
Will help to inform instruction and reduce family frustrations

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Consider consistency and clarity, perhaps similar formats, procedures? Coordination could streamline what families receive.