# data[].attributes.body
1.Knowing the students / situations , sharing the spaces
freedom to talk
2. call them online, appreciate them when they are there ( as most of them may be shy be online ) they can chat one- to -one about any issue or problem. Make time for them so that we can help one to one to built the trust and to open up. Remind them it is team work.
3. For some students parents are not home and they do the baby sitting for their siblings- we have to be very delicate with them as lot of going on their lives.
4.Be careful do not overload amount of work. Be caution
5. Dialogue between student to student is also very important. ( especially 9th graders as they don't know one another) built to trust
6. use remind 101 /calendar
7. contact parent
8. we have to fill the lot of gap  previous and this year learning.

# data[].attributes.body
-Creation of a literacy community. We would like for students to be interactive and build a sense of community with each other.
-We would like to be innovative and involve family members to create a sense of connection even though we are separate.
-Discourse about text and conversation: listening to what others think are big parts of an English class. We would like to preserve that and even create an oral history. Some of the electronic choices that we have may help students to record interviews and make conversations visible.
-Teachers will ensure that students understand the connections between reading and all other classes.
-Authentic connections to text.
-Writing to learn
-An individualized approach to writing. It's helpful for students to work through their individualized writing process and what works for them, which will take self-reflection. Process writing can occur
-Collaborative annotation
*Process writing including co-composition can happen in collaborative documents, Padlet, chat, channels, etc.
-Consistent push for feedback: Teachers can encourage students by giving consistent feedback. This will let students realize that they need to participate in class.

# data[].attributes.body
--Emotional Support-Talking to the students about them, about their family and their well being

# data[].attributes.body
As teachers we can set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

# data[].attributes.body
Experience with virtual time and virtual Labs.

# data[].attributes.body
1. Temperature check to find the state of mind students are.
2. Showing empathy and care to the needs of students and be flexible.
3. Open communication by google forms, Google voice , REMIND and other tools and being there for them.
4.

# data[].attributes.body
1. Caring
2. Consistent
3. Communication
4.Clarity

# data[].attributes.body
- Showing empathy to students.
- Incorporating breakout sessions to make connections with students.
- Have virtual parent meetings with students (Parent partnerships are key).

# data[].attributes.body
- This is an opportunity to boost students' technical skills (Business Ed, Digtial Design, Engineering, Computer Programming, Computer Science).
- Give students a safe space to be themselves.
- Create a flexible environment for students to be successful.

# data[].attributes.body
1. Engaging.: Various engagement strategies like Peardeck, Classkick and Flipgrid
2. Check for understanding

# data[].attributes.body
We want for students to feel connected and a sense of belonging so that we may maximize their learning. We would like for students to take ownership of their work. This is where the relationship piece comes in. We would like for students to have the best possible experience so that students want to show up everyday and participate.
-We would like for students to read a book that they choose at home.
-We would like for students to discuss what they are reading.
-We would like love for students to write everyday.
-We would love for students to know what the assessments will look like.
-We would like for students to have a consistent routine and understand why this is important.
-We would like for students to understand the relevance of reading, writing, and all activities in the digital setting.
-It is helpful to streamline the course and have a weekly schedule so that students understand what they need to do. Making a schedule that's user friendly for parents will take the guess work out of it and be very helpful.
-We would like for students to feel safe so that they will ask for support.
-Asynchronous time can be used to support students.

# data[].attributes.body
-Check-ins and group or individual conferences with students
-Ask higher order questions that will connect to students' feelings and reactions.
-Be authentic with students about how we are feeling and open the discussion so that they may discuss their feelings and questions.

# data[].attributes.body
We want our students to think as global citizens. Preparing our students for dual credit courses (soft skills, academic discourse, writing skills). Incorporate real-world experiences (resume, cover letter, elevator speech, MOUS certification, typing, communication skills (verbal/written) and people skills. Project management skills (develop timelines, work collaboratively, manage time). Develop computer programming skills (math skills). Develop problem solving skills. Provide realistic/relevant experiences.

# data[].attributes.headline
Listening to them, and being readily available for them.

# data[].attributes.subject
Listening to them, and being readily available for them.

# data[].attributes.headline
Relationship building; my intro to them is to tell them about me

# data[].attributes.subject
Relationship building; my intro to them is to tell them about me

# data[].attributes.body
Consistent Communication, meeting students and parents where they are.

# data[].attributes.headline
That we are all in this together; we support each other,

# data[].attributes.subject
That we are all in this together; we support each other,

# data[].attributes.body
-Being considerate of student situations and adapt as necessary
-Provide a safe space where the students feel comfortable to share

# data[].attributes.headline
Everyone, students, teacher, parents admin....all support each other

# data[].attributes.subject
Everyone, students, teacher, parents admin....all support each other

# data[].attributes.headline
A welcoming high energy experience.Allowing room for mistakes.

# data[].attributes.subject
A welcoming high energy experience.Allowing room for mistakes.

# data[].attributes.headline
Science: 3. Relevant: Real world connection, giving personalized feedback and customized collaboration.

# data[].attributes.subject
Science: 3. Relevant: Real world connection, giving personalized feedback and customized collaboration.

# data[].attributes.body
4. Same side, Collaborative and learned responsibility should be our three pillars throughout
5. Maintain the rigor in spite of all the flexibility.

# data[].attributes.body
Set high expectations and making sure content is relevant, allowing them to be open to different experiences and backgrounds, not just in the classroom, but globally. Pushing their sense of doubt and drive to ask questions, promoting higher level thinking.

# data[].attributes.headline
Synch: go over the purpose of the lesson, why are we learning this particular subject like reading a script's first page. What is written, like open, stage set, light direction, Asynch-write a short version.

# data[].attributes.subject
Synch: go over the purpose of the lesson, why are we learning this particular subject like reading a script's first page. What is written, like open, stage set, light direction, Asynch-write a short version.

# data[].attributes.body
sel advisory lessons

# data[].attributes.body
-provide them with lots support with enough resource to support them .
-

# data[].attributes.body
Giving multiple positive affirmations. "You can do it"

# data[].attributes.body
1. How do we support students; learning?
Understanding the various situation that our students are currently facing, and learning to adapt our lessons to better suit them.

2. What is the experience we want to create for our students?
Creating material that is easily digestible and asynchronous.

3. What do want to be true in our content area across the Early College Program?
For it to be a space of expression and an outlet source for what they may be currently going through.

# data[].attributes.headline
FA/LOTE/H&PE Practice empathy, create a safe zone, create opportunities to listen

# data[].attributes.subject
FA/LOTE/H&PE Practice empathy, create a safe zone, create opportunities to listen

# data[].attributes.body
Building Student Rapport with Phone Calls. Setting established norms for remote learning. This prepares students to expect what is to come during online learning.

# data[].attributes.body
A space of open communication where all backgrounds and perspectives are acknowledged. Establishes a sense of support that promotes active learning.

# data[].attributes.body
Encourage students to be creative through our classes because that will allow them to cope with their emotion.

# data[].attributes.body
One-on-one conferences opened lines of communication between the students and faculty and encouraged comfort in group teams with cameras on as well.

Relationships: be vulnerable and open with students to create safe spaces to discussion COVID and BLM, among other things.

How do you present information?  Flip classroom - reading and consuming content on their own and then focus on enrichment activities to make the synchronous aspect of instruction fun and enjoyable.

# data[].attributes.body
Me Objects: having them creating a comfortable environment and sharing an object that means something to them

# data[].attributes.body
1. Outlet avenue for emotions
2. A safe space for creative expression.
3. Consistent support from an educational role model.

# data[].attributes.body
Increase participation/buy-in: engaging activities during synchronous time (Haiku example); giving students choices with time limits; begin with low-stakes activities to build interaction--this may also help students feel more confident with the types of questions that would be asked; Use icebreakers to start;

Relationships: allowing students to attend a different class if extenuating circumstances require it; one-on-one conferences and feedback;

Reminder: control what you can and don’t worry about what you can’t.

# data[].attributes.body
A thinking" out of the box experience". Challenge each student to connect to their own personal experiences.

# data[].attributes.body
Relevance and real-life skills: Citizenship, awareness of their world

Skills: making arguments using reliable information (critical thinking); good facts and bad facts (SHEG activities about finding relevant source material)

# data[].attributes.body
A welcoming environment providing engaging practices and class discussions.

# data[].attributes.body
create a safe environment, warming up by allowing students to share what they are most comfortable. Allow them time to do recording of introduction.

# data[].attributes.body
One-on-one conferences opened lines of communication between the students and faculty and encouraged comfort in group teams with cameras on as well.
Advisory program: support social-emotional learning.  Suggestion: assigning each senior a group of students to check in with so those students are guaranteed contact every day.
I want to start off the year by building community and connections among my students. I really want to keep up discussions, but was pretty unsuccessful in the Spring with getting our online discussions to match the level of rigor and engagement as our in class discussion
9th graders: challenges of acclimating students to the campus, the staff, the new technology--all coming from different backgrounds so it is difficult to gauge their knowledge/familiarity.
Relationships: be vulnerable and open with students to create safe spaces to discussion COVID and BLM, among other things.
How do you present information?  Flip classroom - reading and consuming content on their own and then focus on enrichment activities to make the synchronous aspect of instruction fun and enjoyable.

# data[].attributes.body
Continue the creative writing experience in my classroom; original works, character analysis etc...

# data[].attributes.body
The skill set we impart to our students should have a real world application for them. These skills must have an empowerment factor that can help them produce finances, discipline and determination. It is also integral to help students discover the intrinsic reward of our content from the perspective of art for art's sake.

# data[].attributes.body
Benchmark, grow, and celebrate!
Repeat!

# data[].attributes.body
-By being there for our students and trying to help and guide them throughout this school year, especially through our discussions in advisory. -Recording the class sessions / being available for them when needed.

# data[].attributes.body
Love of theater and understanding history: how and why theater was created and how that applies today,

# data[].attributes.body
Increase participation/buy-in: engaging activities during synchronous time (Haiku example); giving students choices with time limits; begin with low-stakes activities to build interaction--this may also help students feel more confident with the types of questions that would be asked; Use icebreakers to start;

Relationships: allowing students to attend a different class if extenuating circumstances require it; one-on-one conferences and feedback;

Reminder: control what you can and don’t worry about what you can’t.

# data[].attributes.body
A comfortable, safe space where kids can express themselves creatively.

# data[].attributes.body
Relevance and real-life skills: Citizenship, awareness of their world

Skills: making arguments using reliable information (critical thinking); good facts and bad facts (SHEG activities about finding relevant source material)

# data[].attributes.headline
Math- Learning -  we have fill the bridge between missed learning and connect with the new learning - filling the gap

# data[].attributes.subject
Math- Learning -  we have fill the bridge between missed learning and connect with the new learning - filling the gap

# data[].attributes.body
Students usually turn on the team and then they disappear r so it important to keep them engaged
it will be challenging
Students also have to understand they are also responsible for the learning . again it is team work

# data[].attributes.body
A

# data[].attributes.body
appreciation of the arts/music/dance/ theater. Be able to enjoy themselves through the arts.

# data[].attributes.body
-Creative
-Engaging
-Well planned
-Fun

# data[].attributes.body
-Calm, open & dependable journey for this virtual school year seeing as though we do not know what their environment is like during this time.
-After giving the lesson I will have those that are comfortable share out and then go into individual creation.

# data[].attributes.body
1.

# data[].attributes.body
The students had an engaging experience in which they were valued and challenged to give their best.

# data[].attributes.body
-We're there for our students and offer any and all options for them to succeed.

# data[].attributes.headline
Math team -1. Get them familiar with effective use of technology 

# data[].attributes.subject
Math team -1. Get them familiar with effective use of technology 

# data[].attributes.body
2. Each school need to be creative and flexible with the time students meet with the teacher
3.Apple pen- tool for math teaching
4. Make sure  it is college ready material
5. bridge the gap between the middle school and high school

# data[].attributes.body
Scholars discover additional stress management skills, learn additional physical activity options, and been challenged.