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Take it slow. Streamline as much as you can virtually for independent work so that you aren’t doing double the work/planning. Kids are so capable and resilient. Our kids have done amazing!! Mask reminders will be needed. Social distancing reminder (surfer arms—for distance in a line/area, NOT T-Rex arms) canvas quizzes and google forms are great.

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I teach face to face and have my other students Zoom in. I have a set time for ELA and a set time for math. I prerecord science/ss.  I won't lie...it's hard to focus on it all. However, many other teachers are prerecording videos for every subject so they don't have to teach through Zoom. That takes a lot of hours of prep time so I live teach and record. It is going well but takes time to adjust to it. When I first started this method, I didn't allow the students to be on the camera. That allowed me to just focus on the face to face kids and the remote kids could see me and listen. Then I transitioned to having them being seen on camera but I only took answers to questions from my face to face kids. Now I have it where they are all part of the class. If using Zoom, set expectations from the get go. I had one show up without a shirt.

I now share my screen instead of have the camera on me. In the beginning I had it set up where the camera was on my screen because the video was not recording what I was writing on a shared screen. However, I have found that if I use Notebook instead of Google slides, I can share my screen and the students at home will see what I write.

I recommend having 2 monitors if possible. Right now I pull up Zoom on my teacher computer and on my laptop. I have the kids so that I can see them on my laptop and  have the teacher computer to do the teaching.

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Zoom in for test, or let them zoom in with a fully virtual teacher for accountability. Schoolnet has a great proctoring tool so that you can see what question they are working on and if they leave anything blank. 

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Just do what you’ve been doing. You can still do so much with them and engage in fun ways. They can still work with partners, just spread out some. 

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Originally I was only giving assessments on their face to face week. However, that was taking too much time to give the assessments twice. This week I started having the students join on Zoom and take their assessment with their cameras on while we take it in class.

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On zoom, I have them show thumbs up/thumbs down; 1,2,3,4 for answer choices in multiple choice questions, touch your head if you.....
We also do daily flipgrids for SEL so students can see each other.

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Keep it consistent for everyone.
If they can assess it online then they can access it in school. 
Don't use something that only the children in the building will be able to access because then you will be doing the double the work trying to find something for the online children to do.
Do what you have always done and teak where it needs to be tweaked. 

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Students login to Zoom at a certain time and they take their assessment while on Zoom.

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Keep it consistent for everyone.
If they can assess it online then they can access it in school. 
Don't use something that only the children in the building will be able to access because then you will be doing the double the work trying to find something for the online children to do.

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Put everything on Canvas (or whatever platform you are using) use it in the classroom and at home. I have no paper copies this year and it is a time saver! It is also great for teaching the students how you wanted it submitted and what to do when they are at home. When you get the parent that says their child can't do it, you can say that they can because they have done it in class.
Make it simple! The easier it is for you to access the easier it will be for parents.
Flocabulary has been extra amazing this year because the students can access it anywhere.

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1. Accept that you can't control who is doing the work during the students time at home. Yes it will feel like the parent is doing the work for the child and that they are not engaged... you have no control over that, document it and move on you don't have time to worry about it
2. Use the time you have with he students in the classroom!! Get them hooked so that they want to join live or watch the videos
3. If you pre record videos leave fun things for the students to do in the middle of them. Not only does it keep them engaged but it is a great way to know who is watch the videos/ who is not. For example in the middle of my videos I may say stand up and do 3 jumping jacks then email me saying I love jumping jacks. Gets them up and moving, gets them watch and helps them refocus. On the week that they come back into the classroom if I got an email from them I give them a reward like a piece of candy or something small. Keeps them wanting to watch the video even if it is just for the treat. :)

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-Set a deadline for student work submission and stick to it
-Ask for constant feedback from students on what you can do to improve instruction, what they feel is/isn't going so well (I also sent this to parents the first two weeks of school and asked 3 questions: what went well this week? What didn't go so well this week? What can I do to improve your child's 5th grade year and help them to be most successful?)
-Be flexible and know things are constantly changing.

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-Kahoots (this can be set as an assignment where you give a due by date and time and they have until then to complete it. It still tracks everyone and tells who is the leader, etc. throughout the game.)
-Flipgrids
-It is more work to grade, but a discussion board or have students submit a picture of their work so you know they listened to the video, they took notes when supposed to, or copied the anchor chart down.

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There were a few teachers that actually taught live, while the majority of us videoed our lessons and uploaded before the lessons were taught face to face. This is a lot of work, but it took some of the worry out of technology glitches, as well as, so inappropriate behaviors that did come up. I would suggest, forming a good team to plan with and split up the creation of some of the assignments to help lessen the load. Having a good planning and creating team has been KEY!! (It is still overwhelming) We also created "virtual folders" to send home on Fridays with our children that were going to be at home the next week. These had copies of the actual paper copies of what our F2F children would be doing in class, as well as, what was uploaded into the computer. This way they had a hard copy to look at, manipulate, and work with. Both groups would still put their answers into the computer, but it was easier to highlight or work out problems on the paper copy. 

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We have used schoolnet (online), google forms, and canvas quizzes for assessments. We also use these for regular assignments as well. We have used google cloud assignments, but those can be more difficult to grade...and timely. When I actually give an assessment and a group is at home, I send them a link to the assessment, as well as a zoom link. They zoom into the classroom and I can watch them take the test as my F2F are taking the test. I will usually give them the time my class is taking the test and a time right after school (2 options). If they don't zoom in and take the assessment, I mark it down as taken without teacher viewing.

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F2F - I have been teaching like I would during any school year, but with social distancing and masks.
Remote students are working on lessons in Seesaw that match the standards that I am teaching in the classroom. Seesaw is A LOT of work. I personally like Google Classrooms better for k-2. That is the platform that we used in the spring. In Seesaw EVERY subject is separate which is a lot of work to create and grade. Google Classroom is everything together. Much more user friendly in my opinion.

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You will have skewed data from students that are all virtual. Their parents will complete the assessments. Just being honest. It is best that students that are rotating in and out complete all vital assessments at school when they are in class. We are using iReady for our B,M,E vital assessment data. I made all students rotating in and out take that here at school. All virtual only students did have to take it at home.

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Emailing parents with specific instructions and videos on how to access all the things that students will need. I have used Screencastify A LOT to show parents my screen and how to access Clever. Then within Clever how to get to Reading Horizons, iReady, Epic!, Seesaw, Prodigy, Raz Kids and so on. I am also offering Zoom office hours from 2-3 daily for parents that need help or students that need help. This Zoom has to be requested by the parents, but they know it is an option. We also began letting ESL students and EC students come back full time because they were struggling. If your numbers are low enough I would suggest that as well. Those were the main students not fully engaged. All staff kids get to attend full time as well. I highly suggest this as well! It would be too much for me to juggle both this job and then go home and work with my kids.

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I give rewards/incentives for student that are actively involved each day.  These have included extra recess, watching a movie during lunch in the classroom, extra time on their Chromebook to play fun math games, candy, emails to parents, note in the planner. 

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Make planning teams so that one person is not overwhelmed with all the planning.

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This is hard for the Virtual students because of validity. We have been using google forms to assess reading comprehension. I am doing "Fluency Friday" using a leveled passage. The student records themself reading the passage and then I do a running record from the recording. Using iReady assignments is another way to assess.

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Make the lessons fun. Invite kids to Zoom with you. Let them hear your voice and see your face as often as possible. 