# data[].attributes.headline
If families want one platform or LMS, would we go back to all using Schoology and drop Seesaw for K-3?

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If families want one platform or LMS, would we go back to all using Schoology and drop Seesaw for K-3?

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Face time for teachers~ what are parents really looking for? Teachers to be online all day?

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Face time for teachers~ what are parents really looking for? Teachers to be online all day?

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Share with staff the cohort big picture feedback during workshop week.

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Share with staff the cohort big picture feedback during workshop week.

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Seesaw is perfect for PreK-3.  Can 4th and 5th use Seesaw too and email for larger files and drop Schoology?

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Seesaw is perfect for PreK-3.  Can 4th and 5th use Seesaw too and email for larger files and drop Schoology?

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How will this work for our large number of students in childcare during school hours?

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How will this work for our large number of students in childcare during school hours?

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And for us to connect with parents who are working during school hours?

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Clarify "connect with parents" expectations. Daily? Every Wednesday?

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Clarify "connect with parents" expectations. Daily? Every Wednesday?

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With all the synchronous times in schedule, how are we going to get students online if they have no parent support during the day to get online?

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With all the synchronous times in schedule, how are we going to get students online if they have no parent support during the day to get online?

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Is it possible to have a block of time that you are online synchronous learning instead of being off and on all day?

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Is it possible to have a block of time that you are online synchronous learning instead of being off and on all day?

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If we move to a hybrid model, will Wednesday continue to be a planning day?

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If we move to a hybrid model, will Wednesday continue to be a planning day?

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The sample day for students doesn't align to best practice in distance learning.  The goal is to not replicate a brick and mortar school day. See distance Learnig playbook p 116-119  

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The sample day for students doesn't align to best practice in distance learning.  The goal is to not replicate a brick and mortar school day. See distance Learnig playbook p 116-119  

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Are we expected to be available for families after school hours?

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Are we expected to be available for families after school hours?

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If we have synchronous learning for every subject we will be online all day? Are we keeping in mind that teachers are doing distant learning with their children as well?

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Will SPED and EL students be "double dipped" for small group time? (Will they be required to meet with the classroom teacher and their EL/SPED teacher at different times?

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Will SPED and EL students be "double dipped" for small group time? (Will they be required to meet with the classroom teacher and their EL/SPED teacher at different times?

# data[].attributes.headline
Can closing circle happen as students go to specials instead of coming back after specials for closing circle?

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Can closing circle happen as students go to specials instead of coming back after specials for closing circle?

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How much flexibility is thee for buildings/grade levels with the schedule?

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How much flexibility is thee for buildings/grade levels with the schedule?

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Will class sizes be reduced in order to help us meet the needs of students and their families? Can TOSAs be returned to the classroom to reduce class size?

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Will class sizes be reduced in order to help us meet the needs of students and their families? Can TOSAs be returned to the classroom to reduce class size?

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How has linguistic and cultural equity / access been addressed?  Information in multiple languages has not gone out simultaneously with information in English and the assumption is families can click the translate button on the website.  Ex.  The distance learning plan for the district has not been translated.  

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How has linguistic and cultural equity / access been addressed?  Information in multiple languages has not gone out simultaneously with information in English and the assumption is families can click the translate button on the website.  Ex.  The distance learning plan for the district has not been translated.  

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"Schools must communicate information to limited English proficient parents in a language they can understand about any program, service, or activity that is called to the attention of parents who are proficient in English "

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I am a parent of 2 elementary age kids and am a elem. teacher.  This spring when we ALL had morning meeting at the same time it was impossible to do and we have AMAZING internet.  Can we be flexible with classrooms doing morning meetings at a time that works for them.  Not all at the same time each day.  

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I am a parent of 2 elementary age kids and am a elem. teacher.  This spring when we ALL had morning meeting at the same time it was impossible to do and we have AMAZING internet.  Can we be flexible with classrooms doing morning meetings at a time that works for them.  Not all at the same time each day.  

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How will the support centers play into this schedule?  

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How will the support centers play into this schedule?  

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Will we getting any additional technology in our classrooms for our "live" teaching times, other then our lap tops? Something that we could set up so that our SMART board can be seen as we teach too? 

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Will we getting any additional technology in our classrooms for our "live" teaching times, other then our lap tops? Something that we could set up so that our SMART board can be seen as we teach too? 

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Can we do our "live" lessons in our classroom?

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Can we do our "live" lessons in our classroom?

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For the Async learning will videos be given to teachers or will they need to find or make their own.  In order to keep things consistent, shouldn't all teachers be using the same videos?

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For the Async learning will videos be given to teachers or will they need to find or make their own.  In order to keep things consistent, shouldn't all teachers be using the same videos?

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This seems like a very intense schedule for teachers and for parents.  I know last spring I spent probably a total of 2-3 hours a day doing attendance, checking in with those I didn't hear from, helping with tech problems, answering emails from students and parents and meeting/talking with individual parents/students that were struggling on certain assignments.  There is no time in this schedule to allow for any of that.  Basically the teacher will be live almost all day and not available for students/parents during the day.

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This seems like a very intense schedule for teachers and for parents.  I know last spring I spent probably a total of 2-3 hours a day doing attendance, checking in with those I didn't hear from, helping with tech problems, answering emails from students and parents and meeting/talking with individual parents/students that were struggling on certain assignments.  There is no time in this schedule to allow for any of that.  Basically the teacher will be live almost all day and not available for students/parents during the day.

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Has any thought be given to the third graders across the district about technology?  They are switching from Ipad use to chromebooks. How is that instruction to look and be implemented?

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Has any thought be given to the third graders across the district about technology?  They are switching from Ipad use to chromebooks. How is that instruction to look and be implemented?

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Attendance issues~ how are we going to hold all students accountable for being online and completing work?

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Attendance issues~ how are we going to hold all students accountable for being online and completing work?

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Are specials going to be synchronous as well? How are we going to get all students into specials at one time during the day?

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Are specials going to be synchronous as well? How are we going to get all students into specials at one time during the day?

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Google Meet ~ standards/expectations for K-5 need to be standardized. How are we to get a second staff member to be with staff during the synchronous learning?

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Google Meet ~ standards/expectations for K-5 need to be standardized. How are we to get a second staff member to be with staff during the synchronous learning?

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How will families check in for attendance every day when they are working and kids are at daycare?  Our younger learners will need adult assistance to log in, get to a meeting, get to seesaw activities and videos (asynchonous learning).  If we have to do attendance by 3:40 many families are still at work - I would be.  

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How will families check in for attendance every day when they are working and kids are at daycare?  Our younger learners will need adult assistance to log in, get to a meeting, get to seesaw activities and videos (asynchonous learning).  If we have to do attendance by 3:40 many families are still at work - I would be.  

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is district going to help with videos on how to use schoology for students that are new to schoology? There needs to be instruction on how to use this new platform. It would be super helpful if district tech helped to put some of those together for us to share with students/parents.

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How are we taking into account students that cannot access synchronous learning during the day, especially reviewing analytics of students at some schools where students were accessing school early in the morning or late at night when a caregiver was there to supervise / support them?

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Communicate to parents that teachers have 24 hours to respond.

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Communicate to parents that teachers have 24 hours to respond.

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What are the expectations regarding phone calls with families?  I prefer not to use my personal phone. 

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What are the expectations regarding phone calls with families?  I prefer not to use my personal phone. 

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Will I have the option to utilize the technology in my classroom (SMARTboard) for the synchronous learning?

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Will I have the option to utilize the technology in my classroom (SMARTboard) for the synchronous learning?

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How are staff absences going to be handles?

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How are staff absences going to be handles?

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Student attendance~ how is this being communicated with families? 

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Student attendance~ how is this being communicated with families? 

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For teacher expectations - what is exactly does "upload/access to lesson plans" mean?

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For teacher expectations - what is exactly does "upload/access to lesson plans" mean?

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If a parent contacts you later or the next day, will we be required to go back in and change attendance?  Do we have access to that?

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If a parent contacts you later or the next day, will we be required to go back in and change attendance?  Do we have access to that?

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How will we handle students/parents marking students as present but no work is being done?

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How will we handle students/parents marking students as present but no work is being done?

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What happens to the parents/families that do not respond to any form of attempts to contact?

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What happens to the parents/families that do not respond to any form of attempts to contact?

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Student Attendance - Will an email communication with student/parent be accepted.  The policy says phone call.

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Student Attendance - Will an email communication with student/parent be accepted.  The policy says phone call.

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Can the nurse or office staff connect with families regarding attendance.?  It feels like one more administrative task to do.

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Can the nurse or office staff connect with families regarding attendance.?  It feels like one more administrative task to do.

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Are teachers responsible for contacting families that have not contacted for attendance?

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Are teachers responsible for contacting families that have not contacted for attendance?

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I see others concerned about transition for kiddos from Seesaw to Schoology - I agree it would be nice to have the district create videos/tutorials for students & families, but also think as teachers, we will need to guide out students through our own classroom set up since it will look different in how we organize our Schoology Pages. Students/Families will transition fine if we give good guidance and instruction on how to use

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Various states and the largest districts in the US  (MN not included) have articulated guidance for distance learning instructional minutes based on the attention span of children, screen time, etc.   How have we taken into these considerations in articulating a student's school day?

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Various states and the largest districts in the US  (MN not included) have articulated guidance for distance learning instructional minutes based on the attention span of children, screen time, etc.   How have we taken into these considerations in articulating a student's school day?

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https://www.ride.ri.gov/Portals/0/Uploads/Documents/COVID19/Distance_Learning_Guidance_2020.pdf

https://www.utla.net/sites/default/files/utla-lausd_2020-2021_distance_learning_school_schedules-final.pdf

https://www.oregon.gov/ode/students-and-family/healthsafety/Documents/CDL%20Sample%20Elementary%20Instructional%20Day.pdf

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It seems like the plan is for all schools and grade levels to be on the same schedule, with same lesson planning.  Is this realistic or best practice?  We have to account for the individual pacing and learning needs of each classroom.

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It seems like the plan is for all schools and grade levels to be on the same schedule, with same lesson planning.  Is this realistic or best practice?  We have to account for the individual pacing and learning needs of each classroom.

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modern classroom is the same thing as seesaw - just putting google classroom, IXL, schoology and screen-cast videos in one area.  Kids still need to log in and out of each site.  This is all the stuff we can do on Seesaw. Teachers just need better PD on how to use Seesaw and Screen-cast to make activities for students.  If 4th and 5th used Seesaw this could all be done on one platform - Seesaw.  Links to sites and screencast videos can be added to teacher lesson videos on Seesaw now - the same as modern classroom.

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modern classroom is the same thing as seesaw - just putting google classroom, IXL, schoology and screen-cast videos in one area.  Kids still need to log in and out of each site.  This is all the stuff we can do on Seesaw. Teachers just need better PD on how to use Seesaw and Screen-cast to make activities for students.  If 4th and 5th used Seesaw this could all be done on one platform - Seesaw.  Links to sites and screencast videos can be added to teacher lesson videos on Seesaw now - the same as modern classroom.

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How will the pathways work for IB, SEA, etc? Are we able to move these around to meet our needs? Who is making the videos - teachers or somone else?

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How will the pathways work for IB, SEA, etc? Are we able to move these around to meet our needs? Who is making the videos - teachers or somone else?

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In K-3 can we only show partial of the scope and sequence as it would be too much and overwhelming that they have to get it all done in 1 day

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In K-3 can we only show partial of the scope and sequence as it would be too much and overwhelming that they have to get it all done in 1 day

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All information as it pertains to distance learning / hybrid learning plans need to live online for teachers PK-12. This should be uplaoded along with regular updates from C&I on the Teacher Information Hub

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There should be a clearly articulated master schedule for each site adapted to best practice in distance learning to be able to facilitate collaboration and co-teaching by SPED, EL and work of classified staff.  Additionally, this would help admin, q-comp, C&I and teacher leaders support staff in developing their capacity in teaching students in hybrid or distance model.

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This can be done in seesaw and in schoology.

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It seems like the teachers schedule is very full with "live" teaching most of the day. When is there time to give student feedback on their asynchronous work that they will also be submitting virtually. I know this spring that this took a ton of time to approve, review and give feedback virtually. This is a quicker check when we are in person and rotating for some of our small group and center time, but virtually takes so much time to review and comment back.  

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It seems like the teachers schedule is very full with "live" teaching most of the day. When is there time to give student feedback on their asynchronous work that they will also be submitting virtually. I know this spring that this took a ton of time to approve, review and give feedback virtually. This is a quicker check when we are in person and rotating for some of our small group and center time, but virtually takes so much time to review and comment back.  

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Will specialist teachers be responsible for contacting students who do not log-in?  That could be tons of students they need to contact.

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Will specialist teachers be responsible for contacting students who do not log-in?  That could be tons of students they need to contact.

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What are the expectations of teachers during synchronous instruction? Is there an expectation to report to the building? Are there expectations such as keeping pets / children out of synchronous lessons or recorded videos?

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How will we make the pathways consistent as far as placing on our LMS? Do teams have to be consistent as to how they display and set up their pathway on LMS?

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How will we make the pathways consistent as far as placing on our LMS? Do teams have to be consistent as to how they display and set up their pathway on LMS?

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For hybrid model - how will this work for our staff that are working from home under accomodations?  How will this look for our students who are staying home for the entire quarter?  Will they just stay DL+ - online learning?

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For hybrid model - how will this work for our staff that are working from home under accomodations?  How will this look for our students who are staying home for the entire quarter?  Will they just stay DL+ - online learning?

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Can we adapt shorter times and work up to longer times for class meetings and in person whole and small group lessons/synchronized learning?  This would be more age appropriate for each grade level to agree on a set time limit.  10 min. K, 15 min 1st, 20 min. 3-5 is more age appropriate and follows attention span remote learning suggestions as pointed out in above comment.

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Can we adapt shorter times and work up to longer times for class meetings and in person whole and small group lessons/synchronized learning?  This would be more age appropriate for each grade level to agree on a set time limit.  10 min. K, 15 min 1st, 20 min. 3-5 is more age appropriate and follows attention span remote learning suggestions as pointed out in above comment.

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this is an opportunity to shift practices that data and research have proven to be ineffective (ie.  EL pullout groups) towards those that have been identified as more effective in closing the opportunity gap of our most vulnerable students such as our LEP students

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Abstract

Our research from 1985 to 2001 has focused on analyzing the great variety of education services provided for language minority (LM) students in U.S. public schools and the resulting long-term academic achievement of these students. This five-year research study (1996-2001) is our most recent overview of the types of U.S. school programs provided for these linguistically and culturally diverse students, especially focusing on English language learners' (ELLs/LEPs) academic achievement in Grades K-12. This study includes qualitative and quantitative research findings from five urban and rural research sites in the northeast, northwest, south-central, and southeast U.S. It is designed to answer urgent policy questions of interest to the federal and state governments of the United States, since this demographic group is projected to be 40 percent of the school-age population by the 2030s and most U.S. schools are currently under-educating this student group. Overall, this research provides whole school district views of policy decision-making that is data-driven regarding designing, implementing, evaluating, and reforming the education of LM students.

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A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement

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Author(s): Thomas, Wayne; Collier, Virgina | Abstract: Our research from 1985 to 2001 has focused on analyzing the great variety of education services provided for language minority (LM) students in U.S. public schools and the resulting long-term academic achievement of these students. This five-year research study (1996-2001) is our most recent overview of the types of U.S.

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how will we give students access to books that are not online or manipulatives for math?

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how will we give students access to books that are not online or manipulatives for math?

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Will the district be purchasing different subscriptions to online platforms such as IXL, EdPuzzle, etc?

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Will the district be purchasing different subscriptions to online platforms such as IXL, EdPuzzle, etc?

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Will we be creating a learning pathway for both literacy and math?  Will it be a list of skills (learning progression) students need to complete in order to meet the priority standard they are currently working on?  

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Will we be creating a learning pathway for both literacy and math?  Will it be a list of skills (learning progression) students need to complete in order to meet the priority standard they are currently working on?  

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Will high risk staff still be able to work remotely if we more to a hybrid model?

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Will high risk staff still be able to work remotely if we more to a hybrid model?

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I am so happy and thankful for the work principals have done creating a "schedule" for teaching and learning that will be consistent across the district and students will receive daily instruction.  I know its a lot and students might struggle at first but I believe they can do it.  We need to have high expectations for students and provide quality instruction and make accommodations for those who need it.   

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I am so happy and thankful for the work principals have done creating a "schedule" for teaching and learning that will be consistent across the district and students will receive daily instruction.  I know its a lot and students might struggle at first but I believe they can do it.  We need to have high expectations for students and provide quality instruction and make accommodations for those who need it.   

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Can someone at each building be the attendance person and be the staff to make phone calls to students who were absent the day before?  This took a ton of time this spring and having someone or a group of people to do that would be wonderful!

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Can someone at each building be the attendance person and be the staff to make phone calls to students who were absent the day before?  This took a ton of time this spring and having someone or a group of people to do that would be wonderful!

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Will the district be purchasing a subscription to Razkids for Asynchronized learning.  The parents loved using it last spring.

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Will the district be purchasing a subscription to Razkids for Asynchronized learning.  The parents loved using it last spring.

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We could easily integrate EL co-teaching into this model instead of just creating a virtual version of "pull out groups." For example, with the learning pathways EL teachers could help create or find videos covering background knowledge, pre-teaching vocabulary, supporting concept mastery in students' first language, etc. Or they could co-teach synchronous lessons. EL should not be confined to "small group time" in the mornings.