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For paraprofessionals hired through our school, they are continuing to support the students virtually. They meet with them virtually throughout the week as determined with the family. They join classrooms as students, help create daily and weekly planning scaffolds, as well as some reteaching from lessons they have participated in. The role stays very flexible, with a priority on supporting the student and their family. *Also in some cases they have really supported families with language barriers.

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Explore whether the workload being assigned is reasonable

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Explore whether the workload being assigned is reasonable

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This is especially pertinent in middle school and above, where teachers new to remote learning may be individually assigning significant amounts of work on short deadlines without realizing that others are doing the same, resulting in an overwhelming mountain of tasks for the learner.

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Developing "online learning action plans" for students who have demonstrated challenges with engaging in online learning. 

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Developing "online learning action plans" for students who have demonstrated challenges with engaging in online learning. 

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Google Meet discussion with the student (and parent, where possible) to discuss 1) the problems; 2) the student's own concerns; 3) teachers' perspectives; and 4) an agreed actionable solution. Weekly follow-up meetings with the student to discuss progress with the actionable solutions. This is shared with the students' parents and teachers. Included in this is a section where the student shares details of their "home reality" with teachers.

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We use google slides and I (LS teacher) make a slide for brain breaks to have as an option in between tasks. (Riddles, would you rather, go noodle, exercises, yoga, read aloud- some with sign language, scavenger hunts, kids natl geographic)

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I’m an LS teacher for grades 2-3. The homeroom teachers and I have been able to group kids and create separate breakout rooms so that I can work with some of the learners who need more support. The HR teacher starts to group, introduces the task and then me and my group break out. In this case we did a math game. We used cards to do double digit addition to 100. I broke out and worked with students who worked on creating numbers to 10. Only a 20 min lesson.   The biggest challenge is the stimuli in the home- brothers, sisters, noise in the background. 😊

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We use Google meet for live or synchronous learning and Google classroom to share resources for students to access from home and learning asynchronously.

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Has anyone implemented a virtual study hall?

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Has anyone implemented a virtual study hall?

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I have students using the Read Aloud extension for Chrome and I'm recording lessons for SRSD strategies for writing that I send to students. Luckily two of the three grades I work with are doing persuasive writing right now so that makes planning easier. For reading assignments I give student reading guides that help them attend to the main points of the text.

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I'm using WhatsApp and Zoom to communicate with teachers. With some teachers I am co-planning with others I am just discussing their concerns so I can address them during my 1:1 Zoom sessions with students.

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Parent help sessions. We are creating and sending out resources for parents to help create structure for their students at home.

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Parent help sessions. We are creating and sending out resources for parents to help create structure for their students at home.

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Meetings with teams and departments to ensure that material at that level is scaffolded and differentiated. 

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Meetings with teams and departments to ensure that material at that level is scaffolded and differentiated. 

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We have been using more pull-out than is typical. One teacher will stay with the majority of the class, while another creates a separate chat / meet with the students who would benefit most from a smaller group environment

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I have been meeting with both teachers and students over Zoom. Classroom teachers have needed more assistance than usual in helping make sure that learning experiences are accessible for different learner types, but they have generally been receptive to that support. We have had to make some modifications or alternate assignments for students in some cases to reduce the reading burden.

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I have been meeting with both teachers and students over Zoom. Classroom teachers have needed more assistance than usual in helping make sure that learning experiences are accessible for different learner types, but they have generally been receptive to that support. We have had to make some modifications or alternate assignments for students in some cases to reduce the reading burden.

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Using Trello or Canvas to-do lists has been helpful in working with students who struggle with organization and want support. 

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Using Trello or Canvas to-do lists has been helpful in working with students who struggle with organization and want support. 

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Meeting over Zoom or Google Hangouts and using screen sharing so that we can see what work has been completed and so that they can get questions answered. This has been hugely effective for students who want supervision and support. Others have resisted this. Increasing parent involvement has helped in some cases but has been actively unhelpful in others. This is the biggest challenge we are facing right now, as all parties are becoming increasingly frustrated. 

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Meeting over Zoom or Google Hangouts and using screen sharing so that we can see what work has been completed and so that they can get questions answered. This has been hugely effective for students who want supervision and support. Others have resisted this. Increasing parent involvement has helped in some cases but has been actively unhelpful in others. This is the biggest challenge we are facing right now, as all parties are becoming increasingly frustrated. 

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Instead of having students complete annotations, we are having them record audio thoughts as they move through their reading. The reading load for assignments (instructions, etc) has also generally been heavier, so I have been encouraging teachers to meet 1:1 with students over Google Hangouts or Zoom to go over assignments. This has been quite effective (though time consuming for teachers)

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Instead of having students complete annotations, we are having them record audio thoughts as they move through their reading. The reading load for assignments (instructions, etc) has also generally been heavier, so I have been encouraging teachers to meet 1:1 with students over Google Hangouts or Zoom to go over assignments. This has been quite effective (though time consuming for teachers)

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This helps to provide writing frames and planning sheets to allow for independent, structured literacy tasks.

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Aid reading comprehension and EAL learners

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Aid reading comprehension and EAL learners

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This website allows for texts to be rewordified, use quizzes to check understanding and extent their vocabulary. This can be easily used independently or structured through input of the teacher.

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Rewordify.com | Understand what you read

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Rewordify.com helps you read more, understand better, learn new words, and teach more effectively.

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Research on supporting higher level literacy skills

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Research on supporting higher level literacy skills

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A way how extended writing can be structured and planned. The student can fill this sheet in as a proposal, it can be discussed and they are then to write this up independently. Using assisstive technology such as word processing (change background colour of document if learner usually benefits from tinted paper), spell checker, read aloud can help with proof reading independently.

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In order to help learners focus and work with the focused mode of their brain, you can use the method below. It helps to focus students in class, in 1:1 sessions and at home. Giving them clear instructions and success criteria also helps them to to get started and complete tasks. Chunking, giving them no more than a page to complete at any given time or clear comprehension tasks for reading or planning sheets for writing also aids their outcome and focus.

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Have scheduled skype sessions or email exchanges to allow students to list what work has been completed or to advice how to overcome barriers. In addition, having daily to do lists with manageable targets and activities will keep them focused. Furthermore, if possible involve parents in overseeing the work completed by the student to give the learner even more accountability and motivation to stay on track.

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Have scheduled skype sessions or email exchanges to allow students to list what work has been completed or to advice how to overcome barriers. In addition, having daily to do lists with manageable targets and activities will keep them focused. Furthermore, if possible involve parents in overseeing the work completed by the student to give the learner even more accountability and motivation to stay on track.