# data[].attributes.headline
How can we support special needs students through online learning? How will we find "appropriate reading level materials" for all of our students?

# data[].attributes.subject
How can we support special needs students through online learning? How will we find "appropriate reading level materials" for all of our students?

# data[].attributes.body
I gave students feedback, but it was difficult to get them to check the feedback on their own without calling them out specifically during class.  I tried to send feedback to parents too but they never gave me feedback if they shared with their children or not.

# data[].attributes.body
Students engaged by taking ownership of their own learning.  This is sometimes more difficult for the younger students.

# data[].attributes.headline
C1 states to engage learners through RESEARCH, collaboration, discussion, and application.  How can we do the research component for Kindergarteners while still aligning with C4 (appropriate to the reading level of the intended learners)?  

# data[].attributes.subject
C1 states to engage learners through RESEARCH, collaboration, discussion, and application.  How can we do the research component for Kindergarteners while still aligning with C4 (appropriate to the reading level of the intended learners)?  

# data[].attributes.body
It is difficult for me to do choice of learning pathway when doing online assignments.

# data[].attributes.headline
Glad to have a detailed outline of steps for digital instruction.

# data[].attributes.subject
Glad to have a detailed outline of steps for digital instruction.

# data[].attributes.headline
C1 Students for the most part are used to receiving the information but now they must really take part in their own learning with online learning. 

# data[].attributes.subject
C1 Students for the most part are used to receiving the information but now they must really take part in their own learning with online learning. 

# data[].attributes.body
The online course design includes introductory assignments or activities to engage learners within the first week of the course

It is so important to "hook" students in online learning. I spend a week each school year going over several programs that I use in the classroom so students understand to login or joining processes and it makes it so much easier when a lesson is flowing and they are told to jump into a website, they are able to do so with ease and less stress making the online learning experience a bit more enjoyable for them.

# data[].attributes.headline
D4  I like that student assessment can be assessed in a multitude of ways.  This is crucial.

# data[].attributes.subject
D4  I like that student assessment can be assessed in a multitude of ways.  This is crucial.

# data[].attributes.headline
C6 Engage students in online learning by providing them voice.

# data[].attributes.subject
C6 Engage students in online learning by providing them voice.

# data[].attributes.body
Students are going to be required to interact with many sites to truly participate in their learning. My ahah moment is that the beginning of the year is going to be teaching students slowly how to interact with technology so they don't become frustrated.

# data[].attributes.body
Helps me have a basis for structure in online learning. We all like rules. Ah-Ha moment: I've implemented these standards without knowing them.

# data[].attributes.headline
F1 All technologies and tools included for use as part of the course ensure that learner privacy is protected in accordance with Acceptable Use Policy and applicable law.

# data[].attributes.subject
F1 All technologies and tools included for use as part of the course ensure that learner privacy is protected in accordance with Acceptable Use Policy and applicable law.

# data[].attributes.body
This is important

# data[].attributes.headline
C7 The online course provides regular opportunities for learner-learner interaction.

# data[].attributes.subject
C7 The online course provides regular opportunities for learner-learner interaction.

# data[].attributes.body
This is where I struggled the most. I found it difficult to find ways for students to interact with each other.

# data[].attributes.headline
C1:  Students learn to take ownership of their learning.  "learners are to engage with content through research, collaboration, discussion, and application. Rather than being passive receivers of information, learners are able to participate in the discovery process of their learning."  This reminds me of the saying about teachers being "guides on the side" instead of "sage on the stage."  Information is at our students fingertips and we need to guide them to how to use that information.  Their engagement is key so that they are not passive.

# data[].attributes.subject
C1:  Students learn to take ownership of their learning.  "learners are to engage with content through research, collaboration, discussion, and application. Rather than being passive receivers of information, learners are able to participate in the discovery process of their learning."  This reminds me of the saying about teachers being "guides on the side" instead of "sage on the stage."  Information is at our students fingertips and we need to guide them to how to use that information.  Their engagement is key so that they are not passive.

# data[].attributes.body
The logical sequence isn't only planned, it should be posted in an overview format from the start of a "module" to give students a road map.

I will really need to find good resources to give students choices. I see choice through all of the standards.

# data[].attributes.body
I struggle with the learner-to-learner interaction since our platforms in FUSD often blocks this. One way around it was the incorporation of Flipgrid where students could respond to each other.

# data[].attributes.headline
C5 engage learners within the first week of the course. 

# data[].attributes.subject
C5 engage learners within the first week of the course. 

# data[].attributes.body
This is perhaps why it was difficult to get students to engage in distance learning when we dropped everything on March 13 and converted to online schooling.

# data[].attributes.body
This always presents difficulty when students have to do independent work. In math, problem solving is always an issue due to the different reading levels of students.

# data[].attributes.body
"The online course provides regular opportunities for learner-learner interaction."

This was difficult at first. I was just trying to interact with students, but I felt like I was just talking at them. I couldnt see their faces and I didn't know if they were even paying attention. Not only did the students need to interact with me, but they also needed to interact with one another as well. It wasn't until I discovered NearPod that the students were more engaged with the lessons and got to see responses from their own classmates.

# data[].attributes.headline
C3 The Online course is organized by units and lessons that fall into a logical sequence. 

# data[].attributes.subject
C3 The Online course is organized by units and lessons that fall into a logical sequence. 

# data[].attributes.body
This is important as we possibly start the year online. Working with TK students it's important that topics are being introduced in a sequential manner as our TEs do not always do and we may rearrange lessons in the classroom.

# data[].attributes.headline
C5   Introductory assignments are a great tool to learn the technology needs of the students at the beginning of the course. They also help with accountability and enrollment counts.

# data[].attributes.subject
C5   Introductory assignments are a great tool to learn the technology needs of the students at the beginning of the course. They also help with accountability and enrollment counts.

# data[].attributes.headline
C1: "Learners take ownership of their learning through progress trackers and learning-target trackers that provide learners with information and feedback that they need for the next level of proficiency."

# data[].attributes.subject
C1: "Learners take ownership of their learning through progress trackers and learning-target trackers that provide learners with information and feedback that they need for the next level of proficiency."

# data[].attributes.body
Students love feeling empowered. However, it is difficult to get our students to take this step. Progress trackers would help them make strides in their learning ownership.

# data[].attributes.body
C6 The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways.

It is important to make sure we find ways to meet the needs of all of our learners. Being digital it is more difficult to reach out to all of our students and use modalities to have them connect and learn in a variety of ways since we are not with them physically. To me, this means that we are presenting in a variety of ways as well as allowing students to turn in assignments in a way that makes since to them.
But on that same note, it feels as if there is a lot more work involved to be able to do this in a digital environment.

# data[].attributes.headline
C5 Introductory assignments are important so we can see if the student is able to access the assignments we are asking them to do. It also let's us help them and guide them to solve any problems they may encounter. 

# data[].attributes.subject
C5 Introductory assignments are important so we can see if the student is able to access the assignments we are asking them to do. It also let's us help them and guide them to solve any problems they may encounter. 

# data[].attributes.body
This will help me to keep in mind what I need to be aware of with online lessons. C6 was my a-ha because I do this within the classroom, but need to try to do more of it with online learning.

# data[].attributes.body
This helps me to understand that the kids do have ownership of their learning and can sill collaborate even though they are learning on line. It is important for me to know that it is not all just on me, the kids have a stake in their learning too and although they are learning in a different way...they can still be introduced to new concepts.

# data[].attributes.headline
C3 The online course is organized by units and lessons that fall into a logical sequence. I was pretty good about providing different mediums of opportunity for distance and non-distance learners.

# data[].attributes.subject
C3 The online course is organized by units and lessons that fall into a logical sequence. I was pretty good about providing different mediums of opportunity for distance and non-distance learners.

# data[].attributes.headline
C9- Redwood. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.*

# data[].attributes.subject
C9- Redwood. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.*

# data[].attributes.body
One of the examples includes using images of famous painting styles. When it mentions this "Images are alt-tagged and narratively described for diverse learners." I had an "ah-ha" and want to learn how to do that.

# data[].attributes.body
The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
This speaks to me as I reflect back on my measurement lesson with my 4/5 combo class. My students were able to really dig in to the measurement component and relate to a real-world activity.

# data[].attributes.body
My big ah-ha is C7. I was really good this semester about having opportunities for the students to interact with me, but there were no opportunities for the students to interact together. I need to look more into allowing collaboration and interaction between the students while they are working online.

# data[].attributes.headline
C5 The online course design includes introductory assignments or activities to engage learners within the first week of the course.

# data[].attributes.subject
C5 The online course design includes introductory assignments or activities to engage learners within the first week of the course.

# data[].attributes.body
This helps explain why our students who came late to distance learning fell out after a very short period (1-3 lessons). They didn't get the proper introduction and that made it harder to catch on and feel engaged.

# data[].attributes.headline
C1 The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.

# data[].attributes.subject
C1 The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.

# data[].attributes.body
This speaks to me. I have been taching the NGSS standards for the past 5 years of so and as a teacher this has been one of my biggest shifts of letting the students explore and take ownership in what they are learning. It has been my experience if the students feel ownership in their learning they will have retain more information , and be engaged during each lesson.

# data[].attributes.headline
C9 Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.

# data[].attributes.subject
C9 Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.

# data[].attributes.body
Under the examples it illustrates how a 5 paragraph essay can be scaffolded. I already did that in my in person class meetings when teaching DBQ essays. I did not realize how easily that can be transferred over to online learning. In other words I do not have to change very much my approach to teaching writing in an online setting. I realize that there will be much more focus on feedback to the individual students, but I do not have to reinvent the wheel.

# data[].attributes.body
D3 The online teacher enables a learner-customized pace and/or path through instruction aligned with learners’ individual goals, learning trajectories, and interests.
This will help me focus on student individual needs. I felt like I wasn't able to this.

# data[].attributes.headline
C7 and C8 are crucial for building rapport

# data[].attributes.subject
C7 and C8 are crucial for building rapport

# data[].attributes.body
In the event that we will remain in a distance learning structure come fall, my biggest concern is how to build a safe learning environment wherein we all see each other as individuals with whom we have a relationship with, rather than names on a screen we can hide behind.

# data[].attributes.body
It will help me create structure in a virtual realm for my students. My Ah-Ha moment: I am proud to say that I definitely incorporated some of the standards without knowing it this last semester.