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Teaching haumāna and ʻohana how to use the different tech we will be using throughout the year would be our initial objective

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Kindergarten - in person in class assessments 

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Kindergarten - in person in class assessments 

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maybe a track version? that way students and parents can plan in advance and might help for daycare for off times, breaks do not include work and are short as to not lose learning- during down times maybe specialists enrich for families who would like it

k-3 comes everyday am and 4-6 comes  everyday pm or something like that

covid YMCA??? for off times

tier 3 Kids are on campus as much as possible

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How would lunch time look like?

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Track system, alternate half classes by week.  Some suggestions: on "off" weeks students would complete independent assignments (might be posted asynchronously) and on "on" weeks they would receive full days of instruction

Another idea: flipped lessons, with those in school completing in class while those at home work on it at home

Another suggestion: 2 classes per grade level come to school, split amongst 4 classrooms (2 additional bodies needed) while the other 2 classes are receiving "Distance Learning"

Another suggestion: half classes might come to campus on M and W for full days with the other half coming on T and Th and everyone being at home for DL on Fridays

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Instruction while in school to include informing students for DL assignment while in school (if there is an option for 1/2 class at school to switch to @ home every other week).

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Kindergarten-how to social distance in smaller classrooms?

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Kindergarten-how to social distance in smaller classrooms?

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How does recess look like?

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Kindergarten-child care for faculty and staff whose own children are on different schedules?  

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Kindergarten-child care for faculty and staff whose own children are on different schedules?  

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1st agrees. How will public & private school align scheduling?

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try to build consistency for students and families, not too many apps, or new learning of tech apps

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Monday Tuesday could be instruction for one group
Thursday Friday for another group
Wednesday could be professional day for teachers and keiki online

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• Synchronous Zoom lessons  work well and are preferred (over async) by special classes such as PE and Music. An asynchronous lesson (in conjunction to the Zoom lesson) could then concentrate on one skill-based/concept activity for the week/cycle.
• Need to schedule these sessions as regular, separate classes so that kids donʻt have to make a choice of which special to attend.
• Suggestion: recording Zoom lessons for later viewing so that  students who are unable to make the schedule session times can view the lesson.
• Due to these classes being skill-based, seeing the haumāna throughout the year works best for PE and Music. More frequency during a cycle would be ideal.
- ʻŌlelo Hawaiʻi and Music would like to be a regular part of grade-level piko.
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Same as Distance Learning to be seamless if there is a switch  to Distance later

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1 week at school/1 week DL for 1/2 classes each.

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Remember developmental appropriateness (time spent on instruction, screen time, etc)

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in person work could be graded but in distance feedback would be best

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what if parents choose to not send their chid? maybe a separate teacher runs that group of students so the classroom teacher doesn't run 3 curriculums - in person, blended, other

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challenges with
small rooms?
specific materials?
movement activities?

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Kindergarten - 1/2 class come one week then other 1/2 come the next week. 

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Kindergarten - 1/2 class come one week then other 1/2 come the next week. 

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depending upon enrichment or curriculum focus

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Seesaw platform worked well

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need accessible training in different platforms prior to event

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looking at our programs and designing different models to maximize opportunities for learning

will standards, blueprints and curriculum focus continue or will specialists move to activity-based lessons

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Keeping things simple and fluid regardless of whether or not they are in school.  Same schedule at school and at home so parents are not confused.  Just reduce "live" time if they are at home.  Paperless at school so if they have to start learning from home again it is not a big deal.

Keep a five day schedule because parents can keep track of Monday, Tuesday, Wednesday, etc. as opposed to a 6-day cycle.

See if we can safely have all of K-3 (and maybe 4) on campus and possibly have distance for the older children that may be able to be at home even if parents work. 5-6 are capable of distance learning and being engaged in their classes independently without parental help.

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Whatever we decide should not be what is easy for us (the adults), it should be what will be best for our keiki and what will be easy for our keiki and their ʻohana to understand.

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• Work with IT/Ed Tech so that activities created with Google apps can be accessed on iPads and are working seamlessly
• Have K-2 ʻohana be able to login to the student Google accounts

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• Synchronous Zoom lessons  work well and are preferred (over async) by special classes such as PE and Music. An asynchronous lesson (in conjunction to the Zoom lesson) could then concentrate on one skill-based/concept activity for the week/cycle.
• Need to schedule regular synchronous classes for specials (PE, Music) separately so that kids donʻt have to make a choice of which to attend.

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set and share what students can do within each platform used to inform kids, parents and teachers designing learning online

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use same online format ahead of time in lessons before working at home...for both classrooms and specialists

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Is this the new normal? We can plan accordingly if so.

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Consider coordinating for consistency, clarity--perhaps templates? similar format? procedures? to streamline for families

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Between classrooms and specialists, specialists and specialists would be helpful for learning and can reduce impact of many separate subjects

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ways to keep that priority and honor brain based learning

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for beyond th ether trainings,
socio emotional support,
educational support
family learning

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they want that, how can we try out different ways to give it to them?

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new ways to try beyond the 6 day cycle
•art and science flip, others?
•STEAM and Media will integrate and negotiate with classrooms, others?
•shorter daily sessions?
•integrate with piko?
•some live mini sessions, recorded and shared with others
•teach by unit not by quarter/semester
•resource and integrate with classroom to enhance overall learning-common topic, separate skill sets

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would continue for in/out of school,
coordinate across disciplines for all keiki

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How do we prioritize this for our keiki to function with and without us? At school and at home?
Critical thinking skills, habits of mind...
How to see if things are complete? How to see if things make sense?
How to figure things out?
How to ask questions and ask for help from us?

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How to balance student workload and teacher workload and keep things manageable and sustainable?

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Where can we put concerns and challenges to be examined and addressed thoughtfully?
for students
for teachers and for parents

More than a complaint and reaction
surveys may be a piece of it but more dimensions are needed for balance

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bus systems?
car pick up?

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school and home instruction outside

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What a strange place to be