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Block schedules
Early start and late start

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time to just visit with each other

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Access to internet for all.  Which curriculum will be available online?

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In all of this, things may change quickly, so we should be ready to turn on a dime and transition at the school or district level to fully distance learning

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Parents who are not able understand the content cannot assist their children

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Allowing parents the choice of remote IEPs or face to face IEPs with at least on member of the team, while others are on digital meeting. 

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Allowing parents the choice of remote IEPs or face to face IEPs with at least on member of the team, while others are on digital meeting. 

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Students allowed to move through flexible curriculum, moving ahead when they are ready/mastered content/skills

Provide students progression during set timeframe, students can work through at their own pace

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Parents/families will need to be main providers of in

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Structures for Intervention and Support 

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Structures for Intervention and Support 

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Incorporate/add classes

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What is guidance for teachers who also have children at home during their own role as a teacher online?

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What is the RUSD teacher home office look like?

What do they need? What resources should be provided?

What are the materials and resources that are needed?

What are the safety parameters for instruction at home (experiments)?

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Support students and teachers in using collaborative strategies that work for an online platform.

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Communicate learning expectations for engagement and participation

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We will need to find ways to motivate families and provide support for them when this ebbs
We will need to have good relationships with families to support behaviors - especially revolving around anxiety

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Students need to know how to effectively use supports on the computer such as text to speech, page translations, asking questions, etc. (maybe having picture instructions on how to access these supports in different online platforms)

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Collect student data to guide instruction

Daily check-in

Provide relevant topics to research online

Provide guidelines to navigate the World Wide Web

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Anchor engagement on rigor and relevance to ensure students remain active

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Having parents on board - we can provide lessons, but if students don't show up, they miss out

Need training for parents and expectations, parents should not be doing the child's work

Need "how to" manuals for parents in primary language

Not optional but mandatory for students to engage

What is the accountability?

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We should schedule in virtual recess time for all grade levels, give students a chance to interact outside of instructional spaces.

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Small Group Options for Brick and Mortar

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Small Group Options for Brick and Mortar

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Stagger small groups for brick and mortar support to come in various times of day and different days a week based on need : add these to students' schedules

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need ability to successfully provide therapies - speech services are difficult w/weak wifi connections; concern over those Ss whose IEPs have goals for articulation
Parents will need to be main support - how to provide them w/needed training and platforms to accomplish this

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Coordinate schedules for "class times" and add more expectations with regard to expected time of engagement than what was in place during dismissal

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Ensuring we all have LMS and use the same platform

Presenting content - what is the mode of presentation for content - textbook? Kahn?

Delivering direct instruction - screencastify? need good screencastin

Whiteboard - jamboard? explain everything? ziteboard?

Interaction - zoom? flipgrid so you hear students navigating through the curriculum

Assessment - kahoot? nearpod?

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Access to camera or recording equipment.
Access to classroom/lab to record lessons or live stream. Ex. How to properly carve a chicken, Properly rotate tires, and etc.

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Schedule for teachers so as not to conflict with synchronous learning by other teachers. Scheduled either by period or by subject matter.

Knowledge on how to add supports using online direct instruction (like translations, pictures, color coding)

We need to also address concerns  that some teachers/ students have about using Zoom or live direct platforms.

Students have to be trained on how to use the microphones, basic troubleshooting on computer, Google classroom, Nearpod, etc.

Try to engage students by doing activities at home that take them into hands-on instead of looking at the computer screen all the time.

Make sure students have supplies at home to complete work that might not be solely online (color pencils/ highlighters for notes)

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Implement a transition opportunity from 6th to middle school. (procedures/expectations)

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Implement a transition opportunity from 6th to middle school. (procedures/expectations)

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Essential Learning Instruction takes time priority

Much dialogue between T & S including higher level thinking, questioning

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Flexibility of daily schedule to accommodate families and sharing of devices/wifi

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Digital classroom accountability and revised classroom syllabus to reflect remote teaching and learning.

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Incorporating more teaching platforms. Initial dismissal focused on mastering Google Classroom, Google Docs and Forms, Gemiini and Brainpop due to familiarity with these sites with students and to not overwhelm parents.

Incorporating Nearpod, Seesaw, Unique Learning Systems into instruction so that students can expand on online learning.

Having classrooms available to create lessons and post to Youtube for student access. Very limited resources working from home.

More modeling videos using Gemiini and Youtube in order to provide examples for parents to instruct students since they would be the pseudo-teacher in the home

Opportunities to provide parents with instructional coaching on how to provide verbal, gestural and physical prompts with "less words" so as to not interfere with possible processing issues.

Create more virtual engagement opportunities using zoom to increase socialization skills.

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Regular schedules for asynchronous and synchronous (times and days)  to create consistency

Expectations on completing work and how grading will work.

Make sure those students that don't engage in online learning do not fall through the cracks.

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Implement Daily Check In Routine

Keep the learning highly VISUAL and incorporate lots of movement.

Require that students know how to speak up into the microphone

Limit screen time

Provide "practice/homework"