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Provide option

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4.

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4.

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14.

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16.

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18.

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20.

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11.

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13.

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15.

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17.

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19.

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4.

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6.

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5.

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12.

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7.

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8.

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10.

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9.

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3.

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2.

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1.

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What are ways to identify educators for the virtual school?

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3.

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2.

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1.  Identify the barriers/challenges for students who have been most impactedProvide professional learning that supports student interaction/discourse in a virtual worldProvide opportunities to tie the interdisciplinary learning to experiential projects to help increase engagement with contentExpand the variety of instructional tech resources to support the creation of more engaging/varied content that adapts to students needs in order to remove potential barriers to their learningDevelop a procedure to ensure that students have high quality technological accessibility at all times.

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1.  Identify the barriers/challenges for students who have been most impactedProvide professional learning that supports student interaction/discourse in a virtual worldProvide opportunities to tie the interdisciplinary learning to experiential projects to help increase engagement with contentExpand the variety of instructional tech resources to support the creation of more engaging/varied content that adapts to students needs in order to remove potential barriers to their learningDevelop a procedure to ensure that students have high quality technological accessibility at all times.

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Identify instructional strategies for remote learning that create structure and routine

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Expand the variety of instructional tech resources to support the creation of more engaging/varied content that adapts to students needs in order to remove potential barriers to their learning

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Provide professional development that includes remote modifications or adaptations

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Determine/identify the strengths and areas of need of the students participating in the virtual environment

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Provide hotspots and devices proactively to all students

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14. Adjust/adapt the curriculum so that it is more engaging and differentiated for both sync and async work (independent)

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14. Adjust/adapt the curriculum so that it is more engaging and differentiated for both sync and async work (independent)

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13. Identify the instructional practices that are best for remote learning

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13. Identify the instructional practices that are best for remote learning

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11.  Involve students in setting goals for own personal academic and behavioral goals

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11.  Involve students in setting goals for own personal academic and behavioral goals

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Build on student engagement to address unfinished and new learning through curriculum that addresses current student needs

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Departmentalize intermediate grades to ensure science and social studies are taught

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Provide opportunities to tie the interdisciplinary learning to experiential projects to help increase engagement with content

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Offer *some* after school enrichment (arts, coding, mandarin, etc.) opportunities

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Create increased opportunities for small group instruction.

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Provide professional learning that supports student interaction/discourse in a virtual world

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Gather input from families on what their experience was in remote learning (to know why?)

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B) Create fixed deadlines for students to transfer back to in person instruction prior to trimester end.

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Create clear protocol for participating in remote learning (i.e. do we want one time or can they go into this anytime?)

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Survey families with specific need criteria and Examine/analyze a variety of data sources (hard & soft) to create criteria

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Develop a definition for students that have been most impacted in remote learning.

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Determine the interest/need from families (first survey)

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Prioritize students who have family in the home who aren’t vaccinated

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Provide training for educators on best practices for instructional use for recommended tech platforms

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8.Survey families to determine if their child needs a virtual learning environment and an inquiry into why

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8.Survey families to determine if their child needs a virtual learning environment and an inquiry into why

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7.Create clear guidelines on when and how to move from remote to in-person or set an expectation that you can’t move between learning models

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7.Create clear guidelines on when and how to move from remote to in-person or set an expectation that you can’t move between learning models

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6. Create clear guidelines on when and how to move from remote to in-person or set an expectation that you can’t move between learning models

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6. Create clear guidelines on when and how to move from remote to in-person or set an expectation that you can’t move between learning models

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5. Schedule shared planning time for virtual staff to work and plan together

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5. Schedule shared planning time for virtual staff to work and plan together

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6.  Provide materials for project based learning options

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3.  Identify the instructional practices that are best for remote learning

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2.

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5.  Ensure students receive ‘live’ instruction in a similar amount of time to ‘in person’ students

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3. Define “priority access”  to identify who qualifies

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4. Prioritize students with health concerns and or SEL challenges (~peer interactions)

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What do we need to do to improve remote learning for our most impacted students?

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What are ideas for enrollment guidelines/criteria to ensure 1. priority access for students who most need a high quality virtual learning environment and 2. stability in staffing and learning?

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4.  Provide the additional staff to help support small groups so that the majority of time can be spent in these.

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2. A) Ask parents to commit to the full school year of online learning

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1. Provide training for educators on best practices for instructional use for recommended tech platforms

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3.  Develop a procedure to ensure that students have high quality technological accessibility at all times.

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2.  Establish a standard for cameras being ‘on’.

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1.  Identify the barriers/challenges for students who have been most impacted

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1. To not discuss whether to continue a virtual learning model

2. To not discuss union guidelines, work impact, DEC contractual limitations.

3. To not talk about whether we should be offering this to our families or not

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Client-Andalib Khelgati
Marie Chang-Pisano
Meg Krulee
David Davis
Shannon Boatright
Lisa Harries
James Grey
Marcus Wright

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7

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1. To identify 3-5 ideas for enrollment guidelines/criteria for virtual learning (entering and exiting).

2. To identify 2-3 areas for focused improvement in our virtual learning environment.
3. Identify 2-3 ways to identify educators.

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To create a high quality virtual learning environment option for school year 21-22

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District 65 plans on supporting as many families as possible to return to onsite learning for the 2021-22 school year. We also know that some families and students may not yet feel comfortable returning to onsite learning and/or have  found that virtual learning works best for them. As a result the District plans to maintain a virtual learning pathway for families that are interested in this option:
Structure:
Virtual classrooms will be added to three buildings - JEH, a K-5 site and a middle school site.
Virtual learning will be offered for all student groups:  monolingual, dual language, emergent bilinguals, students with IEPs (including low incidence).
Rationale for Structure:  This model best maximizes class sizes by pooling the virtual classrooms into groups rather than having one per school per grade.
Other Information:
Families would need to enroll into the virtual school options.
Virtual School Goals:
There is a true sense of virtual school community for students and families.
Students feel connected to their school, educators, and fellow students.
The learning experience is equivalent to the onsite experience in regards to learning outcomes for students.