Distance Learning

Elementary Fall Distance Learning Plan

Elementary Fall Learning Plan

Secondary Fall Distance Learning Plan

Secondary Fall Learning Plan

Synchronous vs Asynchronous

Suggestions to Support Diverse Learners:
- Elementary: Presentation of content can be kept to 5-10 minute chunks then 2 minutes of students SWIRLing (Speaking, Writing, Interacting, Reading, Listening)
- Secondary: Presentation of content can be kept to a 10 minutes chunks then 2 minutes of students SWIRLing (Speaking, Writing, Interacting, Reading, Listening)
As developmentally appropriate, it is recommended that content be delivered through asynchronous videos (flipped classroom) so that synchronous time can be used to make meaning of content with peers.
Weekly opportunities for student-to-student collaboration/discussion/peer feedback.
- UDL Note: Allow students a choice on how to interact. Synchronous is recommended, but offer an asynchronous option.

Synchronous	Either	Asynchronous
Breakout rooms to complete a task/ discussion/ problem/ give feedback to each other's work (How to use/how to pre-assign) Whole group zoom discussions Encourage students use of chat box/speaking over mic for engagement Assign video/articles prior to Zoom/ Google Meet, then collaborate Participate in discussions boards during assigned time period	Shared document (slide show, google doc, google drawing- models, google jamboard) then have a discussion These platforms allow "chat" options where students can have a live chat with each other Peardeck Nearpod Kahoot Quizzizz	Discussion board(Padlet, Google Classroom, Canvas) Assign a quick-write or problem-solving task then post to a shared learning space Loom screencast of content with embedded formative assessments Seesaw/Flipgrid feedback on eachothers video Edpuzzle Formative assessments (Google Forms, Canvas Quizzes, Illuminate) Newsela

Examples:

Beginning of the Year Tier 1 Staff Professional Development

Teacher Note: The PD's will be linked in after school sites have presented the material:

Behavior:	Academics:
Social and Emotional Learning

Presentations Delivered to Families at the Beginning of This Year by Each Site

Behavior
Academics:

Social Emotional During registration families are filling out a needs assessment. This will help to identify: Technology (chromebooks/ wifi) Those that need grief groups Those that might have had families that are in need of food resources Families in need of health care