August 13, 2020 minutes

Agenda for Academic Instruction Advisory Team

August 13, 2020
6-7 pm

1. Social Emotional Learning Sub-Group: Report Out

a. Reviewed submitted recommendations
b. Topic 1.

i. Providing visuals for students demonstrating what social distancing looks like
ii. Teachers make a video or take pictures of the room and share with students prior to opening. Some examples: taking pictures of classroom space, (maybe) visiting the classroom for new students

c. Topic 2.

i. Building relationships (in-school and virtual learning)
ii. Have students share something that impacted them during the crisis
iii. Counselors visit classes (physically and or virtually)
iv. Student teacher check in to hear student concerns
v. Utilize homeroom time for social connections
vi. How can elementary students stay connected to their peer groups if some are in school and some virtual?

1. Snack or lunch group connecting students in class with those at home
2. All virtual lunch with staff supervision

vii. Photos of teachers and students without mask

viii. Daily feelings check in
ix. Student conversation icebreakers
x. Counselors email students and parents with reassurance and
xi. Teachers increase connection via chats when providing feedback
xii. Share time at the beginning of class
xiii. Limit the number of students in virtual specials
xiv. Discussion of how we read the emotions when wearing a mask
xv. Counselors hold small groups to assess student well being and to review
resources that are available
xvi. Weather permitting – outside learning and mask break
xvii. Using physical cues for emotions – hand signals

d. Topic 3.

i. How do we answer questions students might have about the COVID virus
ii. Provide resources for students and families to access

1. Virtual resources may be best
2. Pamphlets discussed but there are transmission concerns

iii. Create signs for classrooms

e. Topic 4.

i. Create a grateful journal
ii. Gratitude journal embedded in ELA/literacy curriculum

1. Also provides mental health benefits

iii. Ask students to focus on the positives

f. Topic 5.

i. Will teachers be given official permission to use class time/content
instructional time for social emotional learning

g. Goals

i. Read resources provided by Kenn

1. Reunite, Renew, and Thrive: Social and Emotional Learning
(SEL) Roadmap for Reopening School
2. Reunite, Renew and Thrive Organizer
3. The Developmental Relationships Framework

ii. Develop a framework to organize key information from resources

1. How can we adapt the guidance to meet our needs?

iii. Build a Tool Kit for teachers to use for Social Emotional Learning

1. Elementary
2. Secondary

iv. Provide consistent resources on Covid 19 for SEL
v. Provide tools and supports for implementing suggestions

2. Engagement and Instructional Delivery: Report Out

a. Tools for Engagement

i. Existing Approved Software List

1. We are building upon the list of tools available to teachers
2. There are 15 tools at the elementary level. Jan created a document that contains the tools. Teachers will add to this document the pros and cons of the tools. These tools will be vital as teachers will choose which works best for them and their students (See PPT for the chart.)

ii. Buddy Classroom (in-class and virtual classroom)

1. Creating activities that could be shared or presentations that could be shared with each classroom

b. Delivery of Instruction

i. How will we structure time and format of lessons
ii. An article from Teach Like a Champion will be provided for all to read
iv. Framework adapted from ISTE Return to Learn Framework

Kindergarten-2nd Grade

Fully Virtual School
Instructional Strategies

Digital Engagement Feedback Communication
● Teacher presents virtually
● Watch videos at home and practice with the teacherCreate classroom
● Morning Meeting
● Utilize routines to provide continuity and reinforce expectations
● Student Reflection – personal connections
● Teach digital tools and provide help guides and tutorials for students and parents
● Scotia-Glenville Approved Software list
○ Will add hyperlink

● Using feedback stems
● Provide examples
● Peer feedback
● Using a rubric
● Include image, audio, and video responses
● Glow and Grow example
● Choice Boards example

● Cooperative learning
● Open-ended questions and discussions
● Project-based learning
● Presentations
● Reinforce active listening
● Offer reflective learning opportunities

Remote Learning
Best Practices
Digital Engagement 
● Set expectations, model and practice for virtual classes
● Consider accessibility needs of students and parents/caregivers
● Check in with individual students/parents to make sure they are understanding how to interact in the class
● Keep communication lines open

● Develop and explain the purpose and expectations of your virtual class clearly and often.
● Develop expectations for work completion and when teacher feedback will be shared.
● Specific and targeted feedback
● Positive language
● Timely manner
● Student-friendly and involve
● Reference a skill or specific knowledge
● Student time to reflect on feedback

● This time is best used for group work, presentations with a Q&A portion, and deep conversations.
● Take advantage of the time you have together to form meaningful, academic relationships.
● Model how to communicate
● Establish clear expectations and guidelines for how and when to communicate
● Active listening learners
● Know your audience
● Visual/nonlinguistic representations

v. Please click on the link to see glow and grow examples and the choice boards

3. Next steps, work products and deadlines
a. Deadlines

i. August 28 for September and October Plans:
ii. We will continually reevaluate our plans based on student, staff and community needs
iii. We are giving people options that will help them and their students
iv. We will be asking for feedback through surveys

4. Questions:
1. When will a determination as to how fully virtual learning will be implemented be made?
Will we hear the final plan during the Town Hall next week?
Yes, Susan will be addressing this information.
2. I have heard that a few districts are holding off the start of school until 9/14.
This is a Susan decision.
3. Will students in fully virtual learning be following the same prioritizing curriculum as in-person and using the same materials. Yes, same materials from Wonders and Envisions.
4. Any discussion about how to address the fact our students are behind their grade level.
Yes, once students are back there will be assessments. These assessments will be formative and summative assessments. Teachers will make accommodations and modify instructional delivery.
5. Camera streaming? The camera will be focused on the teachers and or the product of instruction.
6. How are we going to protect the privacy of students and teachers for streaming classes?
There is a code of conduct that will be enforced. There will be no recording options for students. Students will have repercussions if they break the code of conduct.
7. 5th -6th grade transition.
Yes there will be an opportunity for staff to discuss the 5th graders entering into 6th. We are working on how to make that happen.
8. Can classrooms put up some sort of poster with consistent information for students.
Yes, signs are mandated and will be visible in the buildings.
9. How about some sort of instructional video for parents to teach them how to use the technology so they can help at home.
Yes, there are 50-70 short videos produced by Google that will be posted on the district home page.
10. One parent wrote: I am very concerned about kids maintaining contact with peer groups.
The SEL-Re-entry Committee came up with a lot of great resources for how to explain the virus, social distance, hand washing at the k-5 level. Those topics are included in morning meeting plans for those grades. The plans are written for the month of September. Also, 3-5 days are planned to build community.
11. How will students be integrated if school closes?
The students who are virtual will remain with their teacher. This will maintain flow and routine. The in-school students will have their own classroom to maintain flow and routine.

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