BES Distance Learning Framework

Barnum Public Schools

Elementary Distance Learning Framework

Desired outcome:

Ensure that ALL students within Barnum Public Schools receive an equitable education and have equal access to learning and instruction through appropriate educational materials and daily interaction with a licensed teacher(s).

	Expected Use in Practice	Resources/Support
Planning/ Preparation	Plan for 1-2 hours of class work for K-3 students; 2-3 hours of class work for 4th-6th grades: time for reading, writing and listening Math games and activities Social Studies/Science Active movement opportunities (PE) Engagement in the arts (Music) Completing assignments/learning tasks
	Consistently communicate with students & families Answer questions -email, phone calls, SeeSaw 1:1 meetings as needed Connect with students and families on learning Understand that families may engage asynchronously	SeeSaw site license K-5 Email communication Phone communication
	Set weekly planning time to ensure… Check in with grade level/content learning team on weekly expectations Learning activities are aligned with state grade level expectations Update site administrator on student progress and attendance Utilize district resources for instruction Specialists connect with general ed teachers & provide lessons	Google Hangouts Achievement level descriptors Content standards
Instruction	Engage students in instruction/learning activities that provide opportunities to demonstrate their knowledge of grade level/content expectations through… Hands-on experiences and materials Writing, journaling, responding to text Virtual labs/simulations; home labs/observations Research, writing, projects Educational Apps Videos/live teaching	Collaborative Classroom Bridges Math CPM Science & Social Studies Resources SeeSaw Mystery Science Reading A-Z IXL math Google Suite (docs, slides, forms/surveys, sheets) Printed Packets
	Provide formative and summative assessments to guide instructional activities and monitor learning of grade level expectations.	MDE Testing 123 site resources
	Provide specific feedback to students on learning expectations to guide self-reflection on learning and areas of growth.	Feedback Fidelity Check
Communication	Teachers are expected to be in contact with their students/families a minimum of one time per day. This can be phone calls, virtual meetings, e-mails, other communication tools.	email/phone Communication app
	Share weekly learning targets and learning expectations with students/families by 4 pm on Friday for the following week (Contactless pick up will occur on Fridays)	Schoology/Paper Packets
	Communicate daily schedule and ways to communicate with families.	Email/phone Communication App
	Answer all emails and/or phone calls within 24 hours	Google email
	Inform office of attendance/work completion concerns
Daily Schedule	Report to BES as usual following contract hours (8:00-4:00); unless quarantined. Inform office of sick leave, appointments, leaving early, etc.	Note: we will follow this schedule as a building to provide consistency for our students, families, and colleagues. Please refer to the Weekly Bulletin for PLC times, Faculty meetings, etc.
	Schedule class meetings during your the specialist time to avoid virtual meetings in the home at the same time (when possible)
	Daycare students will have time to do assignments at school.



Supporting ALL learners	Student Support Team - School Counselor, Principal, FSSW, Attendance Support - connect with teachers & families to offer extra supports for students District hot spots Adjusted learning time (K-3 = 1-2 hours; 4th-6th = 2-3 hours) Multiple learning opportunities - synchronous & asynchronous - live lessons, video lessons, paper packets Daily check ins with students - emails, phone calls, meetings (1:1, small group, whole group) Child care for eligible workers, student services, students demonstrating need for support through attendance, engagement Services offered on site - Reading Corps, Math Corps, Special Education, reading/math intervention Creative activities - Cardboard challenge

Within a distance learning model, the way we teach fundamentally changes. You need to think about teaching in chunks. You will provide a one week chunk of learning activities and materials for your students. Also, think about ...

How are you going to scaffold the work for students?
Synchronous and asynchronous learning
Equity and digital access; provide both digital and print options for learning
What activities and materials are needed to ensure ALL students find success in their learning?
Will the activities require support from an adult or can they be done independently?

Check in with students at least one time a day and a variety of communication tools will work for this. The more personal, the better.

Assessments through distance learning will take careful planning. It is our job to set our students up for success. A traditional assessment may not be the best option for students to show their understanding of the essential learning. This is a good time to consider other types of assessments. How can you evaluate students' understanding and a student's development of key skills. Project based learning with multiple check-points along the way is a great fit for distance learning.

A LIFELONG CELEBRATION OF LEARNING