remote learning early childhood framework...remote learning early childhood framework this framework...

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Bellingham Public Schools; August 2020; 1 Remote Learning Early Childhood Framework This framework is grounded in our beliefs that the family is the 1 st teacher, we meet children where they’re at, and developmentally appropriate practices with a social and emotional, play-based focus is at the heart of a young child’s education. The weekly schedule is based around when each family can attend the weekly conference. The individual learning plan is designed first with the family needs and goals for their child. In partnership, the family and teacher decide together what the weekly learning plan will look like and sound like for the child based on what the family needs, wants and can do with their child. For any child, in any setting (childcare, at home with family, with siblings, with baby-sitter, etc.) the child may only participate in asynchronous learning, if that is what the family decides. The weekly learning plan will look different for each child. Family Teacher Learning Plan

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Page 1: Remote Learning Early Childhood Framework...Remote Learning Early Childhood Framework This framework is grounded in our beliefs that the family is the 1st teacher, we meet children

Bellingham Public Schools; August 2020; 1

Remote Learning Early Childhood Framework

This framework is grounded in our beliefs that the family is the 1st teacher, we meet children where they’re at, and

developmentally appropriate practices with a social and emotional, play-based focus is at the heart of a young child’s

education. The weekly schedule is based around when each family can attend the weekly conference. The individual learning

plan is designed first with the family needs and goals for their child. In partnership, the family and teacher decide together

what the weekly learning plan will look like and sound like for the child based on what the family needs, wants and can do

with their child. For any child, in any setting (childcare, at home with family, with siblings, with baby-sitter, etc.) the child may

only participate in asynchronous learning, if that is what the family decides. The weekly learning plan will look different for

each child.

Family

Teacher

Learning Plan

Page 2: Remote Learning Early Childhood Framework...Remote Learning Early Childhood Framework This framework is grounded in our beliefs that the family is the 1st teacher, we meet children

Bellingham Public Schools; August 2020; 2

Remote Learning Early Childhood Framework Overview

Family Conferences

1x/week with each family

(30-60 minutes)

Purpose: Connection, build relationship and partner

Action: Make learning goals with families based on strengths and connected to tier 1 instruction

SEL Instruction

1x/day

synchronous meeting

(<20 minutes)

Purpose: Community building and SEL learning

Action: Friendship Club and/or Closing Meeting to support SEL

goals

Tier 1 Instruction

3x/day

Synchronous teaching

(<20 minutes)

Teachers use quarterly academic benchmarks based on essential standards for tier 1 instruction.

All instructional videos (connected to the synchronous teaching experiences) will be

filmed and uploaded for viewing for families and students to

access each week.

Teachers give feedback to students digitally and/or family

conference

Small Group Instruction and

Enrichment

5-7x/week

synchronous teaching

(<20min)

Specialists can hold library, language, music class online. Can be synchronous and/or

asynchronous

Counselor and/or teacher holds daily friendship club for peer-to-

peer interaction

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Bellingham Public Schools; August 2020; 3

Early Childhood Remote Learning Hold Tights (K-2)

One family conference will be held every week with each family via zoom or teams. Time decided upon in collaboration with families. Conferences will last between 30-60 minutes. Schedule is family driven first, then influenced by teacher’s schedule. A co-constructed a 2-week learning plan will be made for student in partnership with family. WaKIDS Whole-child Assessment Teaching Strategies GOLD® will guide family conferences, be used for assessment, and inform next steps for students. Three scheduled synchronous teaching experiences are available each day via zoom for families to engage in. The instruction directly connects to quarterly benchmarks. Lessons will be less than 20 minutes in length.

In addition, 5-7 small group or 1:1 individualized instructional experiences per week based on student need.

All instructional videos (connected to the synchronous teaching experiences) will be filmed and uploaded for viewing for families and students to access each week. Seesaw is used as a student portfolio system. It is the teacher’s window into the home learning. Daily feedback will be given in response to students’ posts. Activities can also be shared based on student need.

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Bellingham Public Schools; August 2020; 4

Detailed Sample Schedule – K/1 Monday Tuesday Wednesday Thursday Friday

7:30-8:30 Planning Planning Planning

8:30-9:00 Synchronous class meeting + lesson

Synchronous class meeting + lesson

Synchronous class meeting + lesson

Synchronous class meeting + lesson

9:00-9:30 Family Meetings Family Meeting Family Meetings 1:1 Conferring Family Meeting

9:30-10:00 Small group instruction

10:00-10:30 Planning Small group instruction Family Meeting

Small group instruction

10:45-11:00 Break Break Planning/Collaboration (45 minutes)

Break

11:00-11:30 Synchronous Learning Synchronous Learning Synchronous Learning Synchronous Learning

11:30-12:00 Lunch Lunch Lunch Lunch Lunch

12:00-12:30 Small group instruction Small group instruction Planning/ Collaboration (45 minutes)

Small group instruction Small group instruction

12:00-12:45 Family Meeting Family Meeting Family Meeting Family Meeting

12:45-1:15 Synchronous learning Synchronous learning Teacher Office Hours

Synchronous learning Synchronous learning

1:15-1:30 Break Break Break Break

1:30-2:00 Teacher Office Hours Family Meeting

Professional Learning (90 min)

Family Meeting Family Meeting

2:00-2:30 Planning

2:30-3:00 Friendship Club Friendship Club Friendship Club Friendship Club

3:00 -5:30 Family Meeting (4:45-6:30)

5:30-6:30 Family Meeting

Planning (330 Min Total)

60 min 60 min 90 min 60 min 60 min

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Bellingham Public Schools; August 2020; 5

Teacher Planning Template

Monday Tuesday Wednesday Thursday Friday

7:30-8:30 Planning Planning Planning

8:30-9:00 Synchronous class meeting + lesson

Synchronous class meeting + lesson

Synchronous class meeting + lesson

Synchronous class meeting + lesson

9:00-9:30

9:30-10:00

10:00-10:30

10:45-11:00 Break Break Break Break

11:00-11:30 Synchronous Learning Synchronous Learning Synchronous Learning Synchronous Learning

11:30-12:00 Lunch Lunch Lunch Lunch Lunch

12:00-12:45 Planning/ Collaboration (60 minutes)

12:45-1:15 Synchronous learning Synchronous learning

Synchronous learning Synchronous learning

1:15-1:30 Break Break Break Break

1:30-2:30 Planning

Professional Learning (90 min)

2:30-3:00

3:00 -5:30

5:30-6:15

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Bellingham Public Schools; August 2020; 6

Detailed Sample Schedule—(Family)

Monday Tuesday Wednesday Thursday Friday

8:30-9:00 Synchronous learning

Synchronous learning

Synchronous learning

Synchronous learning

9:00-9:30 Learning Engagement (based on individual learning plan)

Family Meeting Small Group with Teacher

Learning Engagement (based on individual learning plan)

9:30-10:00 Learning Engagement (based on individual learning plan)

Learning Engagement (based on individual learning plan)

10:00-10:30 Small Group with Teacher

10:30-11:00 1:1 Conference with Teacher

Learning Engagement (based on individual learning plan)

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Bellingham Public Schools; August 2020; 7

11:00-12:00 Lunch Lunch Lunch Lunch Lunch

12:00-12:30 Synchronous learning

Synchronous learning

Synchronous learning

Synchronous learning

Synchronous learning

12:00-12:30 PE Class Video

12:30-1:00 Music Class Video

Library Class Video

1:00-1:30 Synchronous learning

Synchronous learning

Synchronous learning

Synchronous learning

Synchronous learning

1:30-2:30

Work Time (Plan-Do-Review)

Work Time (Plan-Do-Review)

Work Time (Plan-Do-Review)

Work Time (Plan-Do-Review)

Work Time (Plan-Do-Review)

2:30-3:00 Friendship Club Friendship Club Friendship Club Friendship Club Friendship Club

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Bellingham Public Schools; August 2020; 8

Childcare Schedule Option

Monday Tuesday Wednesday Thursday Friday

8:30-9:30 Kindergarten & 3rd grade Synchronous learning

Kindergarten & 3rd grade Synchronous learning

Kindergarten & 3rd grade Synchronous learning

Kindergarten & 3rd grade Synchronous learning

Kindergarten & 3rd grade Synchronous learning

9:30-10:30 1st grade & 4th grade Synchronous Learning

1st grade & 4th grade Synchronous Learning

1st grade & 4th grade Synchronous Learning

1st grade & 4th grade Synchronous Learning

1st grade & 4th grade Synchronous Learning

10:30-11:30 2nd grade & 5th grade Synchronous Learning

2nd grade & 5th grade Synchronous Learning

2nd grade & 5th grade Synchronous Learning

2nd grade & 5th grade Synchronous Learning

2nd grade & 5th grade Synchronous Learning

11:30-12:00 Lunch Lunch Lunch Lunch Lunch

This model would require remote learning para professionals to each childcare site. Some paras are assigned

to grades K-2 and some paras are assigned to grades 3-5. A para professionals could provide a class meeting,

movement break and stream-in an asynchronous learning video from classroom teachers of the children in the

childcare. Additionally, paras could support the instruction and student management.

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Bellingham Public Schools; August 2020; 9

Remote Learning Components Tier 1 Instruction

Teachers use quarterly academic benchmarks based on essential standards for tier 1 instruction.

An instructional template can be used to support teacher’s instruction in remote learning setting.

Lessons Offer 3 whole group synchronous lessons/day,

based on district created scope and sequence (<20 minutes)

One classroom meeting (<20 minutes) 5-7 Additional Small Groups/1:1, based on

learning plans (<20 minutes) 1:1 student conferring teacher discretion

based on student need Specialists Students can engage in weekly specialists (3x/week) synch or asynchronously. Families choose based on availability and interest. Specialists provide weekly offerings YouTube Channel

Teachers post their weekly teaching through asynchronous videos

Beginning Launch Learning menus are provided for families to engage in while teachers are conferencing with each family 2x/week for the first 2 weeks of school for relationship building and assessment. Teachers will also post daily videos during this time.

Assessment Ages and Stages Questionnaire—as

assessment during the first two weeks In house TSG training in the fall for all K-

1 teachers Academics

K-Screen/PA via zoom

1st grade—BAS on zoom SEL Collaboratively place children on SEL in GOLD® with families

o First the teacher is listening and places o “This is what I think based on what I am

hearing, what do you think?” o By the end of the year, families are

uploading evidence of objectives to Seesaw

Play 60 minutes of play every day as an

expectation. The “review” of work time can happen in friendship club. If they can’t come to friendship club, students and families can post reflection, creation on Seesaw.

Teach families about plan-do-review

process and support SEL objectives. Distribute a rotation of Work Time

supplies. Para educators can support the delivery, pick up and cleaning of the supplies.

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Bellingham Public Schools; August 2020; 10

Family Conferences Support Guide

Two-Week Sample Family Conference Cycle + Goals

Schedule is family driven first, and then influenced by teacher’s schedule

Purpose: 1. Building connections and relationships 2. Making learning goals with families based on strengths of the child and grounded in TSG and the essential standards/scope & sequence

Week 1 Connect and build a relationship with family Set learning goals in partnership Collaborate on how to meet goals by making a learning plan together (synchronous learning, home experiences,

resources, GOLD® connections, teacher YouTube channel, Seesaw, Teams) Collaborate on daily practice jobs to be integrated into home life (i.e. practice counting to ten every day when you

have a snack by counting ten crackers; look for shapes when you go on your daily walk) Collaborate to fill out a weekly planner together detailing the plans Weekly plans are stored online for collaborative use

Close with care 😊

Week 2 Connect and build a relationship with family Review learning goals and modify next steps in partnership—what’s working, what’s not? Open ended conversation “How can I support you?” (goal to ensure that family and child’s SEL and basic needs are

met)

Close with care 😊

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Bellingham Public Schools; August 2020; 11

WaKIDS Connection: Teaching Strategies by GOLD

During family conferences, teachers will lean into GOLD® objectives as a conferencing tool. Together, teachers and

families can co-create goals aligned with GOLD®. Initially, teachers assess and place students on the continuum

through family conversations and questions. As the year progresses, teachers show objectives to families and

together, they can assess the child. With more familiarity with the assessment tool, families and teachers together

can choose which objective to focus on, building on student strengths and family input. Families can become familiar

with the tool throughout the year and begin to upload documentation to Seesaw pertaining to the objective chosen in

the family conference.

Teacher assess student using TSG

Through family conference conversations, teachers use MyTeachingStrategies®

Teacher begins showing family objectives

Families decide with the teacher which objective(s) they would like their student to work on.

Family increases use

Family might upload pictures, work samples to Seesaw portfolio based on learning objectives chosen.

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Bellingham Public Schools; August 2020; 12

Early Childhood Remote Learning Opportunities (Family)

As the expert of their child, families lead and partner with teachers in developing and

supporting their child’s learning experience.

One weekly family conference will be held for 30-60 minutes with teacher to connect, build

relationships and support student growth.

A co-constructed two-week learning plan will be made for student in partnership with teacher.

Daily Work Time for 45-60 minutes in the home is encouraged and promoted with support from

teacher.

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Bellingham Public Schools; August 2020; 13

Descriptions of Schedule Blocks

Synchronous Learning: Teachers convene students for whole class instruction lasting no more than 20 minutes via Zoom (or video platform). A

member from your family assists the kindergartner in accessing the Zoom meeting and camera on the Chrome Book or device provided by the

school district.

Learning Engagement (based on individual learning plan): During this time, you work with the child on ideas, generated during 1:1 family

conference time, recorded on the two-week individualized learning plan drawing from the instructional tasks in the right column.

Small Group with Teacher: The teacher will schedule <30 minute sessions with a small group of students to support English language arts,

mathematics, science, and cognitive and social emotional skills.

Friendship Club: Teacher and/or counselor will convene students together to focus on peer-to-peer interaction through games, songs, show-and-

tell, puppet shows, stories, etc. The purpose of this time is for students to see each other in a fun, interactive and engaging way. A member from

your family assists the kindergartner in accessing the Zoom meeting and camera on the Chrome Book or device provided by the school district.

Specialist’s videos: PE, Library Class, and Music class will take place in the form of asynchronous videos your child can watch and do on their own.

1:1 Conference with Teacher: Your child’s teacher will schedule a meeting, at a convenient time for your family, to discuss what you want most for

your child during the learning day. Your family may also discuss all the ways your family is already promoting healthy development, what your child

likes to do, the students’ strengths, successful and unsuccessful times of the day and daily routines. By the end of your conference, the family and

teacher will walk away with a co-created learning plan with connected, daily learning activities to work on with your child over a two-week period.

These activities could take place in your weekly schedule during Learning Engagement (up to 30 minutes of engagement with you or another

trusted adult). On the intervening week, your family will continue engaging in 1:1 conferences to check in with the family/teacher, modify/revise

the learning plan and possibly have some 1:1 instruction. Finally, this is a time when your teacher works with you to identify what learning

materials your school will deliver to your home to support your child’s activities, including the self-selected projects in their Work Time (Plan, Do,

Review) (described below).

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Bellingham Public Schools; August 2020; 14

Work Time (Plan Do Review):

As part of the learning plan each week, families and teachers will discuss what ‘work time’ is, what it can look like and sound like, what materials

are needed and how to engage with your child during play. It is strongly suggested that students engage in 60 uninterrupted minutes of play. When

children embark on self-selected projects based on interest, they begin to understand the skills that have been presented to them throughout the

day and week in a deeper way. The process of “Plan-Do-Review” allows children to cement the skills and extend them by making meaningful

connections to their own life. When a student takes charge of their own learning, they engage fully and learn more than in adult-initiated tasks.

The roles of the family member and teacher are to create a rich learning environment where taking risks is a value and the students do all the hard

work of learning, while the adult merely serves as a facilitator.

Plan Do Reflect:

Plan: “Choice with Intention” Children make a plan for what they will do during a 60 minute (more or less) block of uninterrupted “work time”. The parent/guardian and/or

teacher helps the child articulate what they will do, including identifying possible choices, if the child is unsure. The process of planning encourages

children to articulate their ideas, intentions, and decisions. They increase their self-confidence and sense of control. Planning begins the process of

engagement in the learning leading to concentrated play that allows a child to move along a continuum with increasing complexity.

Do: “Develops Competent Thinkers, Decision-Makers, and Problem Solvers” As soon as the child has made their plan, they should begin. Provide for 60 minutes of dedicated time. Through the process of ‘do’ children carry

out their own ideas with the guided support of an adult. The adults are then able to observe, support, and extend the students’ play leading to a

deeper level of learning.

Reflect: “Remembering and Reflecting with Analysis” Once the plan has been finished, or the child has disengaged, review how things went. By using language and/or props the child should be

encouraged to share what they did, reflecting on what worked as anticipated, how they adjusted to challenges and what they might do differently

next time.

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Bellingham Public Schools; August 2020; 15

The interactive learning style of kindergartners must be reflected in the structure of your family’s schedule.

Key considerations include:

Sedentary components of the day must be separated by the more active elements

Adults should plan as many learning activities outdoors as possible

Teachers will limit whole group times interactions to 20–30 minutes

There must be a balance of adult- directed and student-initiated activities

Outdoor time should take place at intervals throughout the day of at least 15 to 30 minutes in the morning and 30 minutes in the

afternoon

Plan at least 30 minutes for lunch to allow your child to eat a full meal without rushing

There should be 60–70 minutes of uninterrupted student directed learning time daily outdoors or indoors

As the year progresses, the kindergarten schedule should evolve as discussed in 1:1 Planning with your child’s teacher.