Barre City Elementary and Middle School
Remote Learning Opportunities, Expectations and Outlines
November 2020
Hayden Coon- Elementary School Principal
Chris Hennessey- Middle School Principal
Our hope is that this document will serve as a guide for students, families and community members to understand what remote learning looks like for all Barre City students, grades Pre-K to 8. The BCEMS faculty and staff have been hard at work since the start of the pandemic in the spring to make remote learning engaging and meaningful for our students. We are proud of the learning experience we have in place, but we know that there will always be room for growth and improvement in these incredibly uncertain times.
Bookmarks and links to the topics covered in this document:
Definitions
Asynchronous Learning: Learning opportunities where students access pre planned, pre recorded materials, both electronically and paper based to both learn new information and develop a deeper understanding of previous learning.
Google Meet: A virtual meeting platform used for synchronous instruction and meetings. Teachers can work with large and small groups as well as individual students to give instruction, feedback and provide new learning opportunities. This is the trusted service for our school district.
Hybrid Learning: Students attending school less than 5 days per week, will access parts of their education remotely, and other parts of their learning in person at school.
Hybrid Remote Day: Days when students enrolled in the hybrid learning model, attend school remotely. A student who attends in-person learning on Monday and Tuesday, participates in remote learning on Wednesday, Thursday and Friday.
Long Term Closure: In the event that our school needs to be closed to in person instruction for an extended period of time related to Covid 19, or other events which cause in person learning to be considered unsafe.
Morning Meeting: A social and emotional learning time for children to learn developmentally appropriate socialization, express feelings and connect with their teacher and classmates. Morning meetings take place in person, but also take place remotely.
Office Hours: An open time where students and families can meet with teachers and administrators to ask questions, check in and get clarification as needed.
Remote Learning: Any opportunity for students to gain knowledge and understanding of both new and previously learned concepts outside of the classroom.
Synchronous Learning: Learning opportunities where students access live lessons with their classroom teacher and classmates. These include google meetings with groups of students, one on one check ins, phone calls and other live learning activities.
Teacher Advisory (TA): Traditionally where the Morning Meeting happens in the middle school; currently occurring with groups of A and B students in a combined "home base" google meet on Wednesday mornings.
Unexpected Remote Days: These are days where we need to suddenly change to remote learning, without much notice. Some examples would be poor road conditions, water main break or potential exposures which require a short term (one or two day) closure.
K-8 BUUSD Hybrid Learners Attendance on Remote Days
All students grades K-8 will have a “sign in of the day” question on either the “google classroom” or “seesaw” platform. This will help us mark that your child is in “attendance” on each remote day. Please know that this does not necessarily mean that they completed learning tasks/assignments.
Wednesday’s attendance will be gathered either by students joining the classwide Morning Meeting (K-4) or TA (5-8) on google meet, or they can answer the question of the day.
All students should be signed in before 2:00pm to count as present for the day.
Attendance does not track work completion, nor is it an indicator of proficiency.
Students “remote attendance” will be entered into Infinite Campus by teachers daily for remote learners before 3:30pm.
Creating Sample Schedules for K-8 Remote Learning Days
The Teaching and Learning Subcommittee of the Reopening Team recognizes that those best poised to design what remote learning days look like and how the time should be spent are the educators of those grade-levels themselves. We understand that there are many more questions than answers right now. We are committed to supporting routine reflection and evaluation of how hybrid learning is going and how it can be continuously improved as we all gain applied experience with students.
What we do know and are committed to:
Students are expected to engage in learning activities that are equally rigorous and engaging as activities they experience in school. This is not like the spring when we were expected to maintain learning. Communication to families will be strong to support engagement, attendance, and work completion as this is no longer an emergency response but truer remote learning. This is not to say that your transformative role in person with each student is diminished but that collective creativity for how to make sure quality learning happens in and out of school must be amplified.
BCEMS Elementary Remote Learning Outlines for Unexpected Closures:
Grade | Synchronous Learning Opportunities (live learning) | Asynchronous Learning Opportunities (recorded or pre planned) |
Pre-k |
*Check in around feelings *Read aloud *Show & Tell
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K |
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1 | ~Class Morning Meeting with Interactive literacy and math mini lessons, number talks ~Seesaw Office hours providing feedback to lessons and assignments ~ Reading intervention with Emily as scheduled | ~Daily morning messages with exit ticket questions ~Audio/Videos of spelling patterns/red words +/or math concepts ~Read aloud videos with retelling responses or close reading skills ~3+ new lessons (lit /math) on Seesaw ~Zearn math missions/Raz reading Assignments daily ~Keep Book reading expectations |
2 |
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3 |
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4 |
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Allied Arts (Art, PE, Music, Health, Library) |
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Art:https://sites.google.com/buusd.org/mrs-hawleys-art-class/remote-learning PE: https://docs.google.com/document/d/1taPj8Voy_3LF0YoYYuOvOhWWBxvKB6_FHjWK0gMPpoc/edit?usp=sharing Health: Here Music: https://docs.google.com/document/d/1LFS0OpaGjGwOxccszlguQ_lZQu95wxRoLfINYe7ZON8/edit Library: BCEMS LIBRARY SITE
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Special Education |
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BCEMS Middle School Remote Learning Outlines for Unexpected Closures:
Team/Grade | Synchronous Learning Opportunities | Asynchronous Learning Opportunities |
PRIDE 5 |
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RISE 6 |
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PEAK & UJAMAA 7/8 |
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SPECIALS |
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SPECIAL EDUCATION |
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BEHAVIOR TEAM & COUNSELORS |
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BCEMS Learning Sample for Scheduled Remote Days in the hybrid model. These class schedules and expectations are shared with families and the schedules are easily accessed and followed. These are outlines for students to use on remote days. The links below are samples of remote days; a student who learns in person on Monday/Tuesday would use this on Wednesday, Thursday and Friday as a guideline and support:
Second Grade Remote Assignments and Check Ins
Third Grade Remote Assignments and Check Ins
Fourth Grade Remote Assignments and Check Ins
Fourth Grade Student Example Schedule
Fifth Grade (PRIDE) Remote Day Schedule
Sample Schedules
Here is a sample of a Second Grade Class Schedule for Wednesdays. Please note, there is 1 hour and 20 minutes of synchronous learning for students. Each student’s personal schedule will vary slightly, as they may work with interventionists and special educators as well.
On your child’s remote days, they are expected to complete work sent home. There is a mixture of paper and electronic work. Here is a sample of what your child’s day may look like.
(unexpected remote days) |
20-30 minutes- Reading |
10-15 minutes- Word work |
30-45 minutes- Math |
11:00-11:30 Literacy instruction
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15-20 minutes- Writing |
15-20 minutes- Science |
1:00-1:30- Math instruction
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Here is a sample of a Fourth Grade Student Schedule for an Unexpected Remote Day. Please note, this student schedule includes times with a special education teacher and interventionist, as well as their synchronous math and literacy lessons.
This is a guide for Third Grade students to complete on their remote hybrid days, when teachers are hosting the opposite group of students for in person instruction, while other students are working remotely.
Group B Remote Learning Assignments
This is a suggested daily schedule to complete all of the assignments in your 3 remote days.
Monday- 10/26/20 | Tuesday- 10/27/20 | Wednesday- 10/28/20 |
Literacy-
Fill out your comprehension check sheet. (Write it down in your reading log) Math-
Scholastic News-
Google Classroom-
| Literacy-
Fill out your comprehension check sheet. (Write it down in your reading log) Math-
Science-
Pipe Cleaner Bridge Google Classroom-
| Literacy-
(Write it down in your reading log) Math-
Art-
Google Classroom-
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Also check out Mrs. B’s P.E. page for more activities.
OPTIONAL ACTIVITIES
Here is a sample schedule for grade 3:
This is a sample of a Kindergarten day. Please keep in mind that many of our younger learners access from many places and at different times of the day. They also meet their weekly learning requirement in the two days of in person instruction, but we still go above to ensure they are learning how to access remote learning, while keeping in mind their developmental needs.
Kindergarten Remote Day
Activity | Expected Time |
-Class meeting
-read aloud -math/literacy lesson | 30-45 minutes |
-Seesaw assignments: -work on the weekly Math and Literacy Menus | 1 to 1.5 hours-spread out throughout the day (paper packets included) |
-Khan Academy: New math assignments | 10-15 minutes |
-Raz Kids: New reading assignments | 10-15 minutes |
-Email or Seesaw message your teacher if you have any questions |
Special Education:
This is a sample schedule for a student who has intensive special education needs. Please note, the names and passwords have been redacted for privacy, but are shared with the student and their family for ease of access.
Student Name Virtual Activities
Contingency Plan
Google username: Redacted Password:Redacted
If you see the blue text that is a link. If you click on the blue word it will bring you directly to the activity.
Highlight in blue completed activities
Mrs. Burgess: eburgbce@buusd.org Mrs. Pierce:apierbce@buusd.org
Mrs. Murphy: cmurpbce@buusd.org
Activities | Choice 1 | Choice 2 | Choice 3 | Choice 4 | Choice 5 |
Literacy 2nd grade & Class Activities Miss Burgess and Mrs.Murphy 9:15 - 9:30 a.m 1:15 - 1:30 p.m. Mrs. Murphy is available for c heck-in’s daily! | Listen and read along to 2 books Teacher username: Redacted Password: Redacted | Connect through Google | Listen and read along to 2 books Teacher username: Redacted Password: Redacted | School Code: Redacted Teacher Miss Burgess | Listen to your favorite songs from class. Teacher username: Redacted Password: Redacted |
Math Activities Miss Burgess/ Mrs. Pierce and Mrs. Murphy Mrs. Pierce is available 12:30 - 1 daily | Spend 15 minutes practicing math Sign in with google Practice counting to 100! | Match letters and numbers Username: Redacted Password: | Spend 15 minutes practicing math Sign in with google | Match letters and numbers Username: Redacted Password: | Spend 15 mins. Play math and reading games No password needed:) |
Language Development SLP Ms. Freddie | |||||
Fine and Gross Motor Activities Ms. Paige, Ms. Cindy and Ms. Lini | Fun Friday with Miss Cindy Redacted |
Here is the Fifth Grade Student Schedule for an Unexpected Remote Day. This is the schedule that all students on the PRIDE team follow. Please note that all BCEMS middle school teams have set up remote schedules similar in format to this one. By and large, the schedules replicate a student's in-person day. The minimum 5 ½ hours of instruction are a combination of synchronous and asynchronous learning, but the majority of the student's day is spent in a synchronous, live learning environment.
PRIDE Remote Day Schedule
K-8 Student Support Services on Remote Days
Social/Emotional Student Support Services (School Counselors, Social Workers, Behavior Specialists, etc.) |
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BCEMS Plans For a Longer Term Closure
Agreed upon expectations: Attendance, morning meetings/TA meetings, direct instruction (synchronous and asynchronous)
Intent: New instruction is taught/provided.
Wednesday’s will continue to be a check-in day with Morning Meeting, attendance, but no new direct instruction.
Kindergarten:
Morning Meeting (30-45 minutes) |
Literacy (30-40 minutes) Activities can be chosen from the following: -Seesaw -Raz Kids -Khan Academy Kids -Paper packets |
Break |
Math (30-40 minutes) Activities can be chosen from the following: -Seesaw -Khan Academy Kids -Math Journals |
Allied Arts (20-30 minutes) Activities can be chosen from the following: -Links provided by specials teacher -Virtual learning opportunities provided by specials teachers |
Morning Meeting (~30 minutes) |
Literacy (either record lesson and email/assign or do live lesson)(~30 mins) |
Math (either record lesson and email/assign or do live lesson)(~30 mins) |
Offer of 1:1 and/or small group instruction (~1.5 hours) |
planning/assigning on-line work (~2 hours) |
answering/sending emails (~1 hour) |
Giving feedback to on-line work/taking attendance (~1 hour) |
First Grade:
Expectations:
Possible Daily Schedule for families (it is flexible):
Morning Meeting (30 minutes) |
Literacy Work (1+ hour daily) via google meets, Seesaw, RazPlus reading, pencil/ paper work, and small group interventions |
Math Work (1+ hour daily) via google meets, Seesaw, Zearn math, pencil/ paper work, and small group interventions |
Allied Arts (PE, music, art, etc) (30 minutes) |
Science/Social Studies activities weekly through Scholastic News and Mystery Science |
Second Grade:
Morning Meeting (30 minutes) |
Literacy Work (1+ hour daily) via google meets, seesaw, kisa-z or pencil and paper work |
Math Work (1+ hour daily) via google meets, seesaw, zearn or pencil and paper work |
Allied Arts (PE, music, art, etc) (20-30 minutes) |
Science/Social Studies activity (once a week) |
Third Grade:
(Times and days of these specials vary based on the students homeroom teacher)
Monday | Tuesday | Wednesday | Thursday | Friday |
Morning Meeting 9:00 - 9:30 | Morning Meeting 9:00 - 9:30 | Morning Meeting 9:00 - 9:30 | Morning Meeting 9:00 - 9:30 | Morning Meeting 9:00 - 9:30 |
Math 10:00 - 11:00 Mini lesson to start then independent work time with teacher available to support if needed. | Math 10:00 - 11:00 Mini lesson to start then independent work time with teacher available to support if needed. | Students would work on remote assignments. Science and Social Studies independent work. | Math 10:00 - 11:00 Mini lesson to start then independent work time with teacher available to support if needed. | Math 10:00 - 11:00 Mini lesson to start then independent work time with teacher available to support if needed. |
ELA 12:00 - 1:00 Mini lesson to start then independent work time with teacher available to support if needed. | ELA 12:00 - 1:00 Mini lesson to start then independent work time with teacher available to support if needed. | Educators get to plan | ELA 12:00 - 1:00 Mini lesson to start then independent work time with teacher available to support if needed. | ELA 12:00 - 1:00 Mini lesson to start then independent work time with teacher available to support if needed. |
Special P.E. Time and day dependant on class | Special P.E. Time and day dependant on class | Special (changes due to quarter) Time and day dependant on class | Special (changes due to quarter) Time and day dependant on class | |
Intervention Services | Intervention Services | Intervention Services | Intervention Services | |
Closing Meeting 1:15 - 1:30 | Closing Meeting 12:00 - 1:00 | Closing Meeting 12:00 - 1:00 | Closing Meeting 12:00 - 1:00 |
Fourth Grade:
LeBlanc/Roberta
Monday | Tuesday | Wednesday | Thursday | Friday |
Morning Meeting | Morning Meeting | Morning Meeting | Morning Meeting | Morning Meeting |
Math Direct Instruction - Google Meet & independent practice | Math Direct Instruction - Google Meet & independent practice | Educators attend meetings and plan | Math Direct Instruction - Google Meet & independent practice | Math Direct Instruction - Google Meet & independent practice |
ELA Direct Instruction - Google Meet & independent practice | ELA Direct Instruction - Google Meet & independent practice | Student complete asynchronous work | ELA Direct Instruction - Google Meet & independent practice | ELA Direct Instruction - Google Meet & independent practice |
Math Support Block with interventionist and classroom teacher | Math Support Block with interventionist and classroom teacher | Math Support Block with interventionist and classroom teacher | Math Support Block with interventionist and classroom teacher | |
Closing Meeting (optional) | Closing Meeting (optional) | Closing Meeting (optional) | Closing Meeting (optional) |
Emerson/Huda
Monday | Tuesday | Wednesday | Thursday | Friday |
Morning Meeting | Morning Meeting | Morning Meeting | Morning Meeting | Morning Meeting |
Math Direct Instruction - Google Meet & independent practice | Math Direct Instruction - Google Meet & independent practice | Parent drop-in Google Meet for questions | Math Direct Instruction - Google Meet & independent practice | Math Direct Instruction - Google Meet & independent practice |
ELA Direct Instruction - Google Meet & independent practice | ELA Direct Instruction - Google Meet & independent practice | Educators attend meetings and plan | ELA Direct Instruction - Google Meet & independent practice | ELA Direct Instruction - Google Meet & independent practice |
Student complete asynchronous work | ||||
Closing Meeting (optional) | Closing Meeting (optional) | Closing Meeting (optional) | Closing Meeting (optional) | Closing Meeting (optional) |
Elementary Allied Arts:
Elementary Special Education:
Schedule will be individualized based on student needs and IEP services in their contingency plans. Special educators will collaborate with classroom teachers to ensure that class times don’t conflict with student services.
Team One Non-negotiables:
Some families will require support to access the internet, as well as devices and educational materials (again). |
support/protocol for hard to reach families |
time to rework schedules and time to coordinate with parents |
Access to school printers if we are going to mail work to students/families |
Access to school materials so we don’t have to bring our entire classrooms home with us |
Plans for team communication / parent communication - especially for that initial contact with families |
Library
The BCEMS library will continue to circulate books through long term remote learning periods. Books can be reserved online and then picked up at the BCEMS office. In some cases, delivery to the students house can be arranged through substitute teachers.
Elementary Interventions:
Math Intervention:Each interventionist is working with specific grade levels. This allows for consistent services and times regardless of the all remote or hybrid status.
Shayna - second/third grade
Paula - first/fourth grade
Kindergarten -
Grade 1 - 2x week (30 min each)
Grade 2 - 2 x week (30 min each) - schedule will remain same during hybrid
Grade 3 - 2 x week (40 min each) -scheduling is not working out so far
Grade 4 - 4x week (120 minutes - kids come as needed) if kids aren’t utilizing “help” times then we need to offer multiplication intervention
Literacy Intervention: Each interventionist is working with specific grade levels. This allows for consistent services and times regardless of the all remote or hybrid status.
Shelley/Jen Evans/Marge Longechamp: kindergarten/ third grade/ fourth grade
Will: second grade
Emily: first grade
Kindergarten: 1 - 2 x week (10 - 20 minutes)
First Grade: 2 x week (20 minutes)
Second Grade: 2 x week (30 minutes)
Third / Fourth Grade: 2 - 4 x week (30 minutes)
Interventionists are spending all day providing services to small groups and individuals (less planning and team meeting times)