School Readiness Indicators

SCHOOL PROCEDURES / EXPECTATIONS

• Determine attendance expectations (how and when)
• Determine grading expectations
• Have a plan for non-diploma route students
• Schedule synchronous contact time to monitor social-emotional well-being
• Ensure documents are translated for families
• Set school-wide student behaviors / digital citizenship expectations

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SCHOOL SUPPORTS / SERVICES

• Makes available supports and services for Special Populations
• Ensure that staff know how to meet the needs for Special Populations
• Shift personnel responsibilities based on need

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FINANCIAL COSTS

• Consider instructional costs associated with going full distance (i.e. apps, eBooks, online programs, etc.) and determine what is financially feasible
• Identify hardware and network needs and costs

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DEVICES / NETWORK / PROGRAMS

• Ensure that students have access to devices (family or school-issued)
• Prioritize and provide devices for high needs student
• Ensure that teachers and students have internet connectivity at school and at home
• Provide synchronous / asynchronous tools (i.e. video conferencing programs, learning management systems, collaborative tools, etc.)
• Determine the minimum specifications for digital devices and communicate that to families
• Determine the process for loaning out devices (including process for replacing lost/damaged/stolen devices)
• Determine a method for content delivery (i.e. Blackboard, Google Classroom)

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TECH SUPPORT / TRAINING

• Have a tech support structure in place and communicate this to teachers, parents and students
• Provide access to training to meet the different needs of teachers

What are the indicators to determine if schools are ready to move to full online distance learning? How will we know that our schools are ready?

Teacher Readiness Indicators

INSTRUCTIONAL PRACTICES

• Set online norms for students and communicate student behavior / digital citizenship expectations
• Incorporate SEL and build a community online
• Provide student engagement strategies while keeping the student perspective and experience in mind
• Provide a variety of ways for students to demonstrate learning
• Adjust pacing to implement priority standards.
• Be flexible with lessons and activities for multiple student households
• Establish routines/schedules for attendance, communication, synchronous meetings, etc. and share this information with parents and students

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SUPPORTS / SERVICES

• Lead and direct a paraprofessional to provide specially designed instruction (SDI) in a virtual environment
• Identify and provide resources to support struggling students
• Provide timely and responsive communication to students and families
• Provide targeted support based on formative assessment data
• Provide Hawaii Multi-Tiered Systems of Support (HMTSS) for Special Populations

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DEVICES / NETWORK

• Have internet access: HIDOE server, secure video platform
• Have access to a computer (camera and microphone, desired) and/or phone

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TECH SUPPORT / TRAINING

• Identify ways to best communicate with students and families (phone, email, and/or video conference)
• Have the knowledge and skills to utilize tech tools with students
• Provide supports and services through a virtual model
• Create curricula, lessons, and/or videos for online instruction
• Manage student behavior and provide emotional support online
• Understand and follow school procedures for attendance, grading, report cards, etc.

What are the indicators to determine if teachers are ready to move to full online distance learning? How will we know that our teachers are ready?

Student Readiness Indicators

LEARNING PRACTICES

• Abide by student behavior / digital citizenship expectations (including academic honesty)
• Use school equipment for education purposes only
• Know how to access and submit assignments and resources provided by their teacher
• Understand how learning will be assessed
• Manage the differences between face-to-face instruction and online distance learning
• Manage time to complete work
• Be mindful of the equipment needs in multiple student households
• Understand and follow the school-determined schedule

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SUPPORTS / SERVICES

• Identify and ask for needed support
• Utilize supports and services that are offered for Special Populations when appropriate (i.e. specially designed instruction)
• Access office hours when help is needed

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DEVICES / NETWORK

• Have appropriate technology devices as determined by the school
• Align to school-determined settings if using a personal device
• Have access to the internet

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What are the indicators to determine if students are ready to move to full online distance learning? How will we know that our students are ready?

Parent / ʻOhana Readiness Indicators

HOME LEARNING ENVIRONMENT

• Provide a safe and quiet designated area for learning
• Ensure the child follows school schedule and routines
• Ensure the child has the basic supplies for learning (notebooks, pencils, etc.)

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SCHOOL PROCEDURES/EXPECTATIONS

• Understand the school rules/protocols/expectations
• Access translated documents to enhance understanding, if necessary
• Understand how learning will be assessed
• Enforce student behavior / digital citizenship expectations

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SUPPORT

• Access multiple methods/venues to stay informed (COVID-19 updates and other pertinent info)
• Understand where to access academic/Social Emotional Learning (SEL) support
• Ensure the child connects with school personnel via regular contact and check-ins
• Provide age-appropriate academic support

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DEVICES / NETWORK

• Have home equipment tech specs and available programs
• Have reliable Internet connectivity/WiFi
• Have devices available for students in the household

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TECH SUPPORT / TRAINING

• Access the ʻOhana Help Desk/school personnel and resources for technical support
• Understand how to access resources on Learning Management Systems, apps, etc.
• Access resource library tools, apps, etc. to support their child’s learning

What are the indicators to determine if parents / ohana are ready to move to full online distance learning? How will we know that our parents / ohana are ready?