School Start Up for Teachers
MINDSET - Keep the essence of what you do alive!
Click on the image to make a copy of the checklist. Teachers should use this as a guide in preparing your classroom for KPBSD's Smart Start. Completing this checklist by AUGUST 21ST will best prepare a successful blended learning experience for you this year.
You may find that you need instructional videos to support your learners. Good news, you don’t have to make them all yourself! We have created a simple collaborative document to store existing instructional videos for everyone to access to ease the workload. Please ADD what you have to the document using hyperlinks and TAKE what you need for your instruction.
This is a rough draft and ever evolving document. If you have suggests (or requests) please feel free to comment or reply to Carlyn Nichols at cnichols@kpbsd.org or Beth Swaby at eswaby@kpbsd.org
Pre-K
A workload of approximately 20-60 minutes a day with a focus on developmental skill goals (Early Literacy and Math, Outdoor Exploration, Imaginative Play, Fine/Gross Motor and Creative Arts) with segmented breaks or pauses for music and movement; taking into consideration the attention span and engagement needs of 4 and 5 year olds. Chunks of instruction may be in 4-5 minute increments with high emphasis on child participation. Tasks should lend themselves to multiple levels of family engagement with relevance to the child’s home and surroundings.
K - 2
Description: A workload of approximately 45 - 90 minutes a day with three major components: Reading, Math and Integrated Content (Writing, Speaking, Listening in Social Emotional, Science, Social Studies, Health, Music, Art etc...) sprinkled with opportunities for brain and movement breaks. Chunks of instruction should be in 10-15 minute increments with a clear learning outcome for each learning chunk. A minimum of 1 graded task or assessment each week for each content area math, reading and integrated content.
Math - 20 minutes
Reading - 20 minutes
Integrated Content - 20 minutes
3 - 5
Description: A workload of approximately 1.5 - 2 hours a day with three major components: Reading, Math and Integrated Content (Writing, Speaking, Listening in Science, Social Studies, Social Emotional Learning, Health, Music, Art etc...) sprinkled with opportunities for brain and movement breaks. Chunks of instruction should be in 10-15 minute increments with a clear learning outcome for each academic learning chunk. A minimum of 1 graded task or assessment each week for math, reading, and integrated content.
Math - 30 minutes
Reading - 30 minutes
Integrated Content - 30 minutes
6 - 8
Description: A workload of approximately 15 - 30 min a day (1-1.5 hrs/wk) per content area (total of 180 min a day max) with a breakdown of 4 parts: content delivery, activities, feedback, and assessment. Establish a clear schedule of synchronous teacher led lessons (Max 2/wk). Provide feedback at least twice and minimum 1 graded task or assessment per week. Teachers must establish clearly defined office hours which may include a combination of (1) synchronous content delivery, (2) asynchronous content delivery (either recorded synchronous lesson or lesson video series) and (3) feedback to students.
30 min Math
30 min LA
30 min SS
30 min Science
30 min PE
30 min Elective
9 - 12
Description: A workload of approximately 1.5 hours a week per content area with a breakdown of 4 parts: content delivery, activities, feedback, and assessment. Establish a clear schedule of synchronous teacher led lessons (Max 2/wk). Provide feedback at least twice and minimum 1 graded task or assessment per week. A minimum of 1 graded task or assessment each week and clearly defined office hours which may include a combination of (1) synchronous content delivery for those able to call in, (2) asynchronous content delivery (either recorded synchronous lesson or lesson video series) and (3) feedback to students. Provide feedback to students 2 times a week minimum.
Overarching Guidance
⭐ Learning is designed to offer continuity regardless of location ⭐
A "classroom" is defined as having two parts: "Virtual + Physical"
Equity: Lesson planning is tiered for high/low/no connectivity
Relationships are prioritized over content
Check-in regularly with students through regular and consistent use of healthy SEL Observation Tool
Vulnerable populations have extra support
Identify the most vulnerable students (identified in sections below) to prioritize for targeted planning
Grades are based on demonstration of knowledge.
Identify key standards in Power Teacher to support teacher planning and record-keeping
Use of non-traditional assessments for measurement of student progress, emphasis on performance assessments evaluating actual student skills
Feedback to students is used as a teaching tool
Emphasis on formative assessments that provide students with immediate and actionable feedback