Supporting Offline Learners for Educators

• When possible, consider delivering content from the same or similar instructional materials as prior to closure. (Textbooks, content sequence, format, etc.)

• If using alternative materials, make sure they align with scope and sequence and “meet students where they are.”

• Key Considerations:

  • What resources do your texts and other curricular materials provide?

    • Printable?

    • Downloadable?

  • What key staff can be assigned to modify these materials to meet student needs?

  • What free resources are available to compliment everyday materials?

Comprehensive list of printable materials, with subject, grade bands, and descriptions

• Reference School Climate existing documents

• SEL4US.org printables

• Handouts of suggestions for families regarding adult self-care and student self care

• PBS: highlight Daniel Tiger and other children shows that address SEL issues

• Key Considerations:

  • The closure is causing stress on all involved, students, families and teachers. Consider staying mindful of the impact of stress.

  • Consider regular lessons devoted to SEL

  • Talk with students about how they are feeling

• Can Families Access the Internet in a New Way?

  • Reference our Caregiver Page and look for supports to get online

  • Many Cell Phone carriers are currently offering their customers unlimited data for free. Student or family member may be able to turn a cell phone into a hotspot

  • Key Consideration:

    • • Families need to contact their providers - is there a way Districts can make contact and share information?

        • Sprint

        • At&t

        • Verizon

        • T-Mobile

  • Cell carriers are opening up their networks. WiFi hotspots in out-of-home locations will be available for free to anyone who needs them, including non-customers, to keep communities connected.

    • What hotspots are included? - Generally, hotspots located both indoors and outdoors in places like shopping districts, parks, businesses, and train stations will be open. Hotspots located in customers’ homes are not opened to the public.

    • Can Districts provide a list of locations of outdoor hotspots families could access?

    • Map of wifi

• Device but No Internet

• • Enable offline access to Google suite -

    • https://www.blog.google/outreach-initiatives/education/offline-access-covid19/

    • https://support.google.com/drive/answer/2375012?co=GENIE.Platform%3DiOS&hl=en

  • Phone call into Zoom sessions, conference calls with class, individual calls with teacher/staff

  • Accessing hotspots to download content

• • Internet but No Device

  • Can the District provide a device?

    • Is there a device available from stock that has rotated out as part of a replacement plan?

    • Can a neighboring district or IU support with a loaner device?

  • Do they have an xbox?

    • https://www.lifewire.com/how-to-access-onedrive-any-device-4175401

    • https://www.dummies.com/programming/electronics/9-things-you-can-do-on-your-xbox-one/

• Maintain logs of effort and contacts with students

• Maintain records of assignments/grades/completion

• Key Considerations:

  • Work with your school LMS to manage ways to collect data

  • Can students keep a portfolio at home that can be turned in at a later date?

  • Consider creating individual learning plans for students

• Think outside of the traditional teaching role.

• Think beyond direct instruction and worksheets.

  • Mindset shift for teachers that we (trainers) need to remember and start with.

  • Individualized learning plans can be for any student, not just those with special needs. How can we meet student learning objectives but adapt them to the context of students’ homes and immediate surroundings?

• Project-based learning

• Scavenger hunts

• Unplugged STEM activities or challenges

• Managing Multiple Schedules - Tip sheet for parents on creating rotating schedules while providing school time at home.

  • Sample at home learning schedules

• Key Considerations:

  • How can you utilize staff differently to ensure equitable access to instruction?

    • Example: Rather than have all math teachers teach math, assign some to teach, and other teachers to phone support, material modification, office hours, etc.

  • How can you tie lessons into broadcast educational resources? (https://learningathomepa.org/ - See your local public broadcast stations for their schedules)

  • How are you prioritizing the balance of flexibility and best efforts?

• How can local businesses support your schools?

  • Can they offer free wifi access in their parking lots?

  • Could they assist with copying of materials and collating packets?

  • Can they help with delivering materials to homes?

  • Do they have ‘swag’ or unused office supplies that could support student learning -- pencils, pens, sticky notes, jump drives, etc.?

  • Do they have local broadcasting or advertising capabilities to help share messages?

• Consider contacting the local Rotary, Kiwanis, Lions Club, Chambers of Commerce, or similar organizations to find businesses willing to provide support.

• Consider using local drive-in movie theaters for instruction, commencement, and awards ceremonies.

• Are there Big Brothers/Big Sisters programs, YMCA, Salvation Army, Penn State Extension, or similar organizations that provide support to families in your area? How can you coordinate supports across organizations?

• Consider leveraging existing student leadership organizations, such as FFA, 4-H, scouts, and National Honor Society, for input on how to reach other students, service learning opportunities, and community connections.

• PBS programs

• Key Considerations:

  • Connection with community is a key factor in mental wellness

  • Consider having staff make contact with students on an regular schedule (See Every Child, Every Day below)

  • Utilize group phone calls, phone based zoom meetings and group texts to support students being able to connect with others

  • Consider assignments to have students phone interview other students, staff, people in professions they are interested in local businesses, college professors, etc., to pair learning with contact with others

  • Work with your technology staff to identify safe resources to create ways to connect

• Distribute Materials on Jump drives (8G or more with VLC Player installer pre-loaded for media)

• Distribute Packets

• Wifi in non-traditional places (businesses, churches, fire halls, ice cream trucks, buses parked in various locations, etc.). “Drive up” to get a connection.

  • Compile a list of places that have free Wi-Fi and computer access in your community and make the list available to parents.

  • Also may need places students can walk to because family might not have a car

• Are current textbooks available in PDF version for download, jump drive, or hard copies?

• Consider compiling a list of educational content / videos that can be downloaded to a device. For those who take advantage of the “drive up” option referenced above, parents can download content for later viewing at home.

• If your school district is providing meal distribution, continue having families pick up educational content packets when they pick up meals.

• Key Considerations:

  • Think creatively!! What out of the box solutions can you try?

• Scanning completed documents

  • IOS scanning on iPad and iPhone

  • Android - Camscanner app

  • Taking pictures of completed documents on phone and texting and/or emailing from phone/device

• In lieu of traditional grading/scoring practices, consider developing incentives to encourage / reward students for demonstration of learning.

• While some families may lack devices and internet access, most have access to traditional land line telephones. Consider having teachers connect with students via telephone to discuss learning, offer assistance, etc.

• Key Considerations:

  • Consider Pass/Fail as an option between no grades and fully graded assignments

  • Value/reward engagement and attempts to complete tasks

  • Check in with students/families that are not engaging to understand their situation and modify demands as necessary

• Key Considerations:

  • How can staff support learning, SEL and maintain a sense of community?

  • How can staff fill non-traditional roles to support students?