Remote Learning

Read our "Getting started with remote learning in grades K-3" by clicking here.

Read our "Getting started with remote learning in grades 4-12" by clicking here.

Students will submit a Social Emotional Check-In form each day. This will be shared by the first period or homeroom teacher. Those teachers will check the form by 9am the following day. Any student who did not complete the form the day before, will be marked as absent in ProgressBook.

Teachers will also be monitoring student responses to determine if there are needs and concerns that should be addressed, and to provide support to students who need it.

Teachers and staff will work proactively to engage families and students.

We will follow the process below if teachers are unable to connect with students and/or families:

STEP 1: Teachers will contact building administrators and/or the student support team after they have not heard from a student for 2 consecutive days. Teachers will make the first attempt to contact the student/ family.

STEP 2: Building administrators and/or student support team will attempt to contact the family and will document all attempts.

STEP 3: The Family Engagement Coordinator, Jenn Mills, will meet with each school weekly and continue efforts to contact families the student support team has been unable to reach. The Family Engagement Coordinator will provide the resources and support families might need.

Students in grades K-3 will need a parent or other responsible adult for daily support throughout the learning experience. The adult is responsible for guiding the student through online lessons, activities, and assessments. This parent or adult must commit to providing daily and ongoing guidance, supervision, and motivation for their child.

Students in grades 4-8 may need a parent or other responsible adult for daily support throughout the learning experience. This adult may need to help the student transition from a heavily supported learning experience in school, to a more independent remote learning experience. This will include monitoring daily comprehension and grades.

High School students may need a parent or other responsible adult for some support. This adult may need to help and encourage the student to be more independent in the remote learning experience. This will include monitoring comprehension and grades weekly.

Routines:

• Students of all ages thrive on routine and are more successful when it is a part of their daily lives.

• Daily and weekly schedules at home will help students succeed.

Expectations:

• Clearly communicate what you expect from your child.

• Students will need guidance and clear instructions.

• Remote learning teachers can help to establish online classroom expectations.

• Open communication and strong partnerships between the teacher and parent/guardian is vital.

• Older students are learning to be advocates for themselves. This may be more of a challenge in a remote learning environment, but it is just as important.

Positive Interactions:

• Remote learning elementary students usually require hands-on interaction with adults for success. You must be available to engage with your student.

• Older students may require hands-on interaction with adults for success. You may need to be available to engage with your child.

• Be your child's cheerleader.

• Even if you found a particular subject frustrating when you were in school, remain as positive as possible when helping your child.

• Model a positive, can-do attitude for your child.

Support:

• There should be a strong partnership between the teachers and families.

• Reach out to your child's teacher and ask for help when you need it.

• Remain in contact with your child's teacher. Communicate your challenges and stresses.
  

PBIS at Home (Positive Behavior Interventions and Supports):

• If you would like to know more about how you can create a supportive learning space at home, take a look at this short article by one of Northmont's School Psychologists, Nick DeGrazia. Click here to view.