We aren’t together in the school building now and virtual learning changes how everything looks. Routines and procedures are key right now. We don’t expect for students to be at the computer for 7-8 hours, at most it may be 1-2 hours (depending on the grade level). Break work up into pieces that work for your student. Give them structure and give them expectations. At Sarah Milner, we have a matrix with all of our expectations. Each goes along with the idea of Respect, Achieve, My Personal Best. We have modified this for use at home to give parents an idea of how to help set up a positive learning environment that their student can thrive in.

Each learner can benefit from safe and supportive learning environments. Parents/Educators can use this Checklist to reflect on how to provide predictable routines that:

• Set the Conditions for Learning

• Design positive Learning Environment and Experiences

• Deliver the Learning Experience, embedding the Expectations throughout

• Evaluate and acknowledge if/when students meet Expectations, adjust accordingly

• Be positive, encouraging, and empathic. Value vulnerability. We’re all learning together!

• Prioritize active student engagement to support individual needs, and honor differences by providing equitable and inclusive practices. Consider that some students:

  • May not feel comfortable or confident in “online learning” settings or activities.

  • May process or respond in different ways.

  • May have challenges with access, home support, or technology.

• Keep in mind: Prevention (creating and maintaining systems that are supportive) and Responsiveness (have a plan for what will happen if there are challenges that surface)

• Review rules and expectations for engagement at the beginning of each lesson; have students help create the rules and expectations for their “new” classroom

• Define Behavioral Expectations for real time/live online learning (i.e., language, actions). Examples a presenter may request are:

  • Microphones/Devices are muted when not speaking (or the presenter “mutes” all)

  • Using Chat Features: Respond respectfully, use positive language, take turns, etc.

  • A web camera may be used, but is not required to participate

  • Identify roles if needed, such as: a monitor for the chat when in a large group

  • Invite speakers in order, if asking several people to respond. Name who will be first and next by announcing: “first, second, third, etc…”

• Clarify the Learning Targets and Success Criteria for each learning experience

• Plan for when precorrects and prompts will be provided and have materials ready

• If/when helpful, use multiple cues, such as visual displays and adaptive or assistive tools

• Partner with families and students to support learning structures and decision-making

• Always begin and end on a positive note (this may be through use of technology or story)

• Check for understanding; measure and monitor outcomes (e.g., language and actions).
  Example: “Our behavioral expectations are: Respect, Achieve, My Personal Best. So…how well are we doing… OR how well did we do…with these expectations?”