Cider Mill Plan

Time Periods can be adjusted based on family schedules, but check in to Google Classroom prior to 10 AM and complete the Morning Meeting task for attendance purposes. Also, teachers will only be available during their daily posted times.

8:00 - 8:30 Morning Meeting: Check-in (Digital Task for Attendance), Mindfulness, Community Building

8:30 - 9:00 Read Aloud

9:00 - 9:30 Special #1

(Special Education service supports can occur during Special #1 OR #2, not both)

-Monday: Art

-Tuesday/Thursday: Science & Digital Exploration

-Wednesday: Music

-Friday: PE

9:30 - 9:45 Snack/Movement Break

9:45 - 10:30 Reading

10:30 - 11:15 Writing

11:15 - 12:15 Lunch / Free Play

12:15 - 1:00 Math

1:00 - 1:30 Special #2

(Special Education service supports & interventions can occur during Special #1 OR #2, not both)

-Monday: PE

-Tuesday/Thursday: Science/Digital Exploration

-Wednesday: Art

-Friday: Music

1:30 - 2:00 Word Study/ Phonics (Special Education service supports & interventions can occur)

2:00 - 2:30 World Language/Resource Room/Intervention (Special Education service supports & interventions can occur)

What will instruction look like?

Weekly curriculum overviews will be shared with parents.
Daily Google Slide Decks will be pushed out to students’ Google Classrooms, WL & special areas.
Curricular units in the areas of reading, writing, word study, world language, science/digital exploration, music, art and PE will be implemented across the week.
Small group instruction will be provided for students with specialized instructional needs, as well as math and reading intervention.
Social skills support will be provided by our school counselors, our social worker and school psychologists.

When will instruction take place?

See schedule above and daily checklist (both linked above)

How will it be taught?

Instruction will be provided through Google Classroom and a variety of digital tools, apps, instructional videos, and materials. Each classroom teacher, each WL teacher, and each special area teacher will have their own Google Classroom.

How and when will feedback be provided to students?

Feedback will be provided by individual teachers, on certain lessons, after an instructional period that may span over a few days.

How will students be assessed and graded?

Students will be assessed on assignments posted in Google Classroom.

How will attendance be taken?

If your child is absent, parents should email cmattend@wiltonps.org by 10:00 A.M.
Absences are logged into PowerSchool by our front office secretary, Karen Fallon.

How will absences be handled?

Attendance will be taken as part of the morning meeting which will be posted in the student’s Google Classroom. Please have students complete this task before 10:00 A.M.
Students who are absent 3 days without a parent phone call to the school will receive a phone call home by the classroom teacher.

How can students get help with assignments (and technology)?

Students or families should reach out first to the teacher or service provider who assigned the lesson.
If families encounter specific technology related issues, please link HERE and complete the form.
Our Administration & LLC staff are also available for support as needed (grade 3: ryann@wiltonps.org & catalanol@wiltonps.org, grade 4: sveds@wiltonps.org & okeefec@wiltonps.org, and grade 5: greasleyj@wiltonps.org &falconej@wiltonps.org.)

How will special education, 504, related services, ELL services, and academic intervention services be provided?

Special education and related services will design resources and implement instruction based on individual IEPs.
Accommodations under Section 504 will be provided as applicable in an eLearning environment and based on individual 504 plans.
ELL Services for identified students at Cider Mill will be provided by Mary Moran in collaboration with teachers.
Intervention services will be planned and implemented by our team of math and reading interventionists.
All of the above service providers will utilize a range of instructional tools and resources (e.g. Google Classroom, ScreenCastify, Padlet) to individualize instruction for students.

eLearning Roles, Responsibilities and Expectations:

ALL teachers

Design and implement eLearning lessons and interventions based on the students’ daily schedule.
Comment and provide feedback for formative student work on a routine basis.
Teachers will provide families with a schedule of their “available” times during the instructional day.
IET teams will schedule a Virtual IET two to three times per week (as needed) for 45-minutes to collaborate with interventionists/special education/ELL teachers and related service staff, to review student work and plan for instruction.
Classroom teachers will schedule a meeting to plan with special education case managers, interventionists, related service staff, and/or the ELL teacher as needed.
Classroom lessons for the next day will be posted by 5pm the previous day; special area and world language lessons will be posted Sunday evening for the entire week.
Classroom teachers will review the daily schedule, build connections, check-in on students’ well-being and take attendance each day during morning meeting.
Teachers will reach out to parents, school counselors, mental health staff or administration if concerns around attendance, work completion, social-emotional issues or behavioral concerns arise.
Teachers will design formative and summative assessments for students to demonstrate what they know, using multiple formats and digital tools.
Communicate and respond to parents within 24 hours.

Instructional coaches

Coaches will be responsible for planning the core direct instruction lessons for reading, word study writing and math.
They will collaborate and support teachers in the design of learning activities to practice and assess student learning objectives.

Students

Participate in the learning by completing assigned work and responding to teacher posts. Use the schedule checklist to help you stay organized and on task.
Commit to learning durations outlined in the schedule above. Although we have provided a suggested schedule, the times to complete all assignments are flexible to work with families’ different needs. Please modify as needed.
Communicate with your teacher if there are circumstances that limit your ability to commit to learning durations outlined in the schedule above or if you feel overwhelmed with the task or the current situation
Ask your teacher for help if you are confused by a lesson or feel like you are falling behind. Your teachers will help! Student support staff (e.g. special education teachers, intervention teachers) are all available as well. Please email if you need help.
Be thoughtful and kind in your online communications with your peers and teachers. All online activity should be school appropriate and follow Cider Mill Expectation for Video Conferencing.

How should parents and teachers communicate with each other and the school?

During this eLearning experience, parents and teachers will collaborate to provide support for all students. Please use email as the primary form of communications. Please reach out to teachers first and then, if needed, administration is always available for further support (falconej@wiltonps.org, okeefec@wiltonps.org, catalanol@wiltonps.org). Teachers will respond within 24-hours during the school week. We are requesting teachers take a screen-break over the weekend to recharge and remain healthy.
Administration will reach out to families weekly with updates through a variety of communication formats and digital tools.

What resources (analog and digital) will be provided to students, and families?

Link to WPS Resources for eLearning