Leadership:

  • Develop whole school and sectional plans for Flipped learning.
  • Communicate with faculty/staff and parents. Support faculty/staff and parents during distance learning.
  • Ensure effective implementation of the Distance Learning Plan and accountability to student learning. 

Single Subject/Homeroom Teachers:

  • Collaborate with colleagues to design Flipped learning experiences for students in accordance with divisional plans.
  • Develop high-quality student learning experiences.
  • Communicate with and provide timely feedback to students.
  • Communicate with parents, as necessary.

LTC or Crisis Management Team:

  • Support co-teachers in the development of high-quality student learning experiences in accordance with divisional plans.
  • Curate and/or develop resources to support LTC students.
  • Prepare for individual or small group classes with students who have LTC support.
  • Communicate with and provide timely feedback to students.
  • Communicate with parents, as needed.

Learning Support Teachers / LTC:

·        Partner with classroom teachers to accommodate the online learning curriculum they are providing to the learning support students on their caseload.

·        Communicate with all parents of students regarding the online learning plan and how they will co-plan with the teachers for the students to access the content of the distance learning lessons.

·        Prepare for individual or small group classes with students who have support classes during Spanish or at other times.

·        Recommend to parents and teachers other online learning platforms learning support students might be able to access at this time.

IB Coordinators, Librarians:

  • Support teachers in the development of high-quality student learning experiences.
  • Curate and/or develop resources to support distance learning.
  • Create screencasts, videos, podcasts or other how-to resources for teachers.
  • Facilitate small group instruction if needed.
  • Provide feedback to students if needed.
  • Visit online classes and give professional feedback, follow and guidance.

   Counselor:

  • Create developmentally appropriate videos regarding self-regulation, anxiety and/or wellness strategies that students can practice during this time of Flipped Learning.
  • Provide developmentally appropriate “blog-type” statements that include resources regarding anxiety, isolation, health, and well-being particularly to grade level(s).
  • Respond to the counseling needs of students, as needed.

   IT Department:

  • Provide timely responses and support to student, family, and faculty requests regarding technology issues.

 Roles and Responsibilities: Students and Parents Students: 

  • Dedicate appropriate time to learning, as guided by your teacher/s.
  • Check appropriate online platforms for information on courses, assignments, resources daily.
  • Identify a comfortable and quiet space to study/learn.
  • Attend, as much as possible, the regular synchronous engagements offered by each of your teacher/s. Dress appropriately, be on time.
  • Notify the teacher if you cannot be present for a scheduled video call.
  • Focus on synchronous engagements. Do not use any other devices to text, FaceTime, etc. Be fully present.
  • Engage in all learning posted with academic honesty.
  • Submit all assignments in accordance with the provided timeline and/or due dates.
  • Ensure own social and emotional balance by keeping healthy habits.

 Parents Support your child/ren in their learning by:

  • Providing an environment conducive to learning, which includes access to technology, safe and quiet space during daytime, and materials that may be needed to complete assignments such as lined paper or a notebook, pencils, etc.
  • Engaging in conversations on posted materials, assignments.
  • Monitoring time spent engaging in online and offline learning, including variables like that of preferred learning times (morning, afternoon, evening).
  • Encouraging attendance, as much as possible, to the regular synchronous engagements offered by each of their child’s teacher/s.

 

  General Guidelines for Faculty Feedback:

  • Timely feedback is essential to student learning; this is especially true in online learning environments when/where students are unable to ask questions as they normally would in a classroom setting.
  • Clear communication should be provided regarding where/how students should ask questions and seek clarification specific to learning targets, task requirements, and/or deadlines.
  • Actively monitor email for questions and communications from students/families.
  • Copy parents on emails to students.

 Offline Work:

  • Avoid tasks requiring printing. Ideally, tasks should be completed on a device or uploaded as a picture, document, etc.
  • Consider including offline activities in your lessons such as reading, engaging in discussions with a family member or friend remotely, writing in a journal, taking pictures, and/or making a video presentation if possible.
  • Work Time:

        Consider varying the activities you normally plan.

  • Offer alternative opportunities for reading, research, online discussions/peer-feedback, and producing written work.
  • Seek the support of colleagues and others who have specific interests and/or expertise in delivering online distance learning experiences.
  • Provide students ample time to complete assignments. More time than you would usually provide in class may be necessary for students.
  • Keep tasks simple and directions clear to make sure students understand what they are required to do.
  • Allow as much prior notice or lead time for deadlines as possible. This allows families the flexibility to manage deadlines while parents support all students in the household, and also work from home.
  • Post learning engagements in the Google doc and on Veracross

 

         Deadlines:

  • Provide students ample time to complete assignments. More time than you would usually provide in class may be necessary for students.
  • Keep tasks simple and directions clear to make sure students understand what they are required to do.
  • Allow as much prior notice or lead time for deadlines as possible. This allows families the flexibility to manage deadlines while parents support all students in the household, and also work from home.
  • Post learning engagements in the Google doc and on Veracross
  • Flipped Learning: EYP & Lower Grades (Gr 1 & Gr 2) 

    Role of Parents:
As young students are still developing their independence, a teacher-parent partnership is necessary for students to engage in distance learning tasks and to access online resources. The designed learning tasks and activities will provide direction and support to families with the understanding that task completion depends on each individual families’ circumstances.

    Read the information sent by your EYP teachers: 

  • Increase your familiarity with Edmodo as an instructional tool. Edmodo will be utilized as a platform for home-learning during the campus closure. The Edmodo Class app and the Zoom app are two platform applications our students and their families will use to share work completed at home. Your child’s homeroom teacher will provide instructions regarding how students/parents can download the Edmodo Class app on a mobile device, or how to access Edmodo/Zoom through a web browser if using a laptop. Your child’s code was sent home before March Break. Please let your classroom teacher know if you are unable to access it.
  • View the weekly plan sent to you via email/ Learnovia/Edmodo with your child in which their teacher will outline the expectations for the week.
  • Help your child log in to Zoom sessions for scheduled interactive lessons and activities with teachers and classmates.
  • Designate a place in your home or where you are temporarily located so your child can work independently on his/her assigned tasks and complete independent reading each day.
  • Email your child’s classroom teacher if you or your child has questions and/or if your child needs extra help and support. Our faculty will be present on-line to help and will reply to email support within 24 hours, as per usual.
  • Content & Timing:
    The first day of distance learning is Monday, March 18 and will focus on developing new online routines and give each student the ability to familiarize themselves with this method of learning. Starting Sunday, March 22, distance learning will focus on developing new skills, knowledge, understandings, and concepts, as well as on review and practice. 
  • Learning tasks for the week will be sent by the classroom teachers, in the form of a schedule.
  • Synchronous Zoom meeting sessions will be communicated through an email calendar invitation with the appropriate login code.
  • Assessment & Progress Monitoring:

Teachers will monitor student progress through the activities that students engage in on Edmodo and other digital platforms. Teachers will provide daily, specific and constructive feedback for each student. Teachers will adjust lessons as needed to meet the learning needs of their students. Formative assessments administered will be included in the daily time guidelines for each subject area.

  EYP: 

The Distance Learning Plan in EYP will include a list of home-learning activities and engagements around the various areas of the IB Montessori Classroom. In addition, there will be specific times scheduled where classroom teachers can connect with their students and parents.

Learning Experience: At the beginning of each week, teachers will send an informative email with learning engagements. Classroom teachers will also send parents invitations to join them in an interactive experience for their children via Edmodo/Zoom. 

Learning Timeframe: Students are encouraged to engage in Distance Learning activities at the discretion of the caregiver. Parents are strongly encouraged to attend scheduled Edmodo/Zoom check-ins.

Learning Specifics: The purpose of this document is to provide an overview of the experience. More specific details will be shared by classroom teachers and PIS School Management by the end of the week.

   PYP:

 Distance Learning Plan for Grade 1 to Grade 4 will include home-learning engagements and/or activities that parents can assist their child in understanding for independent completion. In addition, there will be specific times scheduled where classroom teachers can connect with their students and parents.

Learning Experience: At the beginning of each week, teachers will send an informative email with a weekly schedule that contains learning engagements for the students at each Primary level. A variety of tasks will be included, and some learning tasks may include other online platforms (e.g. Brain Pop, Khan Academy, Epic, TrueFlix). Primary students and their families will participate in literacy, math, Sciences, sensorial, and practical life activities. In addition, activities from Art, PE, and/or Music will be available each day. Classroom teachers will also send parents invitations to join them in an interactive synchronous lesson for their children using Edmodo/Zoom. If another online platform is required, teachers will share specific instructions for parents to access the platform. Students will also be invited to participate in weekly interactive synchronous lessons and activities using Zoom and/ Edmodo or Google Hangouts.

Learning Timeframe: It is important to observe your child as he/she engages in the task and to use this observation to help guide your support. We also and always encourage you to explore familiar experiences and activities like that of reading for pleasure, journal writing, and play to extend and enhance your child’s learning. Teachers will be available should there be a need for support or clarification. Students are encouraged to engage in Distance Learning in the designed and described ways for approximately three hours/day. The quality of this experience is most closely associated with how deeply the child is connecting to the experience. Over the course of this timeframe, students will engage with varying degrees of independence. The more challenging the task, the more support might be required. While we encourage your child to seek support, please allow your child to accept responsibility and take on challenges with increasing independence. Teachers will be available should there be a need for further support or clarification

Learning Specifics: The purpose of this document is to provide an overview of the experience. More specific details will be shared by classroom teachers and PIS School Management by the end of the week

  Distance Learning: (MYP)

The MYP students will learn through a blended learning model, which includes asynchronous learning as well as synchronous, real-time interactive sessions with their teachers and classmates. Each of these learning experiences may be followed up with appropriate independent work or a formative/summative assessment to confirm that the students have engaged appropriately with the content and developed knowledge and understanding that supports their progress.

Please note that while minutes are allocated to each learning block the expectation is that the actual engagement time might vary. We understand that our students will complete independent assignments at different times and might work outside of this schedule.

  Role of Parents:
As MYP students are still developing their independence, a teacher-parent partnership is necessary for students to engage in distance learning tasks and, in some cases, to access on-line resources. The learning tasks and activities provide direction and support to families. We have framed the learning experience to require minimal parental involvement.

As a parent of MYP students, we ask you for the following support:
Become familiar with your child’s schedule and check in with your child daily about the distance learning tasks, activities, and assessments they are working on.

  • Designate a place where your child will work independently on his/her assigned tasks.
  • Ask your child to provide a summary of the learning he/she is engaging in for each class to ensure his/her understanding of the content and of the process they are being asked to engage in to demonstrate their learning.
  • Support your child in submitting assignments according to the established deadlines if needed.
  • Remind your child to email his/her teachers if your child has questions or needs extra help and support. Please encourage your child to take responsibility for reaching out to the teacher first. This will promote agency and ownership.
  • Our faculty will be on hand to help and support within 24 hours.
  • Encourage your child to make use of open office hours all teachers will be conducting between 8 to 2:30 p.m.

Content and Timing:

Starting Sunday, March 22, distance learning will focus on developing new skills, knowledge, understandings, and concepts, as well as on review and practice. 

  • Learning tasks for the week will be sent by the classroom teachers, in the form of a schedule.
  • Synchronous Zoom meeting sessions will be communicated through an email calendar invitation with the appropriate login code.
  • The first day of distance learning is Wednesday, March 18 and will focus on developing new online routines, plus allow the students to familiarize themselves with this method of learning.The Distance Learning Plan in Middle School will include engaging experiences for each scheduled class block on the new Distance Learning Schedule. We rearranged the schedule to provide structure and flexibility, ensure sustained student focus, and allow for teachers to give specific feedback.
  • Students have blocks of learning every day with Math, English, Arabic, Science, and Individual and Societies scheduled every other day
  • Design and the Arts meet once a week for a block.
  • Every day begins with check-in by your child’s advisor to determine student needs and provide a common predictable structure and start time.
  • We are following a Sunday – Thursday schedule.
  • Our visual art, theater, and music teachers also offer optional learning engagements for all students. You will find those in the respective tab.
  • Student support from the Special Assistance in Learning (LTC) team will be offered on an as-needed basis within and outside of the daily schedule.
  • Students will have multiple activities within the timeframe of a regular class. Teachers will provide guidance specific to the amount of time activities/assignments might require. This will include time spent on accessing content, as well as completing work. Students will also have off-screen tasks that are designed to engage the middle school learner and attend to their needs. Students might also engage in work that requires students to fully and actively engage in the content independently and then reflect, summarize, and/or demonstrate newfound understandings of the content within a more collaborative online setting (Flipped Classroom model).
  • Please note that while minutes are allocated to each learning block the expectation is that the actual engagement time might vary. We understand that our students will complete independent assignments at different times and might work outside of this schedule.All assignments, including synchronous engagements (via Zoom or Edmodo), are posted a day in advance or daily. Teachers will record Zoom or Edmodo sessions, so students who cannot be present can view the content at a convenient time. It is expected that students complete assignments within the allotted time frame communicated by the teacher. We will take attendance via completed assignments.

    If your child cannot attend on a certain day, please notify your child’s Teacher.

    Asynchronous Interactions:

Teachers will communicate student learning expectations, provide resources, collect assignments, and provide feedback through Learnovia / Edmodo and Zoom. Students will have tasks and assignments in each subject area scheduled for that day.

Materials will be updated for every lesson. Lesson updates will be ready for access by 8:00 a.m. on the day of the lesson. When a learning experience includes a project or extended application of learning over multiple days, lesson updates will be posted for multiple upcoming sessions.

Lessons will include:
A brief update referencing the daily learning target(s) for the lesson and directing students to the materials page to access resources/assignments, etc. 

This update will ensure:

  • Students know what learning they need to accomplish for that day.
  • Continuity of learning that is clearly connected to their learning in the prior class and will connect to the learning in the upcoming class.
  • An explanation (oral. written or recorded) to introduce and explain the lesson and task(s).
  • Asynchronous interaction through Discussion forums in Learnovia, Edmodo or Zoom, feedback on student work,
  • Teachers will respond to student and parent emails/questions within 24 hours.
  • Synchronous Interactions

                          

Students will engage in synchronous, or real-time, engagement with their teachers and classmates using Zoom or Edmodo. Teachers will do so in the following ways:

  • Schedule Lessons/ Mini-lessons: Students may participate in real-time lessons on specific topics during specific times established by teachers. This can happen for the whole class group or in smaller groups.
  • Scheduled Office Hours: Students can join office hours to ask questions or discuss learning with their teachers. Teachers are available between 8:00 A.m. and 2:30 p.m. for student questions and comments.
  • Individual Requests: Students request help by making appointments with their teachers or counselors at an agreed time.
  • Assessment & Progress Monitoring:

Teachers will monitor student progress through the activities that students engage in. Teachers will provide specific and constructive feedback for each student. Teachers will adjust lessons as needed to meet the learning needs of their students. Formative and summative assessments administered will be included in the daily time guidelines for each subject area.

Parent-Teacher Reports Cards:

Interim reports and conference notes will go on May 12th, May 21st will be last school day. Detailed plans for parent-teacher conferences in a virtual place will be shared soon.

Community Building during Distance Learning:

Community is fundamental to what makes PIS Family, Staff, Admin, Students  and the Parents Association are working together to create ways for us to maintain our community connections.