PART I: Grade Level, number of total students in your class.

How many English

Language Learners? How many Special Education Students?
3rd grade. No more than 16 students in order to properly engage with all of them and
have a successful learning process. 4 ELL and 4 Special Education Students.
PART II: Explain the electronic platform you are going to use. In a couple of sentences,
provide a rationale for using this platform. How will you prepare the students to use the
platform prior to transitioning into a distance learning model? What face-to-face model
will you use to meet with your students weekly?
I would use google classroom so as to avoid using multiple electronic platforms and
further confusing the process between parents, students and myself. Google Classroom
allows me to :
Start a video meeting.

Create and manage classes, assignments, and grades online without paper.
Add materials to your assignments, such as YouTube videos, a Google Forms survey, and
other items from Google Drive.
Give direct, real-time feedback.
Use the class stream to post announcements and engage students in question-driven
discussions.
Invite parents and guardians to sign up for email summaries with a student's upcoming or
missing work.

And it allows students to:

Track classwork and submit assignments.

Check originality, feedback, and grades.

Share resources and interact in the class stream or by email.

To prepare students I would create a few ice breaker activities for them to complete before hand
using google classroom tools, something to get to know them and their classmates as well as a
scavenger hunt type activity to have them explore the available tools.

PART III: Describe student’s prerequisite skills. Before you transition to distance
learning, what skills will your students need to be able to access your model once you
switch to it?
Students will need to have basic computer literacy including basic typing skills,
understanding of how to navigate internet browsers, understanding of word processors,
and a basic understanding of video calling. I expect them to act appropriately over
online schooling and treat it as professionally as they would in an in person classroom.
PART IV: How will you communicate to all stakeholders (students, parents,
administration, colleagues)? How frequently will you communicate, in what form, and
with what platform?
I will have both a website all stakeholders can access as well as an email list I will have
everyones name on. Also, possibly depending on all stakeholders access to the
internet, computers, and printers, I may also have a “newsletter” of sorts I can mail out
with necessary information. I will communicate weekly and possibly more if necessary
over both email and my website to make sure it gets directly to everyone, but also is
accessible to those who may not be on my mailing list or somehow did not receive the
emails.
PART V: How will you address the digital divide? What technology will your students
use to access distance learning? How will you make sure that all of your students have
access?
To account for those with less access to digital learning, I will record all class meetings
so students can access at any time if not able to attend during synchronous class, I will
have resources readily available for places with free internet access, free computer
access, and make myself available to work around these possibilities of lack of access
to tools. I hope to also have the option of a modified “flipped classroom” for students
that are especially struggling with the digital divide, this may include packet work, pre
recorded lessons and powerpoints, synchronous online classes, and if there is very little
to no access to digital tools then I may include small group in person meetings with
serious safety precautions taking place.
PART VI: How will you assess your students? How will you grade them?
I will grade students widely on participation. This will include class attendance
(synchronous class, watching recorded lessons/powerpoints, attending small group
meetings when necessary, or other adapted forms if necessary). I plan on assessing
using “exit slips” at the end of class for daily lessons. This may include a survey at the
end of class, having to write a paragraph, answer multiple choice questions, or some
other form of assessment I can do for all students to participate at once over the video
call. I will also have students do small group interactions in which they will all have
separate jobs, similar to how students may have separate jobs in a small group desk
setting, this way I can assess them by how well they work on this singular job for
projects and group work. I will rotate jobs when group work or projects are completed.
PART VII: Describe your weekly schedule. This should include days and times for class
meetings, independent work, etc., and your rationale.
I plan on doing an A/B schedule weekly:
A Days: English Language Arts, Math, Health/Physical Education-
Mondays and Wednesdays:
830-845 GOOD MORNING! Make sure students are prepped and go over
todays schedule and objectives

845-9 Wake Up Brains A fun educational activity to make sure students

are up and ready to go, is physical, fun, and has
them moving, but ties into the lesson

9-950 ELA/Literacy Group Reading

Teacher led lesson
Guided Practice
Independent work and independent practice

950-11 transition/bathroom
break/snack/stretch

10-1050 Math Teacher led lesson

Guided Practice
Independent work and independent practice

1050-11 transition/bathroom
break/snack/stretch

11-1130 Health/Physical Get students up and moving at the end of class

Education

1130-12 Review Review what we learned

Student assessment
Identify areas that require
reteaching of key facts, rules, and
sequences

12-1 Support Not required part of class time, I will be available

for extra support for students and parents

B Days: Science, History/Social Science, Art/Music-

Tuesdays/Thursdays:
830-845 GOOD MORNING! Make sure students are prepped and go over
todays schedule and objectives

845-9 Wake Up Brains A fun educational activity to make sure students

are up and ready to go, is physical, fun, and has
them moving, but ties into the lesson

9-950 Science Science “experiment” or video involved with the

lesson that is interesting and grabs students
attention
Teacher led lesson
Guided Practice
Independent work and independent practice

950-11 transition/bathroom
break/snack/stretch

10-1050 History/Social Teacher led lesson

Science Guided Practice
Independent work and independent practice

1050-11 transition/bathroom
break/snack/stretch

11-1130 Art/Music Art/Music lesson

Fun and gets students moving at the end of class
Allow students and parents input on what art or
music projects we will create to create best
possible chances of all students being able to
participate if activity requires tools at home (will
include this in weekly newsletter)

1130-12 Review Review what we learned

Student assessment
Identify areas that require
reteaching of key facts, rules, and
sequences

12-1 Support Not required part of class time, I will be available

for extra support for students and parents

Fridays:
 830-845 GOOD MORNING! Make sure students are prepped and go over
todays schedule and objectives

845-9 Wake Up Brains A fun educational activity to make sure students

are up and ready to go, is physical, fun, and has
them moving, but ties into the lesson

9-12 Support review, assessments, and go over expectations of

next week. Also will have “support time”, time to
talk to students and parents about any confusion
from the week and go over any other technical or
educational struggles.

PART VIII: Staffing considerations. How will you use your staff (aides, parents,
volunteers)? For whom, for what, and how will you integrate them into your schedule?
I would want any aides I have, at least one per session, in synchronous classes in order
to help struggling students with work. Hopefully they would be able to switch between
breakout rooms with me and make sure students are on task, focused, and helping
them if they are struggling. I will also have aides available to help me with lesson
planning in order to adapt to my students needs that they are witnessing. Parent
involvement is absolutely necessary, but understandable difficult as they are also
learning to juggle these new schedules and may not be readily available. I will include in
my weekly emails what I hope parents can do to help their students, what I could use
extra help with if they would like to volunteer, and have a sign up sheet available on
google forms or google sheets.
PART IX: Troubleshooting. What issues do you foresee that might be a challenge for
your model? How frequently will you assess the program? What might make or break
your program?
I foresee scheduling being a problem which is why I have thought so thoroughly about
the digital divide and will also make a schedule in which parents can sign up to meet
with me outside of synchronous class time to discuss one on one. I will assess the
program weekly and that is why Fridays are mostly dedicated to review, assessment,
and support. I believe there are to many aspects to name what may make or break my
program which is why I plan on being ready to adapt and change and start over from
scratch when necessary.
PART X: Reflection. Write a short reflection about how the above process worked for
you. Explain your thinking, your concerns, key learnings, and your thought process.
This process was difficult. Much of it came easy and clearly, but a lot of it took time, research
and frustration. Finding resources that you know will work best for myself and for my students is
incredibly hard especially when accounting for the digital divide as well.