Instructional Design Context: For the context of this assignment, I am using what Lancaster

county schools refer to as E-Learning days. This is an asynchronous day where students would
log onto Google Meet for a portion of the say and then complete assignments for the rest of
the day. There have been several times this school year where we have had to go into the virtual
setting due to COVID-19 and inclement weather. Lancaster County School District has made is
clear that we will no longer enforce “bad weather days”, the school district is prepared to go
virtual on those days and students should know the expectations. I work with 4-year-olds, so
they have an adult with them in most all have an adult there with them. I do not assign and
assess work based off correctness, but on their efforts in completing work. All the students in my
classroom come from low-income families and were considered “critical” at the beginning of the
year. The assessment will take place over the course of one day and then totaled for the whole
week. Each day the students can get a total of 20 points and the week is worth 100. There are no
grades given for students in 4K, but it will help me to keep track of what students were
completing assignments and which were not. It is also great documentation as to why students
may be excelling or falling behind during any given time of the year.

Assessment Algorithm: The algorithm I have created will be used to simply follow if a student is
trying to complete work or not. I cannot expect much out of my students because most of the
work will be placed on parents due to their young age. This algorithm will be used to calculate
daily participation on any asynchronous day. Most points come from logging into Google Meet
during our set time. This is where students will get the most instruction during the day and it is
the most important time for participation. Students will also be asked to complete 5 topics on
their learning path in ABC Mouse. Each topic is worth one point giving the child five points for
the day. The last things students would be required to do each day is read with a parent. To
ensure they are comprehending what is taking place in the story, I ask them to draw a picture of
something in the story. They must then send the pictures on Remind or Google Classroom. This
is another 5 points added to the algorithm.

Factor Criteria Point Value

Google Meet Students are logged onto Google Meet in 10 points
time for the meet to start and stay on the
duration of the meeting.
ABC Mouse Students complete 5 topics on their learning 5 points (1 for each topic)
path.
Reading Students submit a picture showing what they 5 points
read with an adult.
 

Justification: It is very hard to work with 4-year-old in a virtual setting. They are not at the age
where they can work their way through the virtual day on their own. Parents are a must for the
students to log on and complete several of the task. Therefore, I cannot hold the students
accountable for too much of the work. I have found this year, that my students respond very
well to rewards and will remind their parents of things if a reward is in place. If the student
receives all 20 points at the end of a virtual day, they will have a reward when they return. It is
nothing huge because I understand it is normally not the student’s fault.

I do recognize how important it is for students to keep in a routine and continue working on
things we are learning in the classroom when at home. The Google Meet would walk through
exactly what we would work on during our time in the class. It would be a condensed version of
what our “carpet time” looks like in the room. I constantly communicate with parents the
importance of these meetings and it has helped on the days we have gone virtual. I have seen
the effects of joining the Google Meet and completing work when we return verses those who
do not. I am hoping for this points and reward system will encourage parents and students to
complete virtual work.