Tillicum Temporary Remote Learning Schedule
|Time||Week 1||Week 2|
|7:45 – 8:35||Period 1||Period 5||7:45 – 8:25||Period 1||Period 5||Period 1||Period 5|
|8:45 – 9:35||Period 2||Period 6||8:30 – 9:10||Period 2||Period 6||Period 2||Period 6|
|9:45 – 10:35||Period 3||Period 7||9:15 – 9:55||Period 3||Period 7||Period 3||Period 7|
|10:45 – 11:35||Period 4||Period 8*||10:00 -10:40||Period 4||Community||Period 4||Period 8*|
|11:45 – 12:15||Lunch||Lunch||10:45 – 11:45||Asynchronous||Asynchronous||Lunch||Lunch|
|12:15 – 12:55||Period 1||Period 5||Period 1||Period 5|
|1:00 – 1:40||Period 2||Period 6||Period 2||Period 6|
|1:45 – 2:25||Period 3||Period 7||Period 3||Period 7|
|2:30 – 3:10||Period 4||Period 8*||Period 4||Period 8*|
Synchronous learning/Asynchronous learning
Synchronous Instruction: Synchronous instruction is defined as a remote instructional setting in which staff and students have a structured time set for learning together; this includes live instruction from an educator to a whole group of students as well as potentially dividing the class into small groups. Attendance will be taken daily for each class period during the Synchronous Instruction. “Live instruction” may take many forms at this time, supervised by the instructor, as described below.
Synchronous Instruction DOES look like:
- Short periods of instruction from an educator to the whole or parts of the class
- Students interacting with one another as a whole class or in small groups
- Students working on assignments, receiving support from an educator or paraeducator (EX: I do, we do, you do)
- Small group or l: 1 instruction
Synchronous Instruction does NOT look like:
- Five (5) hours of continuous time on a computer
- Lecture for long periods of time
- Zero LIVE instruction from an educator
Asynchronous Instruction: Asynchronous instruction is defined as a remote instructional setting in which the whole class is not learning together; this time may include small group or individual instruction with classroom teacher/ESAs/Special Services. Students will access learning opportunities that may be offline or online. Small groups will be scheduled, and predictable, and offline or independent tasks can be completed at times convenient for the family. Attendance will not be taken by the educator during asynchronous instruction during MTTHF afternoon asynchronous time. On Wednesdays attendance is expected and will be shown by engagement (teachers will have a variety of methods used to track engagement on Wednesdays.
For secondary asynchronous time, the highest priority is to have short, targeted contacts with students to clarify questions, examples, and/or instructions for the independent work students are expected to complete during this time.
Asynchronous Instruction DOES look like:
- Small group or 1: 1 instruction
- Time where students are working independently, but students have access to ask questions and get support
- Recorded lessons or information for students to engage with independently
- Other opportunities for students, families, and educators to interact around academic and/or social emotional learning and student success
Asynchronous Instruction does NOT look like:
- A second whole class lesson or lecture
- Planning time
Wednesday Instruction and Community Building: Wednesday morning asynchronous time is intended for predominantly independent work for students similar to afternoon asynchronous time. This is to allow for additional responsibilities, contacts, collaboration, and professional development necessary for fully engaging with remote learning for educators.
Attendance will be taken for Wednesday asynchronous learning. Evidence students are accessing resources, assignments, posts, etc. for the class on Wednesday will be considered as evidence of their having attended school on Wednesdays. Teams will track the following actions in addition to Teams meetings:
- Opening Assignments
- Viewing Channels
- Replying to Posts
Teachers may encourage students to visit the class team during Wednesday and reply to a post or interact with an assignment to make capturing this data efficient.
In addition, bi-weekly time is built into the schedule for Community Time. This is intended as time to host community events such as school assemblies, community workshops, school forums, and other larger digital events for students, families, and educators.
Period 8: Period 8 is intended as additional time for students, educators, and families to have access to training and learning opportunities necessitated by the current circumstances. It is not intended as an additional prep for classroom teachers, nor will they be required to prepare or deliver materials for this time. Students, educators, and families will have this time available to engage with items including, but not limited to: equity work, technology training on use of district platforms, Social-Emotional Learning (SEL), mental health strategies, screeners and assessments, community building opportunities, programming from student leaders, etc.