• Instructional Program, Online

    Overview

    The Online Workgroup is charged with making recommendations regarding online instruction that support all modes of education, from fully digital to blended to in-person.

    Guiding Statement: "We want to gather enough information about online instructional needs to make recommendations to the decision-making group that are flexible and can be adjusted if the environment changes."

    Guiding Questions:

    • What does our survey data tell us about considerations for digital “Core 4” tools?
    • What principles of online instruction (synchronous and asynchronous) would effectively support high levels of student engagement, rigorous and differentiated learning and tiered support to drive our professional learning?
    • If offering the choice of a fully online option for students in LSSD, what are considerations that need to be kept in mind?
    • If we have a blended learning model at any level, what are considerations that need to be kept in mind?
    • Once we have a framework for online instruction, what considerations for family, educator and student training need to be considered?
    • What are the considerations for a “Pivot Plan” if we need to move to an online-only environment for a school or the whole district due to a mandated closure?
    • What are the considerations for equitable access for staff and students?

    Workgroup Membership

    Leads:

    • Mike Weatherbie - Director of Educational Technology and Assessment
    • Mike Snow - Executive Director of Curriculum and Instruction
    • Miriam Tencate - Executive Director of Special Services
    • Sarah Danielson - Director of Student Intervention

    Members:
    Parents, teachers, district and building administrators, department leaders, learning specialists, paraeducators, and special education teachers

    Meeting goals:

    • Set our group’s purpose and outline our guiding questions
    • Ensure common vocabulary around online instruction
    • Surface this group’s wonderings within the online instruction realm
    • Set future meeting dates and times
  • July 27 Meeting Synopsis

    Posted by Lake Stevens School District on 7/29/2020 9:45:00 AM

    The group focused on the next two guiding questions in this session:

    • Once we have a framework for online instruction, what considerations for family, educator and student training need to be considered?
    • What are the considerations for a “Pivot Plan” if we need to move to an online-only environment for a school or the whole district due to a mandated closure?

    Before entering into discussions on the two guiding questions, we first revisited considerations from blended and online models from our last session. While a complete list of considerations will be shared with our all administrator team, we found the following recommendations transcended all models:

    • Limit number of courses students are focused on
    • Clear, upfront communication with families, students and staff about model and expectations
    • Professional learning to ensure consistent expectations, communication and instruction
    • A focus on building connection and community and social emotional, not just academic development
    • A blend of different kinds of learning when at home, not just digital

    In discussion breakout groups, we then focused on the question of additional training considerations for our educators, students and families. This discussion was followed by group discussions regarding considerations of a “pivot plan” in the event we need to transition from one model to another. The results of these conversations will be shared and reviewed with the group in our next meeting.

    The next meeting is on July 29 and will focus on the following:

    • A review all our recommendations with the lens of our last question:
    • What are the considerations for equitable access for staff and students?
      • Consider, is there anything that should be added with this as a lens?
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  • July 23 Meeting Synopsis

    Posted by Lake Stevens School District on 7/27/2020 11:00:00 AM

    The group focused on our next two guiding questions in this session:

    • If offering choice of a fully online option for students in LSSD, what are considerations that need to be kept in mind?
    • If we have a blended learning model at any level, what are considerations that need to be kept in mind?

    *Recognition that we may need to look at something different for our youngest learners

    Before breaking out in subgroups to discuss the above guiding questions, we spent some time reviewing the important features of an LMS as brainstormed and prioritized by the group:

    Compatibility with Google Suite (including Read&Write for Google) Easy, secure access for students, families and across staff teams Assignment management: scheduled distribution, submission, collection and feedback Differentiation and accessibility features/tools Facilitates communication with all stakeholders individually, in groups and as a whole User friendly system to learn, utilize and navigate.

    Then we previewed the next steps for recommendation of a consistent LMS: formation of a subgroup representative of a cross-section of educators from LSSD to review the prioritized features from the Online workgroup and determine if those features are available and robust enough in familiar learning management systems and establish next steps from that conversation. A goal for the new subgroup is to have a recommendation for the administrative team by the end of next week.

    Following the LMS conversation we looked at the important features of asynchronous and synchronous video tools as brainstormed and prioritized by the group:

    Both Synchronous and Asynchronous

    • Chrome compatible
    • Easy to learn, access, implement and use
    • Consistent, reliable closed captioning
    • No time limits

    Synchronous

    • Security controls
    • Teacher control of features and their use
    • Works with low bandwidth access or ability to adjust bandwidth
    • Allows for collaboration (student to student and with multiple educators)
    • Allows for screen sharing

    Asynchronous

    • Teachers and students able to record and share video including what is on their screen
    • High quality audio
    • Ability to make it interactive

    Similar to the next steps for an LMS, this information will be forwarded the LMS/Video Tools subgroup to review and ultimately make a recommendation to the administrative team.

    The group then engaged in a process to prioritize the principles of online instruction developed from the previous session. This priority list will help to inform professional learning for our teachers and staff.

    The second half of the meeting focused on the two guiding questions for the session. In breakout groups, teams addressed the goal to identify considerations for fully online options as well as a blended learning model through the lens of students, families and staff. This conversation generated a comprehensive list of questions, ideas and items to think about and consider for each of the potential models being considered for school this fall. Facilitators will work to meld all of what the group generated and bring them back for the group’s review in the next meeting.

    The next meeting is July 27 and will focus on the following guiding questions:

    • Once we have a framework for online instruction, what considerations for family, educator and student training need to be considered?
    • What are the considerations for a “Pivot Plan” if we need to move to an online-only environment for a school or the whole district due to a mandated closure?
    • What are the considerations for equitable access for staff and students?
    Comments (-1)
  • July 21 Meeting Synopsis

    Posted by Lake Stevens School District on 7/22/2020 10:50:00 AM

    The group focused on our first two guiding questions in this session:

    • What principles of online instruction (synchronous and asynchronous) would effectively support high levels of student engagement, rigorous and differentiated learning and tiered support to drive professional learning for our staff?
    • What does our survey data tell us about considerations for digital “Core 4” tools?

    In breakout groups, the goal of the first hour was to identify principles of online instruction (synchronous and asynchronous) that would effectively support high levels of student engagement, rigorous and differentiated learning and tiered support to drive professional learning for our staff?

    From these conversations 4 themes were identified as pillars of online instruction:

    • Consistency
    • Connections with and among students and staff
    • Core Instruction: accessible, purposeful, rigorous new learning
    • Tiered, differentiated instruction

    In our next meeting the group will spend some time identifying areas within the above themes that are the most important for us to consider when preparing for professional learning and for facilitating online learning this fall.

    The group then transitioned into a conversation about features of a Learning Management System and synchronous/asynchronous video tools that support the instructional principles identified in the first hour as well what we found in research and personal experiences. After a brainstorm activity, the group then engaged in prioritizing the most important features of each type of platform. This list of prioritized features will help to inform decisions related to learning management systems and other “Core 4” tools.

    The group’s next meeting on July 23 will focus on the next two guiding questions:

    • If offering a choice of a fully online option for students in LSSD, what are considerations that need to be kept in mind?
    • If we have a blended learning model at any level, what are considerations that need to be kept in mind?
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  • July 1 Meeting Synopsis

    Posted by Lake Stevens School District on 7/8/2020 12:00:00 PM

    After reviewing the workgroup’s goals and guiding questions we spent time explaining the technology landscape of LSSD before and during school closure this past spring. We identified the various platforms and applications that student/families, teachers/staff and tech support were challenged with accessing and navigating.

    Next, we reviewed the idea of Core 4 and spend some time defining each of the components of Core 4:

    Home Base (Learning Management System): A platform for sharing and organizing assignments and assessments, providing feedback, sharing content, communicating with students and families

    File Storage: A place to store files and content that is easily accessible and consistent across the system.

    Synchronous Video Tool: An application that allows for live connections with students/families and staff.

    Asynchronous Video Tool: An application that allows for recording lessons, messages, communication, etc. that can be shared with students and families.

    Hopes and Fears: Lastly, the group engaged in an activity to surface its hopes and fears around what online instruction could look like this fall in order to provide further guidance in making recommendations for our model. A couple of new guiding questions were formulated from our groups hopes and fears.

    Four subsequent meetings were scheduled for later in July and some expectations were established for independent research from some provided resources to inform our conversations in future meetings.

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