Bellingham Public Schools; August 2020; 1
Remote Learning Early Childhood Framework
This framework is grounded in our beliefs that the family is the 1st teacher, we meet children where they’re at, and
developmentally appropriate practices with a social and emotional, play-based focus is at the heart of a young child’s
education. The weekly schedule is based around when each family can attend the weekly conference. The individual learning
plan is designed first with the family needs and goals for their child. In partnership, the family and teacher decide together
what the weekly learning plan will look like and sound like for the child based on what the family needs, wants and can do
with their child. For any child, in any setting (childcare, at home with family, with siblings, with baby-sitter, etc.) the child may
only participate in asynchronous learning, if that is what the family decides. The weekly learning plan will look different for
each child.
Family
Teacher
Learning Plan
Bellingham Public Schools; August 2020; 2
Remote Learning Early Childhood Framework Overview
Family Conferences
1x/week with each family
(30-60 minutes)
Purpose: Connection, build relationship and partner
Action: Make learning goals with families based on strengths and connected to tier 1 instruction
SEL Instruction
1x/day
synchronous meeting
(<20 minutes)
Purpose: Community building and SEL learning
Action: Friendship Club and/or Closing Meeting to support SEL
goals
Tier 1 Instruction
3x/day
Synchronous teaching
(<20 minutes)
Teachers use quarterly academic benchmarks based on essential standards for tier 1 instruction.
All instructional videos (connected to the synchronous teaching experiences) will be
filmed and uploaded for viewing for families and students to
access each week.
Teachers give feedback to students digitally and/or family
conference
Small Group Instruction and
Enrichment
5-7x/week
synchronous teaching
(<20min)
Specialists can hold library, language, music class online. Can be synchronous and/or
asynchronous
Counselor and/or teacher holds daily friendship club for peer-to-
peer interaction
Bellingham Public Schools; August 2020; 3
Early Childhood Remote Learning Hold Tights (K-2)
One family conference will be held every week with each family via zoom or teams. Time decided upon in collaboration with families. Conferences will last between 30-60 minutes. Schedule is family driven first, then influenced by teacher’s schedule. A co-constructed a 2-week learning plan will be made for student in partnership with family. WaKIDS Whole-child Assessment Teaching Strategies GOLD® will guide family conferences, be used for assessment, and inform next steps for students. Three scheduled synchronous teaching experiences are available each day via zoom for families to engage in. The instruction directly connects to quarterly benchmarks. Lessons will be less than 20 minutes in length.
In addition, 5-7 small group or 1:1 individualized instructional experiences per week based on student need.
All instructional videos (connected to the synchronous teaching experiences) will be filmed and uploaded for viewing for families and students to access each week. Seesaw is used as a student portfolio system. It is the teacher’s window into the home learning. Daily feedback will be given in response to students’ posts. Activities can also be shared based on student need.
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Detailed Sample Schedule – K/1 Monday Tuesday Wednesday Thursday Friday
7:30-8:30 Planning Planning Planning
8:30-9:00 Synchronous class meeting + lesson
Synchronous class meeting + lesson
Synchronous class meeting + lesson
Synchronous class meeting + lesson
9:00-9:30 Family Meetings Family Meeting Family Meetings 1:1 Conferring Family Meeting
9:30-10:00 Small group instruction
10:00-10:30 Planning Small group instruction Family Meeting
Small group instruction
10:45-11:00 Break Break Planning/Collaboration (45 minutes)
Break
11:00-11:30 Synchronous Learning Synchronous Learning Synchronous Learning Synchronous Learning
11:30-12:00 Lunch Lunch Lunch Lunch Lunch
12:00-12:30 Small group instruction Small group instruction Planning/ Collaboration (45 minutes)
Small group instruction Small group instruction
12:00-12:45 Family Meeting Family Meeting Family Meeting Family Meeting
12:45-1:15 Synchronous learning Synchronous learning Teacher Office Hours
Synchronous learning Synchronous learning
1:15-1:30 Break Break Break Break
1:30-2:00 Teacher Office Hours Family Meeting
Professional Learning (90 min)
Family Meeting Family Meeting
2:00-2:30 Planning
2:30-3:00 Friendship Club Friendship Club Friendship Club Friendship Club
3:00 -5:30 Family Meeting (4:45-6:30)
5:30-6:30 Family Meeting
Planning (330 Min Total)
60 min 60 min 90 min 60 min 60 min
Bellingham Public Schools; August 2020; 5
Teacher Planning Template
Monday Tuesday Wednesday Thursday Friday
7:30-8:30 Planning Planning Planning
8:30-9:00 Synchronous class meeting + lesson
Synchronous class meeting + lesson
Synchronous class meeting + lesson
Synchronous class meeting + lesson
9:00-9:30
9:30-10:00
10:00-10:30
10:45-11:00 Break Break Break Break
11:00-11:30 Synchronous Learning Synchronous Learning Synchronous Learning Synchronous Learning
11:30-12:00 Lunch Lunch Lunch Lunch Lunch
12:00-12:45 Planning/ Collaboration (60 minutes)
12:45-1:15 Synchronous learning Synchronous learning
Synchronous learning Synchronous learning
1:15-1:30 Break Break Break Break
1:30-2:30 Planning
Professional Learning (90 min)
2:30-3:00
3:00 -5:30
5:30-6:15
Bellingham Public Schools; August 2020; 6
Detailed Sample Schedule—(Family)
Monday Tuesday Wednesday Thursday Friday
8:30-9:00 Synchronous learning
Synchronous learning
Synchronous learning
Synchronous learning
9:00-9:30 Learning Engagement (based on individual learning plan)
Family Meeting Small Group with Teacher
Learning Engagement (based on individual learning plan)
9:30-10:00 Learning Engagement (based on individual learning plan)
Learning Engagement (based on individual learning plan)
10:00-10:30 Small Group with Teacher
10:30-11:00 1:1 Conference with Teacher
Learning Engagement (based on individual learning plan)
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11:00-12:00 Lunch Lunch Lunch Lunch Lunch
12:00-12:30 Synchronous learning
Synchronous learning
Synchronous learning
Synchronous learning
Synchronous learning
12:00-12:30 PE Class Video
12:30-1:00 Music Class Video
Library Class Video
1:00-1:30 Synchronous learning
Synchronous learning
Synchronous learning
Synchronous learning
Synchronous learning
1:30-2:30
Work Time (Plan-Do-Review)
Work Time (Plan-Do-Review)
Work Time (Plan-Do-Review)
Work Time (Plan-Do-Review)
Work Time (Plan-Do-Review)
2:30-3:00 Friendship Club Friendship Club Friendship Club Friendship Club Friendship Club
Bellingham Public Schools; August 2020; 8
Childcare Schedule Option
Monday Tuesday Wednesday Thursday Friday
8:30-9:30 Kindergarten & 3rd grade Synchronous learning
Kindergarten & 3rd grade Synchronous learning
Kindergarten & 3rd grade Synchronous learning
Kindergarten & 3rd grade Synchronous learning
Kindergarten & 3rd grade Synchronous learning
9:30-10:30 1st grade & 4th grade Synchronous Learning
1st grade & 4th grade Synchronous Learning
1st grade & 4th grade Synchronous Learning
1st grade & 4th grade Synchronous Learning
1st grade & 4th grade Synchronous Learning
10:30-11:30 2nd grade & 5th grade Synchronous Learning
2nd grade & 5th grade Synchronous Learning
2nd grade & 5th grade Synchronous Learning
2nd grade & 5th grade Synchronous Learning
2nd grade & 5th grade Synchronous Learning
11:30-12:00 Lunch Lunch Lunch Lunch Lunch
This model would require remote learning para professionals to each childcare site. Some paras are assigned
to grades K-2 and some paras are assigned to grades 3-5. A para professionals could provide a class meeting,
movement break and stream-in an asynchronous learning video from classroom teachers of the children in the
childcare. Additionally, paras could support the instruction and student management.
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Remote Learning Components Tier 1 Instruction
Teachers use quarterly academic benchmarks based on essential standards for tier 1 instruction.
An instructional template can be used to support teacher’s instruction in remote learning setting.
Lessons Offer 3 whole group synchronous lessons/day,
based on district created scope and sequence (<20 minutes)
One classroom meeting (<20 minutes) 5-7 Additional Small Groups/1:1, based on
learning plans (<20 minutes) 1:1 student conferring teacher discretion
based on student need Specialists Students can engage in weekly specialists (3x/week) synch or asynchronously. Families choose based on availability and interest. Specialists provide weekly offerings YouTube Channel
Teachers post their weekly teaching through asynchronous videos
Beginning Launch Learning menus are provided for families to engage in while teachers are conferencing with each family 2x/week for the first 2 weeks of school for relationship building and assessment. Teachers will also post daily videos during this time.
Assessment Ages and Stages Questionnaire—as
assessment during the first two weeks In house TSG training in the fall for all K-
1 teachers Academics
K-Screen/PA via zoom
1st grade—BAS on zoom SEL Collaboratively place children on SEL in GOLD® with families
o First the teacher is listening and places o “This is what I think based on what I am
hearing, what do you think?” o By the end of the year, families are
uploading evidence of objectives to Seesaw
Play 60 minutes of play every day as an
expectation. The “review” of work time can happen in friendship club. If they can’t come to friendship club, students and families can post reflection, creation on Seesaw.
Teach families about plan-do-review
process and support SEL objectives. Distribute a rotation of Work Time
supplies. Para educators can support the delivery, pick up and cleaning of the supplies.
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Family Conferences Support Guide
Two-Week Sample Family Conference Cycle + Goals
Schedule is family driven first, and then influenced by teacher’s schedule
Purpose: 1. Building connections and relationships 2. Making learning goals with families based on strengths of the child and grounded in TSG and the essential standards/scope & sequence
Week 1 Connect and build a relationship with family Set learning goals in partnership Collaborate on how to meet goals by making a learning plan together (synchronous learning, home experiences,
resources, GOLD® connections, teacher YouTube channel, Seesaw, Teams) Collaborate on daily practice jobs to be integrated into home life (i.e. practice counting to ten every day when you
have a snack by counting ten crackers; look for shapes when you go on your daily walk) Collaborate to fill out a weekly planner together detailing the plans Weekly plans are stored online for collaborative use
Close with care 😊
Week 2 Connect and build a relationship with family Review learning goals and modify next steps in partnership—what’s working, what’s not? Open ended conversation “How can I support you?” (goal to ensure that family and child’s SEL and basic needs are
met)
Close with care 😊
Bellingham Public Schools; August 2020; 11
WaKIDS Connection: Teaching Strategies by GOLD
During family conferences, teachers will lean into GOLD® objectives as a conferencing tool. Together, teachers and
families can co-create goals aligned with GOLD®. Initially, teachers assess and place students on the continuum
through family conversations and questions. As the year progresses, teachers show objectives to families and
together, they can assess the child. With more familiarity with the assessment tool, families and teachers together
can choose which objective to focus on, building on student strengths and family input. Families can become familiar
with the tool throughout the year and begin to upload documentation to Seesaw pertaining to the objective chosen in
the family conference.
Teacher assess student using TSG
Through family conference conversations, teachers use MyTeachingStrategies®
Teacher begins showing family objectives
Families decide with the teacher which objective(s) they would like their student to work on.
Family increases use
Family might upload pictures, work samples to Seesaw portfolio based on learning objectives chosen.
Bellingham Public Schools; August 2020; 12
Early Childhood Remote Learning Opportunities (Family)
As the expert of their child, families lead and partner with teachers in developing and
supporting their child’s learning experience.
One weekly family conference will be held for 30-60 minutes with teacher to connect, build
relationships and support student growth.
A co-constructed two-week learning plan will be made for student in partnership with teacher.
Daily Work Time for 45-60 minutes in the home is encouraged and promoted with support from
teacher.
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Descriptions of Schedule Blocks
Synchronous Learning: Teachers convene students for whole class instruction lasting no more than 20 minutes via Zoom (or video platform). A
member from your family assists the kindergartner in accessing the Zoom meeting and camera on the Chrome Book or device provided by the
school district.
Learning Engagement (based on individual learning plan): During this time, you work with the child on ideas, generated during 1:1 family
conference time, recorded on the two-week individualized learning plan drawing from the instructional tasks in the right column.
Small Group with Teacher: The teacher will schedule <30 minute sessions with a small group of students to support English language arts,
mathematics, science, and cognitive and social emotional skills.
Friendship Club: Teacher and/or counselor will convene students together to focus on peer-to-peer interaction through games, songs, show-and-
tell, puppet shows, stories, etc. The purpose of this time is for students to see each other in a fun, interactive and engaging way. A member from
your family assists the kindergartner in accessing the Zoom meeting and camera on the Chrome Book or device provided by the school district.
Specialist’s videos: PE, Library Class, and Music class will take place in the form of asynchronous videos your child can watch and do on their own.
1:1 Conference with Teacher: Your child’s teacher will schedule a meeting, at a convenient time for your family, to discuss what you want most for
your child during the learning day. Your family may also discuss all the ways your family is already promoting healthy development, what your child
likes to do, the students’ strengths, successful and unsuccessful times of the day and daily routines. By the end of your conference, the family and
teacher will walk away with a co-created learning plan with connected, daily learning activities to work on with your child over a two-week period.
These activities could take place in your weekly schedule during Learning Engagement (up to 30 minutes of engagement with you or another
trusted adult). On the intervening week, your family will continue engaging in 1:1 conferences to check in with the family/teacher, modify/revise
the learning plan and possibly have some 1:1 instruction. Finally, this is a time when your teacher works with you to identify what learning
materials your school will deliver to your home to support your child’s activities, including the self-selected projects in their Work Time (Plan, Do,
Review) (described below).
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Work Time (Plan Do Review):
As part of the learning plan each week, families and teachers will discuss what ‘work time’ is, what it can look like and sound like, what materials
are needed and how to engage with your child during play. It is strongly suggested that students engage in 60 uninterrupted minutes of play. When
children embark on self-selected projects based on interest, they begin to understand the skills that have been presented to them throughout the
day and week in a deeper way. The process of “Plan-Do-Review” allows children to cement the skills and extend them by making meaningful
connections to their own life. When a student takes charge of their own learning, they engage fully and learn more than in adult-initiated tasks.
The roles of the family member and teacher are to create a rich learning environment where taking risks is a value and the students do all the hard
work of learning, while the adult merely serves as a facilitator.
Plan Do Reflect:
Plan: “Choice with Intention” Children make a plan for what they will do during a 60 minute (more or less) block of uninterrupted “work time”. The parent/guardian and/or
teacher helps the child articulate what they will do, including identifying possible choices, if the child is unsure. The process of planning encourages
children to articulate their ideas, intentions, and decisions. They increase their self-confidence and sense of control. Planning begins the process of
engagement in the learning leading to concentrated play that allows a child to move along a continuum with increasing complexity.
Do: “Develops Competent Thinkers, Decision-Makers, and Problem Solvers” As soon as the child has made their plan, they should begin. Provide for 60 minutes of dedicated time. Through the process of ‘do’ children carry
out their own ideas with the guided support of an adult. The adults are then able to observe, support, and extend the students’ play leading to a
deeper level of learning.
Reflect: “Remembering and Reflecting with Analysis” Once the plan has been finished, or the child has disengaged, review how things went. By using language and/or props the child should be
encouraged to share what they did, reflecting on what worked as anticipated, how they adjusted to challenges and what they might do differently
next time.
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The interactive learning style of kindergartners must be reflected in the structure of your family’s schedule.
Key considerations include:
Sedentary components of the day must be separated by the more active elements
Adults should plan as many learning activities outdoors as possible
Teachers will limit whole group times interactions to 20–30 minutes
There must be a balance of adult- directed and student-initiated activities
Outdoor time should take place at intervals throughout the day of at least 15 to 30 minutes in the morning and 30 minutes in the
afternoon
Plan at least 30 minutes for lunch to allow your child to eat a full meal without rushing
There should be 60–70 minutes of uninterrupted student directed learning time daily outdoors or indoors
As the year progresses, the kindergarten schedule should evolve as discussed in 1:1 Planning with your child’s teacher.