SanfordConnected Distance Learning Plan

SanfordConnected Distance Learning Plan JANUARY 2021

LEARN WITHOUT LIMITS

“We really miss our Sanford family but we are still receiving a great experience through SanfordConnected. The same care and attention to detail that we see during the regular school year is evident during distance learning. Whether it is singing to our kids on Zoom for their birthdays, doing educational projects, or staying connected with lunch bunch, we continue to feel the love from P the Sanford community.” –L S ower chool

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Table of Contents Distance Learning Plan Overview...................................................................................................................................................................................................................................................................2 Academic FAQs...............................................................................................................................................................................................................................................................................................................4 Lower School Distance Learning.....................................................................................................................................................................................................................................................................5 Middle School Distance Learning............................................................................................................................................................................................................................................................... 10 Upper School Distance Learning................................................................................................................................................................................................................................................................. 15 Acknowledgments...............................................................................................................................................................................................................................................................................Back Cover

Our Mission Sanford School identifies and develops the intellectual and creative talents of a diverse group of students. Within a caring and supportive college preparatory environment, students are encouraged and challenged to achieve their finest in academics, athletics and the arts. Our ultimate goal is to teach students to live humanely within the Sanford community in order to prepare them to meet the demands and responsibilities of the future in the broader world.

Our Views on Diversity Throughout the school’s history, Sanford has celebrated and respected the unique talents of our community members. We continue to create an inclusive, nurturing environment that instills a healthy respect for differences. Sanford values diversity at our core, including, but not limited to: culture, ethnicity, race, spirituality, gender, gender identity, sexual orientation, learning styles, socio-economic status, and interests.

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Distance Learning Plan Overview Sanford School is committed to delivering a dynamic educational experience for all students. There are rare occasions, though, when external circumstances or world events will impinge upon our ability to operate the campus or our faculty’s ability to teach on-site. For this reason, we have developed SanfordConnected—a plan to ensure continuity of learning, intellectual engagement, and purposeful connection for and with our students and to preserve their love of learning.

The following distance learning plan outlines an approach to maintaining instruction and learning using alternate methods and digital and online resources in the event of an extended period of remote learning or campus closure. It focuses on the distance learning platforms; flexible, age-appropriate approaches teachers will use; and our school community’s social-connectedness efforts to ensure continuity of our students’ education and Sanford School experience should an event cause a disruption in campus operations.

In the event of such an emergency, the Head of School and the division heads will share information regarding the implementation of SanfordConnected—Sanford’s distance learning program.

The Role of the Leadership Team In the event of a major disruption of campus operations or urgent campus closure, Sanford School’s Executive Leadership Team will convene to assess the situation and make recommendations for the school’s response.

The Head of School will maintain close communication with the President of the Board of Trustees, who will provide input to the Leadership Team in the planning and response to any situation that leads to a protracted school closure. The Head of School will then make the decision to close Sanford’s campus and initiate the distance learning plan.

Depending on the cause for campus closure, the school may be required to delay the initiation of the distance learning plan but will communicate about its timing as soon as possible. For instance, in the event of a natural disaster such as a hurricane or tornado, we may need to stabilize the campus infrastructure (i.e., information technology network, digital platforms, physical campus, buildings and systems, etc.) before we are able to initiate online instruction. We will communicate with students, parents/ guardians, and employees using the Sanford School website and email, including the exact date for the beginning of distance learning for students and the designated workdays for faculty and staff to initiate remote work.

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SanfordConnected: Sanford School’s Distance Learning Approach We all recognize that distance learning cannot replicate the kind of learning experience that takes place in a dynamic and inspiring school environment where talented teachers and bright students engage through personal daily contact and nuanced discussion.

When such an experience cannot be possible, there are many alternative and effective approaches available to our teachers in order to continue instruction and engage students in meaningful learning and a sense of connection. The use of the most effective technological tools for teaching and learning in the classroom is not new to Sanford School. At all grade levels, our teachers are accustomed to using technology to advance learning goals for students.

In a distance learning mode, teachers make use of a range of technological tools and online platforms that are already available to them and their students, ensuring greater familiarity. By using these familiar tools, our students can adapt easily and smoothly to a distance learning approach. Students continue to engage in learning by reading a range of texts and materials designed to develop critical reading skills as well as provide content knowledge in specific subject areas. Students also continue to develop math skills by solving problems on paper as well as using online platforms to submit work and receive feedback. While not an exact substitute for classroom learning, teachers can maintain productive and developmentally appropriate lessons using a broad range of resources, approaches, and methodologies. All of that is supplemented by an emphasis on maintaining a sense of community—a hallmark of the Sanford experience.

Guidelines for Parents/Guardians We understand that a shift to a distance learning approach is challenging and will require our students and families to make adjustments. A continued partnership with parents/guardians is a vital part of ensuring students’ success. Division heads, teachers, advisors, and counselors are all available to support and guide students should they need help. Below are some guidelines for parents/guardians to enable students to become successful at distance learning:

The frequency of the communications will depend on your child’s age, developmental stage, and level of independence. Teachers and advisors are available as willing resources for your child and for you, especially if extra support is required to address a challenge.

Please keep in mind that our teachers will need to be in regular communication with all of their families, so we ask that you be mindful when communicating with teachers, strive to be succinct, and focus on the essentials.

Help Your Child Establish a Regular Schedule, Routines, and Consistency. Once Sanford initiates our distance learning program, it will be important for parents/guardians to help students establish and maintain a schedule for their day, beginning with a regular bedtime and wake-up time each day. While some students may want to stay up late and sleep in, establishing a regular school day routine will help your child retain a sense of normalcy and stay engaged in learning. Be sure to help your child build in breaks during the school day for connection, relaxation, fun, and exercise. Breaks like these are a great way to recharge and refuel for distance learning tasks. Creating and following a consistent, healthy plan helps manage expectations (both children’s and parents’), helps to create a sense of normalcy and purpose within the day, and provides structure around long days at home that can feel overwhelming.

Encourage Independence and Allow for Productive Struggle.

Stay engaged in your child’s learning by asking them questions and having them share their thoughts while encouraging their independence so they can take ownership of their own learning.

Some productive struggle is essential to learning, so we ask that parents allow their children to grapple with problems and come up with ideas for tackling them. Stepping in too quickly to help solve problems will deprive your child of the opportunity to learn, try new approaches, and gain greater independence and confidence. If your child becomes discouraged and/or overwhelmed by schoolwork, please reach out to your child’s teachers, advisor, or division counselor.

Stay Engaged with Their Learning. Your experience and level of involvement will vary based on the age of your student. In general, though, in addition to checking in at regular intervals throughout the day, begin and close each “school day” with a brief, specific check-in to ensure that your child is successfully engaging in distance learning. Reach out to your child’s teacher or homeroom teacher/advisor if you observe your child struggling to stay focused. Setting clear expectations with your child about regular school-day hours will help your child maintain a schedule and stay on top of his or her schoolwork.

Create a Work Space for Your Child. Productive learning relies on a conducive environment. We recommend that you create a separate, quiet space in your home for your child to study. The family room sofa with close proximity to a television or your child’s bedroom may not be the optimal place for your child to learn. We suggest choosing an open area in the family living space (kitchen table, dining room, etc.) to avoid isolating your child and to allow parents/guardians to monitor learning and screen activity.

A room with a strong wireless connection will also be important.

Stay in Communication with Your Child’s Teachers. Your child’s teachers, advisors (Grades 7–12), and the division heads will maintain regular communication with parents/guardians.

Help your Child Maintain Social Contact with Peers. It will be very important for your child to stay in social contact (through virtual means) with their friends and peers during a campus closure. Encourage your child to interact with friends through virtual meetings, phone conversations, or letter writing. They can form study groups created by their teachers or informal groups that they develop on their own, as well as participate in SanfordConnected activities offered in each division. Social interactions, even through virtual means, will help your child stay connected and feel a part of the Sanford community.

Encourage Physical Activity and Movement. Physical movement and exercise are vital to maintaining physical and mental health, reducing stress and anxiety, and improving concentration and focus for more effective learning and retention.

Our physical education teachers and coaches may develop online activities and training plans for students, as the situation warrants.

Online exercise programs are also available for people of all ages.

Consider using Zoom to create group workouts with friends and family members.

Monitor Student and Family Stress. Parents should monitor student stress levels and reach out to division-specific counselors for advice and support as needed. Though the campus may be closed, our counselors are available for online meetings and calls with parents and students.

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Academic FAQs Below are some anticipated questions with responses.

For more detailed information on each division’s distance learning approach, please see the appropriate section below.

How will the school ensure that my child is continuing to learn?

Teachers have been working closely with administrators and instructional technology coordinators to develop lesson plans using online platforms and digital resources to ensure continuity of learning for students. Students will continue to be engaged with their teachers through a range of developmentally appropriate methods, including video, online discussions, email, and phone communication.

Teachers, Sanford’s administrators, advisors, and counselors will be available to communicate with students and parents on an ongoing and regular basis during a campus closure to ensure that individual student learning needs are being met.

How will my child be graded? Will my child earn credits toward graduation?

All students will continue to receive feedback and earn grades (Grades 4-12) or evaluations (PS–Grade 3) for their schoolwork. Teachers will ensure that meaningful learning is taking place and use a range of approaches to assess student learning and determine student grades/evaluations. These will be entered into progress reports and report cards and, for Upper School students, on official academic transcripts, adhering to the academic calendar deadlines and schedule.

What resources are available if my child begins to face challenges with learning?

Your child’s teacher is your first resource if your child faces learning difficulties. Teachers will make themselves available to speak with students and their parents directly as well as providing one-on-one support by Zoom, Google Meet, or phone. In addition to your child’s teachers, advisors and counselors are available to provide one-on-one support for your child, either by Zoom, Google Meet, or phone. If your child begins to struggle with learning, please reach out to your child’s teacher, advisor, counselor, or division head so we can put additional support in place.

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My child is becoming extremely anxious about the situation that has led to the campus closure. What resources does Sanford School have to support my child?

Children and families who experience heightened anxiety should consult with their pediatricians and/or psychologists.

Our school nurse and counselors can offer some guidance to support students. They can also provide referrals for professional support. During a campus closure, parents and guardians are encouraged to monitor students’ mental health and seek outside support as needed.

Prolonged screen time can make it very challenging for my child to learn. An extended campus closure will make learning very difficult for my child. What support can the school provide?

Prolonged screen time is a concern for children of all ages with no diagnoses, but can be particularly challenging for students with learning differences or emotional challenges.

Your child’s teachers, advisors, and division-specific counselor/learning services coordinator can provide additional support for students through one-on-one Zoom sessions and phone check-ins. Not all distance learning is dependent on extended periods of screen time. Students will continue to be assigned work that will need to be completed without screens, including reading, writing, solving math problems, hands-on projects, and other special projects.

Teachers have been asked to be mindful of the kinds of assignments they are creating to avoid overdependence on screen use. Please reach out to your child’s teacher, advisor, or division counselor if you observe your child having difficulties focusing due to increased screen time.

My child is not feeling well and is not able to engage in learning.

Is there a way to report an “excused absence” so he won’t be penalized for not engaging in distance learning?

If your child becomes ill while Sanford is using a distance learning approach, use the protocols established by your child’s division for reporting your child’s “absence” from school. Your child’s teacher will work with your child and with you to ensure that he or she is able to make up any missed work and provide necessary extensions for assignment deadlines.

Lower School Distance Learning The goals for the Lower School distance learning plan are to offer a variety of lessons and activities to engage children so they can learn and grow, maintain and fine-tune their acquired skills, and create a sense of connection and community. Rather than ask children at the early years and elementary levels to spend more time on a screen than is developmentally appropriate, we will provide independent opportunities for them to read, write, share ideas, explore, create, play, and move.

Lower School teachers will use familiar and predictable structures to meet the needs of our children. Our children will regularly receive a warm greeting from their classroom teachers and lessons/learning missions from their teachers (specials and classroom), much as they would normally see on regular school days. The Lower School will use Topics pages on mySANFORD HUB for families to quickly and easily access each day’s work and activities, with the information available 24 hours in advance. Once the Head of School announces a campus closure, students and parents will receive additional information from the Head of Lower School and classroom teachers.

Lower School students in Grades 1–4 will take home a Sanford School device and charger to use during our distance-learning period.

The devices should only be used for school functions, and students and families should review the Responsible Use Policy and expectations laid out in the Lower School Handbook. Many of our technology platforms (e.g., Google Workspace, Topics pages, etc.) are not device dependent, so families may choose to access the learning platforms through family devices, such as phones, laptops, etc.

Certain learning apps, however, may be preloaded onto each child’s device, so students would need to use the school-issued Chromebooks or iPads to access those learning apps.

Technological Tools, Digital Resources, and Platforms Channel

Users

Description

Email

Faculty, Staff, and Families

Email will be used for all major announcements from the school, including the Head of School and Head of Lower School. Faculty and staff will continue to use email to communicate with families. Families may use email to reach out to teachers with questions, and teachers may use it to communicate academic instructions.

mySANFORD HUB Messaging System

Students in Grades 2–4

Students in Grades 2–4 may be given access to the messaging system available on mySANFORD HUB in order to communicate directly with their teachers.

mySANFORD HUB

Faculty, Staff, and Families

mySANFORD HUB will continue to be the central location for students to locate class agendas and materials, assignments, grades, and attendance. Parents may also access resources and information here.

Topics Pages

Faculty, Students, and Families

All faculty will utilize Topics pages in mySANFORD HUB to provide all teaching plans, materials, links, assignments, and instructions for submitting student work on a weekly basis. Students should start each week and each day by consulting the Topics pages for each course.

Zoom

Faculty, Students, and Families

Zoom will be used for synchronous classes, meetings, and for delivering one-on-one support.

Learning Apps

Student and Teachers

Students will use familiar technology, apps, and programs such as Seesaw, Xtra Math, Spelling City, and Starfall, which may come preloaded on students’ iPads (Grade 1) or Chromebooks (Grades 2–4). Teachers may assign reading using Reading A–Z (as well as RAZ Kids) as part of the reading activity each day. Not all programs will be used by students in all grades.

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Roles and Responsibilities in Lower School Roles

Lower School Leadership Team (LS Head, LS Counselor and

Learning Services Coordinator,

LS Administrative Assistant)

Responsibilities › Establish clear communication channels to all constituencies › Provide ongoing updates to families and faculty/staff › Support all constituents in shifting to our distance learning plan › Support teachers in developing and implementing high-quality instruction and feedback in the

distance-learning model

› Provide models and/or examples of strong distance learning units, lessons, feedback, and projects › Be a model of flexibility, optimism, creativity, and openness

Classroom Teachers and Specials Teachers (Science, Technology, PE, Visual and

Performing Arts, World

Languages, Library)

› Collaborate with Lower School faculty members to design daily distance learning

Specials Teachers (Science,

Technology, PE, Visual and

Performing Arts, World

Languages, Library)

› Provide weekly learning opportunities for children at each grade level

Reading Instructors

› Communicate regularly with classroom teachers to provide support for small groups and one-on-one

Lower School Counselor and

Learning Services Coordinator

experiences for students

› Foster a sense of community and connectedness between and among students and families › Leverage technology to allow for personalized and differentiated learning › Be a model of flexibility, optimism, creativity, and openness

› Be mindful of and creative with the resources/tools families have in their homes › Develop engaging projects for children

sessions, as well as provide support and resources to teachers.

› Provide faculty, staff, and families with resources relevant to mental health and wellness › Monitor the wellness of students and families and provide interventions or resources as needed › Communicate regularly with families whose students receive accommodations and additional support › Be accessible to all community members

School Nurse

› Send community-wide tips, strategies, and updates to support health and wellness

Technology Team

› Develop tutorials for faculty/staff about how to use the tools provided

› Provide professional counsel to leadership team based on medical research

› Develop tutorials for families to problem-solve common technology challenges › Be available as a help desk for all faculty/staff and students to provide on-demand support › Continually monitor the needs of faculty/staff and students and provide ideas, inspiration,

and troubleshooting support

¡Hay mucho mucho verde en la foto!

Do you think Sean’s sea turtle likes the plant as camouflage?

Gracias a Sean

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Students and Families We encourage all students to participate in SanfordConnected distance learning during a campus closure. We ask that parents of students who are unable to participate reach out to the child’s teacher to discuss your family’s situation.

Student Roles and Responsibilities (as developmentally able/appropriate) › Establish a daily routine for your school work › Find a comfortable, distraction-free place in your home where you can work › Check mySANFORD HUB each day to check your messages (Grades 2–4 only) and learn about your assignments (all grades) › Complete all daily assignments as needed › Do your best to meet deadlines › Put forth your best effort › Abide by the Lower School Honor Code and the Responsible Use Policy for using technology › Find opportunities each day to engage in physical activity › Communicate with your classroom teachers regularly and ask for help when needed

For questions about…

Reach out to…

A lesson, assignment, etc.

Your classroom or specials teacher

A technology problem

The technology department webhelp@sanfordschool.org

A social-emotional concern

Mrs. Rashkind, Lower School Counselor and Learning Services Coordinator rashkinds@sanfordschool.org

Any other questions

Mrs. Zimmer, Head of Lower School zimmerl@sanfordschool.org Mrs. Carlisle, Assistant to Head of Lower School carlisleh@sanfordschool.org

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Family Roles and Responsibilities Because of the age of children in Lower School, we ask that families play a significant role in encouraging their children to engage in meaningful learning.

That said, we acknowledge and empathize with the stress of a distance learning situation and know that the list below is a daunting task, especially for younger children, students with learning differences, or when balancing a variety of responsibilities. We therefore encourage families to monitor their collective stress levels, take breaks when it feels like learning or relationships are suffering, and reach out proactively for support when you run into challenges. › Establish routines and expectations for your child › Establish beginning and end-of-day check-ins with your child › Help your child create a comfortable, distraction-free place to work › Help your child check messages (Grades 2–4 only) and access assignments daily (all grades) › Monitor communications from the school and your child’s teachers daily › Partner with your child’s teachers and reach out should any challenges arise › Help your child to plan out their work for the day and check in to keep them focused and on task › Take an active role in your child’s learning and assist them in walking through instructions when needed › Help your child submit their work through the channels laid out by the teacher › Provide opportunities for your child to play and move outside › Take advantage of opportunities to engage your child in specials activities or other creative pursuits › Encourage your child to stay connected to friends, both through talking about schoolwork and questions, and also in other ways › Be mindful of your child’s physical and emotional health › Reach out to the counselor as needed › Monitor your child’s screen time and help them build in breaks › Set clear rules around using technology for social interactions and monitor usage › Be a calm, non-anxious presence for your child › Be a supportive partner of teachers and the school

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For questions about…

Reach out to…

A lesson, assignment, etc.

Your child’s classroom or specials teacher

A technology problem

The technology department webhelp@sanfordschool.org

A social-emotional concern

Mrs. Rashkind, Lower School Counselor and Learning Services Coordinator rashkinds@sanfordschool.org

Any other questions

Mrs. Zimmer, Head of Lower School zimmerl@sanfordschool.org Mrs. Carlisle, Assistant to Head of Lower School carlisleh@sanfordschool.org

SanfordConnected by Grade Level The tables below may be refined, based on feedback and observations from SanfordConnected in action, in ways that we feel will improve the experience for our students, families, and teachers, alike.

Preschool–PreK Skills and Content (flexible timing per day) › Community meetings › Emergent literacy activities, games, stories, and songs focused on language development, vocabulary, comprehension, and phonological awareness › Emergent numeracy activities, games, and real-life experiences focused on counting, sorting, shapes, patterns, and problem solving › Games and activities created to support cognitive, physical, and social-emotional development. This might include maker challenges, physical

exercises, mindfulness work, friendship skills, art projects, board games, etc.

› Specialty classes (library, music and movement, outdoor exploration)—not every class meets every day › Exploratory challenge or community work (journal opportunity via drawing, photography, writing, etc.)

Kindergarten–Grade 2 Skills and Content (flexible timing per day) › Community meetings › Reading lesson focused on building word attack strategies for deepening comprehension, followed by 15 minutes or more of reading in “just right”

books independently

› Word work focused on phonics, spelling, and handwriting › Writing lesson, task, or prompt focused on a particular genre, craft technique, or writing strategy, followed by 10 minutes of independent writing based

on the assignment at hand

› Combination of math lesson, activities, workbook, or games focused on number sense, basic addition/subtraction, or problem solving › Specialty classes (library, science, visual and performing arts, physical education, technology, world languages)—not every class meets every day › Exploratory challenge or community work (journal opportunity via drawing, photography, writing, etc.)

Grades 3 & 4 Skills and Content (flexible timing per day) › Community meetings › Reading lesson or task focused on building strategies and deepening comprehension, followed by 30 minutes or more of reading independently › Word work focused on phonics, spelling, and handwriting › Writing lesson or prompt focused on a particular genre, craft technique, or writing strategy, followed by 20 minutes of independent writing based

on the assignment at hand

› Combination of math lesson, activities, workbook, or games focused on concepts, skills, or content of unit › Specialty classes (library, science, visual and performing arts, physical education, technology, world languages)—not every class meets every day › Passion project or community work (journal opportunity)

The goals for SanfordConnected in Lower School are to create a sense of connection and community and offer a variety of lessons and activities that engage children so they can learn, grow, and maintain and fine-tune their acquired skills.

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Middle School Distance Learning The goals for our SanfordConnected distance learning plan are to keep our Middle School children engaged in their learning, while also providing them with meaningful opportunities for connection and community. Once the Head of School has announced a campus closure, students and parents will receive additional information from the Head of Middle School and teachers.

Technology and Resources If needed, each Middle School student will be permitted to take their school-issued Chromebook and charger home during distance learning. Chromebooks should only be used for school purposes, and students should continue to follow the Honor Code and the Responsible Use Policy signed at the start of the school year. Many of our technology platforms are not device dependent, so families may choose to access the distance learning platforms and resources through family devices, such as desktops, laptops, tablets, or phones.

Channel

Users

Description

Email

Faculty, Staff, Students, and Families

Email will be used for all major announcements from the school, including the Head of School and Head of Middle School. Faculty and staff will continue to use email to communicate with families. Students may use their email to reach out to teachers with questions or to submit work, and teachers may use it to communicate academic instructions to the class.

mySANFORD HUB

Faculty, Students, and Families

mySANFORD HUB will continue to be the central location for students to locate class agendas and materials, assignments, grades, and attendance. Parents may also access resources and information here.

Topics Pages

Students and Faculty

All faculty will utilize Topics pages in mySANFORD HUB to provide all teaching plans, materials, links, assignments, and instructions for submitting student work on a weekly basis. Students should start each week and each day by consulting the Topics pages for each course.

Google Workspace

Students and Faculty

Google Docs™, Google Classroom™, and other Google tools will be used by our students for collaborative work and to receive direct feedback from teachers.

Google Hangout will be used for communication. Teachers will create a group for each class.

Zoom

Faculty, Students, and Families

Zoom will be used for synchronous classes, meetings, and for delivering one-on-one support.

Learning Apps

Students and Faculty

There are different tools and means of content delivery that may vary based on subject.

Students may be interacting with familiar or new learning tools to optimize the experience, including Loom, Pear Deck, digital interactive workbooks, Padlet, online discussion forums, Socratic Pro, and others. Not all students will use all apps.

Please see individual Topics pages and communications from teachers about expectations related to distance learning.

Library Resources

Students

Students will continue to have home access to digital library resources.

This includes the UDLib/Search program with over 50 databases and eBooks. See Sanford School Library Digital Resources for login information and all of the digital library resources available through mySANFORD HUB.

MS Sanford Students, Families,

Connected Website Faculty, and Staff

The MS SanfordConnected website (https://sites.google.com/sanfordschool.org/ sanfordschool-ms/home) is a resource students and parents can use during a period of distance learning. You will find tips to help students with completing work, staying organized, and navigating distance learning. The site will also showcase ways that students can stay connected with members of the community. The site will be live within 48 hours of implementing SanfordConnected.

Scanner App

Students will need access to a scanning app to submit work. Please use this method of submission rather than taking pictures with a phone camera.

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Students and/or Families

Roles and Responsibilities in Middle School Roles

Middle School Leadership Team (MS Head, MS Dean of Students,

MS Counselor and Learning

Services Coordinator, MS

Administrative Assistant)

Responsibilities › Establish clear communication channels to all constituencies › Provide ongoing updates to families and faculty/staff › Support all constituents in shifting to our distance learning plan › Foster a sense of community and connectedness between and among students and families › Support teachers in implementing high quality instruction and feedback in a distance learning model › Provide models and examples of strong distance learning units, lessons, and projects › Be a model of flexibility, optimism, creativity, and openness

Middle School Faculty

› Collaborate with other members of teams and departments, as appropriate, to design

distance learning instruction for students

› Foster a sense of community and connectedness between and among students and families › Provide students and families with timely communication and feedback › Leverage technology to allow for personalized and differentiated learning › Offer office hours and/or extra help sessions as needed each week › Create an array of assessments that allow for the ability to gauge student progress during distance learning › Create ways to continue to collect information and provide feedback that will allow for grades to be reported

for report cards/transcripts

› Be a model of flexibility, optimism, creativity, and openness

Homeroom Teachers/Advisors

› Check in individually with each advisee on a regular basis › Meet regularly as an advisory group › Communicate regularly with families about student progress and wellness › Monitor student progress and communicate with teachers of advisees when needed

Health, PE, and Athletics

› Develop a bank of exercises, physical activities, and Warrior Workout challenges for community members

to engage in to support physical and mental health

› Create a menu of PE and Health activities for students in Grades 5–6 › Conduct regular Health classes for Grades 7–8 students who are enrolled › Communicate athletics season information from DIAA as we learn it › Be a model of flexibility, optimism, creativity, and openness

Middle School Counselor and Learning Services Coordinator

› Provide supplementary support to students who struggle with the independence this model requires › Communicate regularly with classroom teachers to provide support for students › Support teachers in scaffolding/modifying/differentiating lessons and assignments › Communicate regularly with students/families who receive accommodations and support › Provide supplementary materials for students who may benefit from additional practice to shore up skills/gaps › Provide faculty/staff and families resources, appropriate language, and talking points

to help demystify the situation and guide students during this time

› Partner with families and faculty/staff to identify patterns of mental health concern and also facilitate

connections to outside providers if there is a need for individual intervention

School Nurse

› Be accessible to all community members › Proactively send community-wide tips, strategies, and updates to support health and wellness

Technology Team

› Develop tutorials for faculty/staff about how to use the tools provided › Develop tutorials for students to problem-solve common technology challenges › Be available as a help desk for all faculty/staff and students to provide on-demand support › Continually monitor the needs of faculty/staff and students and provide ideas, inspiration, and

troubleshooting support

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Students and Families All students are expected to participate in distance learning. Any learning activities or assessments not completed will need to be worked on outside of the scheduled time. In exceptional circumstances or illness, parents of students who are unable to participate should notify the school as they would for any school absence by emailing the Assistant to the Head of Middle School, and those students will be given special consideration.

Student Roles and Responsibilities › Establish a daily routine for your schoolwork › Find a comfortable, distraction-free place in your home where you can work › Check mySANFORD HUB Topics pages each day to learn about the expectations for each class for the day › Perform tasks as outlined by teachers on Topics pages and seek clarification from teachers on any assignments where you need it, preferably

during the scheduled class block

› Follow the norms of online communication as set out by the Responsible Use Policy signed at the beginning of the school year and by teachers

for a given class

› For classes meeting “live,” log in to real-time (synchronous) video services designated by your teacher (Zoom) for dialogue with teachers and

members of your classes. All synchronous class meetings will be scheduled according to the time slots in the SanfordConnected schedule.

Students must have video on and faces showing unless a teacher directs otherwise. Individual teachers will communicate expectations for students regularly. › Put forth your best effort › Abide by the Middle School Honor Code and the Responsible Use Policy for using technology › Do your best to meet deadlines › Find opportunities each day to engage in physical activity › Communicate with your classroom teachers and advisors regularly and ask for help when needed For questions about…

Reach out to…

A lesson, assignment, etc.

Your subject area teacher

A technology problem

Ms. Nightengale, Middle School Technology Coordinator nightengalej@sanfordschool.org The technology department webhelp@sanfordschool.org

A social-emotional or academic concern

Ms. Gregor, Middle School Counselor and Learning Services Coordinator gregorc@sanfordschool.org

Any other questions

Mrs. Amendum, Head of Middle School amendume@sanfordschool.org Mrs. Perkins, Assistant to the Head of Middle School perkinsk@sanfordschool.org

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Family Roles and Responsibilities As we implement our distance learning plan, we ask that families play a role in ensuring that their children engage in meaningful learning and reach out proactively should they run into any challenges. › Establish routines and expectations for your child › Establish beginning and end-of-day check-ins with your child › Help your child create a comfortable, distraction-free place to work › Help ensure that your child is checking email and assignments daily › Monitor communications from the school and your child’s teachers › Partner with your child’s teachers and reach out should any challenges arise › Help your child to plan out their work for the day and check in to keep them focused and on task › Establish clear expectations that your child’s work must be their own and that they should abide by the Middle School Honor Code › Take an active role in your child’s learning and assist them in walking through instructions when needed › Encourage your child’s independence in working through a question on their own as best they can › Help your child submit their work through the channels laid out by teachers › Encourage your child to stay connected to friends, both through talking about academic work and questions, and also during

advisory/homeroom and community activities.

› Provide opportunities for your child to find time in the day to engage in physical activity › Be mindful of your child’s physical and emotional health › Reach out to the counselor/learning services coordinator, homeroom teachers/advisors, and administrators as needed › Monitor your child’s screen time and help them build in breaks › Think about ways to relax or take breaks that do not involve screens › Set clear rules around using technology for social interactions and monitor usage › Be a calm, non-anxious presence for your child › Be a supportive partner of teachers and the school › Remind students that they should not expect to spend significantly more or less time on their studies. Attention to academic studies should remain

as high as when students are at school.

For questions about…

Reach out to…

A lesson, assignment, etc.

Your child’s teachers (but encourage your child to be the first point of contact)

A technology problem

Ms. Nightengale, Middle School Technology Coordinator nightengalej@sanfordschool.org The technology department webhelp@sanfordschool.org

A social-emotional concern

Your child’s advisor or Ms. Gregor, Middle School Counselor and Learning Services Coordinator

Any other questions

Mrs. Amendum, Head of Middle School amendume@sanfordschool.org Mrs. Perkins, Assistant to Head of Middle School perkinsk@sanfordschool.org Mr. Schneider, Dean of Middle School Students schneiderm@sanfordschool.org Ms. Gregor, Middle School Counselor & Learning Services Coordinator gregorc@sanfordschool.org

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Class and Activity Expectations: Grades 5–8 Classes and Activities

Approximate Time Per Week

5th & 6th Classes

CORE CLASSES Math, Reading, Language Arts, English, Social Studies, Science › Synchronous: 45-60 minutes per class session, 2x/week › Asynchronous: 15-30 minutes additional per class/week World Language › 2 synchronous sessions/week: 1 85-minute block, 1 40-minute block › Session 1 Synchronous: 45-60 minutes per class session Asynchronous: 15-30 minutes additional per class › Session 2 Synchronous: 20-30 minutes per class session Asynchronous: 10-20 minutes additional per class SPECIALS › At the beginning of your assigned class time, follow the directions that are posted on the Topics page for your class. › Teachers will utilize a combination of synchronous and asynchronous activities during their assigned class times.

7th & 8th Classes

CORE CLASSES Math, Reading, Language Arts, English, Social Studies, Science, World Language › Synchronous: 45-60 minutes per class session, 2x/week › Asynchronous: 15-30 minutes additional per class/week ELECTIVES › During the three weekly elective periods, students will participate in either their scheduled elective or a community activity. › Students will attend Health and most of the visual and performing arts classes. › At the beginning of each elective period, students should sign on to the Topics page for the elective they are enrolled in and follow the directions posted on the page.

Homeroom/Advisory

Daily Attendance and Homeroom/Advisory Time › Each morning students will check in for attendance via either Google Hangouts or ZOOM. › Attendance in the scheduled homeroom/advisory ZOOMS is mandatory.

Community Activities

Activities created to support social connectedness, lasting 30-45 minutes Activities might include mindfulness work, art projects, virtual games, baking, participation in music compilations, ZOOMing with peers, playing Bingo with residents at Cokesbury Village, Community Challenges, etc.

Independent, Self-Guided Activities

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Students are encouraged to participate in creative and physical activities throughout the week.

Options might include reading for pleasure, connecting with a personal passion, practicing an instrument, signing, dancing, creating art, building, running, playing a sport, etc.

Upper School Distance Learning In Upper School, distance learning provides students a continuity of our academic program while also providing flexibility for students and families. All Upper School courses provide a combination of synchronous and asynchronous experiences for students to continue their learning. The Head of Upper School will increase communication, so that students and families have clear and detailed instructions around logistics and expectations.

Technology and Resources Channel

Users

Description

Email

Faculty, Staff, Students, and Families

Email will be used for all major announcements from the school, including the Head of School and Head of Upper School. Faculty and staff will continue to use email to communicate with families. Students may use their school email to reach out to teachers with questions or to submit work, and teachers may use it to communicate academic instructions to the class.

mySANFORD HUB

Faculty, Students, and Families

mySANFORD HUB will continue to be the central location for students to locate class agendas and materials, assignments, grades, and attendance. Parents may also access resources and information here.

Google Chat

Students and Faculty

Each class, advisory, club, team, and other student group will have a Google Chat group that includes all members. Students will communicate through Google Chat with advisors for attendance purposes. Faculty will send reminders or quick updates through Google Chat. Students may use Google Meet to ask questions or provide information to the class.

Zoom

Students and Faculty

Zoom may be used for synchronous classes, meetings, and for delivering one-on-one support.

Topics Pages

Students and Faculty

All faculty will utilize Topics pages in mySANFORD HUB to provide all teaching plans, materials, links, assignments, and instructions for submitting student work on a weekly basis. Students should start each week and each day by consulting the Topics pages for each course.

Library Resources

Students

Students will continue to have home access to digital library resources.

This includes the UDLib/Search program with over 50 databases and eBooks. See Sanford School Library Digital Resources for login information and all of the digital library resources available through mySANFORD HUB.

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Roles and Responsibilities in Upper School Roles

Responsibilities

Upper School Leadership Team (US Head, US Dean of Students,

US Counselor and Learning Services

Coordinator, Director of Student Activities,

Director of College Counseling, Administrative Assistant) US

› Establish clear communication channels to all constituencies

Upper School Faculty

› Collaborate with other members of teams and departments, as appropriate, to design distance learning

› Provide ongoing updates to families and faculty/staff › Support all constituents in shifting to our distance learning plan › Provide guidance, models, and/or examples of strong distance learning units, lessons,

feedback, and projects

instruction for students (see later section for more details)

› Foster a sense of community and connectedness between and among students › Provide students with timely communication and feedback › Offer office hours once per week › Create ways to continue to collect information and provide feedback that will allow for grades to be

reported for report cards/transcripts

Advisors

› Check in individually with each advisee on a regular basis › Meet weekly as an advisory group › Communicate regularly with parents about student progress and wellness › Monitor student progress and communicate with teachers of advisees when needed

Health and Athletics

› Conduct regular Health classes for those students enrolled › Stay connected to students athletes through virtual coach-team member interactions and suggested

sports activities to engage in

› Communicate athletics season information from DIAA as we learn it › Be a model of flexibility, optimism, creativity, and openness

College Counseling Team

› Support seniors through the admissions process, including advising and responding to questions from

students and parents, making calls to college admissions offices, etc.

› Guide juniors through the College Class, including the student autobiography, researching college options,

directing students to online resources, advising on financial aid, offering advice on standardized testing, academic courses, and extracurricular activities › Stay in close communication with the Upper School administration › Upload senior transcripts into SCOIR and ensure that senior transcripts are sent to colleges Upper School Counselor and

Learning Services Coordinator

› Communicate regularly with classroom teachers to provide support for students › Support teachers in scaffolding/modifying assignments › Communicate regularly with students who receive accommodations and learning support › Make referrals for students who may benefit from additional practice to shore up skills/gaps › Provide faculty/staff and families resources to help them guide students during this time › Monitor the wellness of students and families and provide interventions or resources as needed

School Nurse

› Be accessible to all community members › Proactively send community-wide tips, strategies, and updates to support health and wellness

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Student and Families All students are expected to participate in distance learning. Any learning activities or assessment not completed will need to be worked on outside of the scheduled time. Parents of students who are unable to participate in distance learning for a given period of time should notify the Assistant to the Head of Upper School as they would for any school absence.

Student Roles and Responsibilities › Establish a daily routine for your schoolwork › Find a comfortable, distraction-free place in your home where you can work › Check email and Topics pages each day to learn about the expectations for your work for each class during the day › Perform tasks as outlined by teachers in Topics pages and seek clarification from teachers on any assignments as needed › Follow the Honor Code at all times regarding the integrity of your work › Follow the norms of online communication as set out by the Responsible Use Policy signed at the beginning of the school year and by teachers

for a given class

› Review and follow Upper School SanfordConnected expectations › For classes meeting “live,” log in to real-time (synchronous) video services designated by your teacher (Zoom) when classes would normally occur for

dialogue with teachers and members of your classes. Students must have video on and faces showing unless a teacher directs otherwise.

› Put forth your best effort and communicate with your teachers whenever you have academic questions or if you believe you are not meeting

class expectations

› Communicate with classroom teachers, US counselor and learning services coordinator, administrators, and/or your advisor if you need any support

For questions about…

Reach out to…

A lesson, assignment, etc.

Your teachers

A technology problem

The technology department webhelp@sanfordschool.org

A social-emotional concern

Ms. Satinsky, Upper School Counselor and Learning Services Coordinator, satinskys@sanfordschool.org

Any other questions

Mrs. Smith, Head of Upper School smithabbi@sanfordschool.org Mrs. Spencer, Assistant to Head of Upper School spencerc@sanfordschool.org Mr. Waterman, Dean of Students watermans@sanfordschool.org Ms.Satinsky, Upper School Counselor and Learning Services Coordinator satinskys@sanfordschool.org Mr. Zimmer, Director of College Counseling zimmerc@sanfordschool.org

The use of the most effective technological tools for teaching and learning in the classroom is not new to Sanford School. At all grade levels, our teachers are accustomed to using technology to advance learning goals for students.

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Family Roles and Responsibilities As we implement our distance learning plan, we ask that families play a role in ensuring that their children engage in meaningful learning and reach out proactively should they run into any challenges. › Establish routines and expectations for your child › Establish beginning and end-of-day check-ins with your child › Help your child create a comfortable, distraction-free place to work › Help ensure that your child is checking email and assignments daily › Monitor communications from the school › Help your child to plan out their work for the day and check in to keep them focused and on task if needed › Establish clear expectations that your child’s work must be their own and that they should abide by the Upper School Honor Code › Encourage your child to stay connected to friends, both through talking about academic work and questions, and also in other ways › Provide opportunities for your child to find time in the day to engage in physical activity › Be mindful of your child’s physical and emotional health › Reach out to counselors, advisors, and administrators as needed › Monitor your child’s screen time and help them build in breaks › Think about ways to relax or take breaks that do not involve screens › Be a calm, non-anxious presence for your child › Be a supportive partner of teachers and the school › Remind students that they should not expect to spend significantly more or less time on their studies. Attention to academic studies should

remain as high as when students are at school.

For questions about…

Reach out to…

A lesson, assignment, etc.

Your child’s teachers (but encourage your child to be the first point of contact)

A technology problem

The technology department webhelp@sanfordschool.org

A social-emotional problem

Your child’s advisor or Ms. Satinsky, Upper School Counselor and Learning Services Coordinator satinskys@sanfordschool.org

Any other questions

Mrs. Smith, Head of Upper School smithabbi@sanfordschool.org Mrs. Spencer, Assistant to Head of Upper School spencerc@sanfordschool.org Mr. Waterman, Dean of Students watermans@sanfordschool.org Ms. Satinsky, Upper School Counselor and Learning Services Coordinator satinskys@sanfordschool.org Mr. Zimmer, Director of College Counseling zimmerc@sanfordschool.org

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Class and Activity Expectations Classes and Activities

Approximate Time Per Week

All Classes (Core, Visual & Performing Arts, Electives)

Two 85-minute class blocks 2x/week with additional asynchronous work on Wednesdays

Office Hours

Teachers offer 1 hour on Wednesdays during which they are online and available to help

Advisory

Mandatory Zooms: 1x/week Student Attendance Check-ins via Google Chat 4x/week Regular 1:1 check-ins with each student

Community Activities

Club blocks on Tuesdays and Fridays Morning meeting 4x/week Additional clubs and meetings throughout the week

Sunday email

Every Sunday, all students receive an email with updates, information, and events for the week.

This expected reading helps students navigate the week ahead.

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“Although I missed being on Sanford’s campus, I am grateful for SanfordConnected. It was so nice seeing my teachers and friends every day.

My teachers made the lessons interesting by teaching in new and different ways. We also had fun projects to do. I enjoyed interacting with my friends on Zoom in small groups or as a class. We even had fun with Weekly Challenges and a virtual Field Day! Sanford made the best of an unusual situation and ’26 gave us a new Sanford experience. We are Warrior Strong!” –J W ana

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ashington

NO TALENT LIES LATENT

6900 Lancaster Pike, Hockessin, DE 19707

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302.235.6500

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www.sanfordschool.org

Acknowledgments We are grateful to our peer institution Sidwell Friends School in Washington, DC, for sharing their resources and plans for distance learning. © 2020 Google Inc. All rights reserved. Google Workspace, Google Docs,™ Google Classroom,™ and Google Meet™ are trademarks of Google Inc.