COVID safety protocols led to a different looking Lake Washington School District (LWSD) Culinary Competition this year. The event took place virtually with students cooking from their own kitchens.
Instructional Planning Workgroups
The Instructional Planning Workgroups (Elementary and Secondary) are developing plans for academic, social, and emotional learning at the elementary and secondary levels. These workgroups have been tasked with creating new and better approaches to curriculum instruction and assessment at each grade level based on what we’ve learned this year during our closure, and what we’re learning from schools and districts around the nation and internationally. The instructional plans are being designed to work with our return to school scenarios and to be inclusive of the needs of each student in our district.
Developing plans for academic, social, and emotional learning at the elementary and secondary levels.
- Create new and better approaches to curriculum, instruction and assessment at each grade level based on what we’ve learned this year during our closure, and what we’re learning from schools and districts around the nation and internationally.
- Develop guidelines and resources for high quality instruction whether delivered in-person with social distancing, synchronous, asynchronous, or with print materials.
- Leads: Mike Van Orden, Associate Superintendent of Teaching & Learning Services
Kelly M Pease, Director of Intervention Services and Literacy, K-5
Jen Rose, Director of Teaching and Learning Services, 6-12
- Elementary Workgroup Members:
- Grades K-5 teachers, program specialists, elementary administrators and central office administrators.
- Secondary Workgroup Members:
- Grade 6-12 teachers, program specialists, secondary administrators and central office administrators.
Workgroup Meetings (Bi-weekly through June, and to be scheduled through the summer)
May – Present: Development of resources and guidance for core content
June – August:
- Develop guidance around core standards, knowledge, and outcomes for content areas
- Define parameters for instructional experiences for students
- Develop “adaptable learning framework” and accompanying training for teachers
- Identify digital learning platform for adaptable learning
- Determine/finalize professional learning topics for teachers for August and 2020-21 school year
Feedback to Date:
What do stakeholders need to have in place for a successful teaching and learning experience in a blended learning environment?
- Limit the number of platforms on which parents need to operate is critical.
- Clear communications from teachers and the district.
- A clear understanding of what is essential for students.
- More live teaching.
- Connection to teacher and other students.
- Students need differentiation.
- One platform to access everything in a remote stetting.
- Students need consistency.
- Support in providing Social Emotional Learning to students either virtually or in person.
- Clear expectations about instruction, assessment, feedback, communication with families, digital tools, workday, workplace, etc.
- Streamlined technology platforms would be helpful.
- Professional learning on: remote learning, Social Emotional Learning and equity.