The Elisabeth Morrow School
Inspiring Achievement and Character in Students for 90 Years.

Track 2: Remote

EMS staff recognizes that each family must make decisions for the physical and mental health of their members, and as a result, some students may elect to remain Remote for the 20-21 school year. 

As educators, we want to be clear that we believe strongly in the evidence that the best learning environment for children is the one provided in person. Children are social creatures and isolation at this age presents real challenges to development. We also acknowledge that children are unique individuals, some of whom may thrive in an online learning environment. 

There is a process through which each family will need to ask for permission to be part of the Remote Track, and this Track is available for all students.

Remote is not the same as Flex. Remote is a long term, not temporary solution for the 20-21 school year (or until COVID-19 circumstances dramatically shift, ie: vaccine readiness). While we will allow for students and families to evaluate Remote and In-Campus experiences and shift within the first month of school if the chosen Track is not a right fit, we will not allow students to transition back and forth between the two. As families are painfully aware from the experiences of spring 2020, these shifts have significant effects on the student, family, classroom peers, and staff and should be minimized. 

In the Remote Track, parents are an important partner in education, and the commitment for those parents cannot be understated. There are additional technological, space, and support requirements for Remote learning and they should be carefully considered. EMS is committed to supporting our Remote Track students with all the emotional support and intellectual rigor our On-Campus students enjoy, and as much social interaction as we can. 

To participate in the Remote Track, families will need to fill out the form below. The deadline for this is 5 p.m. EST, Aug. 17, 2020. Each family will be contacted individually to discuss this with their division heads, and you will need to have a separate conversation with each division in which you have a child. 

Before you ask for this consideration, we urge you to view our “Remote Track Considerations for Families,” which appears below, and is available as a printable PDF. These are the considerations for successful Remote learning, and a baseline your division heads will be looking for you to have worked through before your phone call. 

Is Remote Right for My Child? 

Student Capacity

Area

Fully Ready (Autonomous Learner)

Almost Ready

Actions Required

Beginning (Adult Dependent Learner)

Persistence

Student, when encountering a challenging problem, keeps trying and seeks help. The student sets up a manageable schedule for themselves.

Student, when encountering a challenging problem, requires minimal coaching to keep trying and seek help. The student co-creates a manageable schedule for themselves.

Student, when encountering a challenging problem, requires an adult to stay on task and seek help. The adult is responsible for creating a manageable schedule.

Student, when encountering a challenging problem, requires constant monitoring and intervention to seek help. An adult manages the schedule and keeps the student accountable.

Time Management

The student develops a long-term plan for assignments and coursework. They keep daily task lists and use them to stay organized.

The student struggles to develop a long-term plan for assignments and coursework. They sometimes keep daily task lists and use them to stay organized.

The student does not develop long-term plans for assignments and coursework. They rarely keep daily task lists or use them to stay organized.

The student does understand planning for assignments and coursework. Someone else must keep and maintain task lists so that they stay organized.

Communication Skills

Communicates respectfully and clearly in online communications, including video meetings. Able to navigate chat communications in Google Classroom, Meet, and other tools as well as perform a phone call when they need assistance.

Communicates respectfully and clearly in most online communications, including video meetings. Able to navigate chat communications in Google Classroom, Meet, and other tools as well as perform a phone call when they need assistance.

Struggles to communicate online, both in text and video meetings. Requires assistance in navigating chat communications in Google Classroom, Meet, and other tools as well as perform a phone call when they need assistance.

Fails to communicate online, both in text and video meetings. Requires an adult to navigate chat communications in Google Classroom, Meet, and other tools as well as perform a phone call when they need assistance.

Technical Skills

Student can create new documents, use a word processing program, navigate the Internet, and download software. (We provide instructions on how to use the school's learning management system and other online tools, but do not cover the basics.)

Student can usually create new documents, use a word processing program, navigate the Internet, and download software. (We provide instructions on how to use the school's learning management system and other online tools, but do not cover the basics, gaps may be mitigated by having a higher degree of home capacity.)

Student needs assistance to create new documents, use a word processing program, navigate the Internet, and download software. (We provide instructions on how to use the school's learning management system and other online tools, but do not cover the basics. Requires a high degree of home capacity.)

Student cannot create new documents, use a word processing program, navigate the Internet, and download software. (We provide instructions on how to use the school's learning management system and other online tools, but do not cover the basics. Students in this category require direct adult supervision in the home for all aspects of learning.)

Reading and Writing Skills

Student is an excellent reader, above grade level, and reads and writes both with physical materials as well as with digital mediums. Can type above 50 words per minute.

Student reads at grade level. They read and write both with physical materials as well as with digital mediums that are levelled for them. Can type above 30 words per minute. (Requires a higher degree of home capacity).

Student reads below grade level or at a level below that precludes independent online tool use. They read and write both with physical materials as well as with digital mediums that are levelled for them. Cannot type above 20 words per minute. (Requires a high degree of home capacity).

Student reads below grade level or at a level that precludes independent online navigation. They are somewhat capable of reading and writing with adequate scaffolding and time. They require audio components for online success. Has some familiarity with keyboard layout. (Requires a high degree of home capacity).

Motivation & Independence

The online student wants to succeed. They demonstrate independence, internal motivation, responsibility, and a certain level of maturity. (May mitigate aspects of home capacity).

The online student may want to succeed. They are developing independence, internal motivation, responsibility, and a certain level of maturity. (May mitigate some aspects of home capacity).

The online student may care about success. They sometimes demonstrate independence, internal motivation, responsibility, and a certain level of maturity. (May be mitigated by aspects of home capacity).

The online student does not pursue success. They do not, or only occasionally, demonstrate independence, internal motivation, responsibility, and a certain level of maturity. (Requires high degrees of in home capacity).

Healthy Study Environment

Student has and maintains a quiet place to work free from distractions like television, computer or video games, and disruptive family members. They turn off unnecessary devices and choose to focus on their school work rather than web-based distractions, such as social media, video sites, and click/search blackholes. Their work space is comfortable: height of chair, keyboard, and screen. Lighting is equal to screen brightness in order to prevent eye strain.

Student usually has and maintains a quiet place to work free from distractions like television, computer or video games, and disruptive family members. They turn off unnecessary devices and choose to focus on their school work rather than web-based distractions, such as social media, video sites, and click/search blackholes. Their work space is comfortable: height of chair, keyboard, and screen. Lighting is equal to screen brightness in order to prevent eye strain.

Student sometimes has a quiet place to work free from distractions like television, computer or video games, and disruptive family members. Their work space requires changes to be comfortable: height of chair, keyboard, and screen. Lighting does not support healthy eye care.

Student needs a quiet place to work free from distractions like television, computer or video games, and disruptive family members. Their work space is uncomfortable: height of chair, keyboard, and screen. Lighting causes discomfort and eye strain.

 

Home Capacity

Area

Fully Ready

Almost Ready

Actions Required

Beginning

Material Readiness

Family has all the materials needed to be successful in a virtual environment, including hardware, software, Internet, manipulatives, textbooks, etc. These materials are accessible. 

Family has almost all the materials needed to be successful in a virtual environment, including hardware, software, Internet, manipulatives, textbooks, etc. Plans are in development to achieve full material compliance.

All materials needed to be successful in a virtual environment are in the process of being acquired. Family is not ready at this time.

Materials are being identified and acquired in order to make learning accessible. Family is not a candidate at this time.

Use Readiness

Students, parents, and other stakeholders have access to training regarding the Remote Learning Program and the proper use of the learning management. Competence in systems, synchronous and asynchronous, has been demonstrated.

Students, parents, and other stakeholders have access to training regarding the Remote Learning Program and the proper use of the learning management. Competence in systems, synchronous and asynchronous, is developing.

Students, parents, and other stakeholders have access to training regarding the Remote Learning Program and the proper use of the learning management. Competence in systems, synchronous and asynchronous, requires additional practice.

Students, parents, and other stakeholders have access to training regarding the Remote Learning Program and the proper use of the learning management. Competence in systems, synchronous and asynchronous, requires more training.

Reliable Access

Family has full and reliable access to support, hardware, software, and human resources to enact remote learning.

Family has improving, verging on full and reliable, access to support, hardware, software, and human resources to enact remote learning.

Family has inconsistent access to support, hardware, software, and human resources to enact remote learning.

Family does not have access to support, hardware, software, and human resources to enact remote learning.

Adult Presence

Family will provide adult supervision at all times of online learning.

Family will provide adult supervision during all synchronous learning times and will provide reduced supporting during asynchronous learning.

Family will not provide adult supervision during synchronous or asynchronous learning times but will have adult support available in the home.

Family provides no adult supervision or support in the home.


Request Remote Learning

(Click here to fill out form if you cannot see it above)


 

Chilton House

Guiding Philosophy

As always, Chilton House is committed to offering Early Childhood and Kindergarten programs that are responsive to both children and their families. 

In an effort to provide as impactful and engaging a program as possible, Chilton House planned to offer only an On-Campus Track, with a Flex option in short-term quarantine scenarios. Following the release of the EMS re-entry plan, we discovered that there was, in fact, a desire and need for an Early Childhood and Kindergarten Remote Track which would allow our students to benefit from our exemplary program with more flexibility. 

**We will be offering a Remote Track to students enrolled in our 3s, 4s and Kindergarten classrooms. 

Children in our remote program will enjoy a well rounded educational experience that offers:

  1. A dedicated, experienced remote teaching specialist 
  2. A responsive, individualized approach that takes into account both student stamina and family schedules
  3. Social interactions and learning with classroom peers
  4. A focus on emotional growth and wellness
  5. Core subjects: math, language, and literacy
  6. Special subjects: science, Spanish, physical education, music, art, and gardening
  7. Synchronous and asynchronous learning opportunities
  8. Family support, especially during periods of transition
  9. Access to tech support team

Sample Schedule

Sample Remote Schedule for 3s and 4s
NOTE: "S" means synchronous and "A" means asynchronous. Schedules are subject to change as faculty and staff make modifications to meet the needs of remote learning.

 

Activity

Type of Learning

9:00 - 9:10

Morning Yoga/Stretch

S

9:15 - 9:30

Morning Meeting

S

9:30 - 10:15

Home Project/Activity Based on Unit of Study

A

10:15 - 10:30

Snack

A

10:30 - 11:00 

Specials Activity (Science, Art, PE, Spanish, Music, Gardening) 

A

11:20 - 11:35

Read Aloud/Discussion

S/A

11:40 - 12:00

Journaling/Fine Motor Work

A

12:00 - 1:30

Lunch/Rest

A

2:00 - 2:30

Work Share/Closing

S

2:30 - 3:30

Open Office Hours/1:1 Meetings/Family Meetings

S

Sample Remote Schedule for Kindergarten
NOTE: "S" means synchronous and "A" means asynchronous. Schedules are subject to change as faculty and staff make modifications to meet the needs of remote learning.

 

Activity

Type of Learning

8:45 - 9:00

Log on to Morning Meeting/Chat with Friends

S

9:00 - 9:20

Morning Meeting

S

9:20 - 10:00

1:1/Small Group Instruction/Independent Work for Core Academics

S

10:00 - 10:15

Snack

A

10:15 - 11:00 

1:1/Small Group Instruction/Independent Work for Core Academics

S

11:00 - 11:30

Brain Break/Movement Activity

A

11:30 - 12:00

Creativity Work

A

12:00 - 12:30

Lunch

A

12:30 - 12:45

Chores/Personal Responsibilities

A

12:45 - 1:15

Rest/Independent Reading

A

1:15 - 2:00

Specials Class (Spanish, Science, Art, Music, PE, Gardening)

A
2:00 - 2:15

Read Aloud

S
2:15 - 2:45

Group Share/Closing Meeting

S
2:45 - 3:45

Open Office Hours/1:1 Meetings/Family Meetings

S

The remote teacher will work with each family to ensure that remote schedules are management within family structures, as students will require support and participation from an adult.


 

Little School

Guiding Philosophy

We seek to continually review our Remote Learning Program for quality and rigor. There are four major standards that we look to in evaluating our program. The policy describes how we regulate participation, adherence to state and federal laws and regulations, and our specifications on teacher evaluation and professional development. Program design covers how we implement our mission statement into the remote learning platforms. Curriculum and instruction describe our alignment to standards, performance goals, pedagogical practices, rigor, personalization, and assessment. Lastly, we evaluate our capacity to include resources availability, management of platforms, stewardship of the Remote Learning Program, and our administration of the program and stakeholders.

The major components of our plan are: 

  1. Two designated faculty members to facilitate an online school program 

  2. Instructional strategies that are responsive to individual student needs

  3. A blend of synchronous and asynchronous learning 

  4. A combination of full group, small group, and 1:1 instruction 

  5. Project-based learning

  6. A focus on human connection/emotional wellness 

  7. Regular virtual office hours for student and family support 

Social Interaction and SEL

In Little School, all of our students, Remote and On-Campus, participate in a daily morning and closing meeting together. These meetings have long been a tradition of Little School, and focus on community and global citizenship. 

Our Remote Track students will form their own Cohorts and Sections, and as such will also form their own social circle, and we, as staff, will foster and encourage those connections. Because we recognize that successful remote learning at this age range is fundamentally different in nature from in-person instruction, our Remote Track students will not participate in general classroom activities alongside our Track 1 students, and that was a decision made only after significant research and consideration. The Remote Track will parallel On-Campus Track studies, while subscribing to the specific needs of our students at home. 

EMS is devoted to developing healthy individuals and our commitment to supporting the SEL needs of students working remotely is a priority. Opportunities to meet in small groups or 1:1  with our Director of Counseling and Wellness are built into the weekly schedule.

The EMS philosophy of knowing every child is just as important in our Remote Track, and we are committed to ensuring that our students and families feel part of the EMS community and supported. 

Accountability and Assessment

We seek to review our Remote Learning Program for quality and rigor continually. There are four major standards that we look to in evaluating our program. 

  1. Participation, adherence to state and federal laws and regulations, and our specifications on teacher evaluation and professional development. 

  2. How we implement our mission statement into the remote learning platforms. 

  3. Our alignment to standards, performance goals, pedagogical practices, rigor, personalization, and assessment. 

  4. Resources availability, management of platforms, stewardship of the remote learning program, and our administration of the program and stakeholders.

Both our On-Campus and Remote faculty and staff are receiving professional development on remote learning strategies and technologies, project-based learning, and additional training in developing culturally responsive classrooms to prepare for the upcoming school year. 

For the purposes of maintaining our high EMS standards, not only will your Remote student be monitored daily by qualified teachers online, they will be monitored by a teacher from the On-Campus Track as well, based in the Cohort they’d attend on campus. Weekly check-ins with your child’s EMS advisor are a required component of the Remote Track. 

Daily Schedule & Academics

We will schedule small group math and reading sessions and writing and social studies classes that parallel the topics in our face-to-face classes. Our Specials curriculum reflects an interdisciplinary, project-based approach. Students will engage in hands-on experiences enriched by the collaboration of the Little School STEAM team of educators. Our Remote teachers will facilitate and coach students throughout their online experiences including in the area of STEAM. It is our goal to have students in both physical and remote classes collaborate with one another. Music, PE, and instrumental lessons (grades 3 and 4) will offer a combination of asynchronous and synchronous instruction. 

Asynchronous studies in science, art, library science, technology, and health and wellness supplement the live instruction components. As students experience challenges in their remote learning experience, our remote educators will provide individual support by arrangement and through regular help hours.
 

 

Monday

Tuesday

Wednesday

Thursday

Friday

8:30

Post Plans

Post Plans

Post Plans

Post Plans

Post Plans

9:00

Morning Meeting

Morning Meeting

Morning Meeting

Morning Meeting

Morning Meeting

9:30

Math group A

Math group A

Math group A

Math group A

Math group A

9:50

Math group B

Math group B

Math group B

Math group B

Math group B

10:10

Math group C

Math group C

Math group C

Math group C

Math group C

10:30

Brain Break/Snack

Brain Break/Snack

Brain Break/Snack

Brain Break/Snack

Brain Break/Snack

11:00

Language Arts group A

Language Arts group A

Language Arts group A

Language Arts group A

Language Arts group A

11:30

Language Arts group B

Language Arts group B

Language Arts group B

Language Arts group B

Language Arts group B

12:00

Lunch

Lunch

Lunch

Lunch

Lunch

12:20

Free time/Recess

Free time/Recess

Free time/Recess

Free time/Recess

Free time/Recess

1:00

Language Lab 

Meeting/Social Studies

Language Lab 

Meeting/Social Studies

Meeting/Social Studies

2:15

PBL

PBL

PBL 

PBL 

PE

 

Specials, PE and Library

Our Specials curriculum reflects an interdisciplinary, project-based approach. Students will engage in hands-on experiences enriched by the collaboration of the Little School STEAM team of educators. Our Remote teachers will facilitate and coach students throughout their online experiences including in the area of STEAM. It is our goal to have students in both physical and remote classes collaborate with one another. Music, PE, and instrumental lessons (grades 3 and 4) will be a combination of asynchronous and synchronous instruction. 

Remote Library Science instruction would include a rigorous research program as well as an exploration of different literature genres.


 

Morrow House

Guiding Philosophy

In Morrow House, there is great emphasis placed on the development of independence and development of social confidence due to the increased capacity of this age group. With these in mind, we approach Remote learning more Flexibly. 

Our Remote learners will participate in most of the same experiences alongside our  On-Campus learners. They will follow the same schedule as if they are on campus, participate in class as if they were there in person, and engage with their schoolmates by logging online each day. 

Social Interaction and SEL

Maintaining a daily schedule, interacting with peers, and even learning how to engage socially online are all important facets of our students' development. We believe that, after great consideration, this is the best method for students at this age range to learn and develop socially. 

The school psychologist will be available to our Remote families as needed. 

Accountability and Assessment

As students experience challenges in their remote learning experience, our Remote educators will provide individual support by arrangement and through regular help hours. Our entire EMS staff stands ready to help our Remote students succeed. 

Our teachers assess in many ways. Assessments are a form of feedback that helps students improve. They also allow students to demonstrate the skills and knowledge they have gained. At EMS, our assessments are designed based on the outcomes, or goals, we set for students.

Our assessments take many forms and may include standards-based assessments, growth assessments, and outcome assessments. Assessment formats may vary but can include written, video, and journal responses as formative assessments in addition to tests, projects, and quizzes. Assessments utilize rubrics so that we can accurately measure student progress.

Daily Schedule & Academics

Remote learners will follow the same schedule as if they are on campus.

We’re modeling a 10-day schedule, based on a Monday-Friday calendar, and will switch from semesters to trimesters to better accommodate co-curricular and Specials. 

We expect to have our final schedule ready to release by August 10th, 2020. 

Specials, PE and Library

We understand that Remote students will also need supplies to fulfill the Specials programming. We are currently determining the best and safest solution to get these supplies in the hands of parents. Either we will offer timely supply lists, or will supply materials for pickup at the school. 

When On Campus students report to PE classes, their Remote counterparts will also take place in activities. These may include following a video instruction from our PE staff, or written direction.  Students in our Remote Track will have their physical activity levels monitored by the Director of Athletics  to ensure they remain active. 

Our 7th and 8th graders in various athletic programs will utilize recorded videos and written instruction. They’ll use reporting technology to supply our PE staff with data on how they’re completing their athletic requirement.Our Morrow House students have access to our librarian for help in locating resources for books. We recommend local libraries, and use of online apps.Students in remote learning will fulfill their music requirements according to the requirements set out by the Music Department.

Read about Track 3:Flex ->