Lower School

More than 78% of Lower School parents were very satisfied or satisfied with the virtual learning plan. We will address concerns and make improvements to the plan in the remaining weeks of school year. 

1. Our virtual learning plan includes a combination of synchronous and asynchronous learning, which is designed to provide students with valuable social connections and interactive learning as well as supported independent time to complete tasks. LS students are meeting synchronously with teachers between 100-120 minutes per day for five days a week. Additionally, all students have an hour of optional guided independent work time with their teachers in which they can ask questions and receive extra help.
    
2. When you break down all of the learning activities that happen in a brick and mortar classroom, some of them are dependent upon everyone being in the same room at the same time (discussion, debate, student collaboration and group work) and others are completed individually (students reading, writing, answering questions related to content, watching teacher -created videos).  The balance of synchronous and asynchronous activities allows learning to continue without having students sitting in front of screens for seven hours a day.
    
3. Our learning plan is designed to support the unique needs of our young learners while being mindful of the demands that virtual learning places on LS parents in particular.

We value all of our areas of study and the connections the children have to their teachers and each other in these environments. Porter-Gaud educates the whole child, and we don’t want to lose that vital aspect of our mission at this crucial time.

There are no plans at this time to make significant changes to the schedule.  We find that the structure and routine that come from a predictable schedule are highly valuable in this learning environment. The work requirements are dependent on the learning that is taking place each day. 
 

We have built time into the daily schedule (11:00-12:00 pm) for teachers to work with students individually and in small groups.  This additional help can be requested by students, teachers, or parents.

1. As teachers work with students, they continually assess progress through class participation and student work.  The See Saw platform allows teachers to assign work to students, assess it, and  share feedback with students on their performance. Details on student progress will be shared during LS Parent Conferences as well as in the final report cards, which will look exactly like the ones you have received previously this year. If there is a skill we have been unable to assess, we will indicate that with a N/A (not assessed) on the report card. 

2. Special Area Teachers continue to work with students in their respective areas of study.  Because they only have the opportunity to work with each class once a week, their ability to assess progress is a bit more limited.  However, they are focusing on what is most important and are looking for student participation and, when appropriate, are analyzing performance on given assignments.
 

1. The virtual learning plan ensures that all students are on track to be promoted to the next grade.

2. Teachers are carefully monitoring student progress and working closely with each of them.
We are on track to cover all grade level skills and content in reading, math, writing, and social studies. We will update and review our curriculum maps prior to the summer so that we can make any necessary adjustments in the fall. 

3. We will work closely with MS faculty to ensure a smooth academic transition from 4th grade into 5th grade.
 

1. As we start the 20-21 school year, we will use the diagnostic tests in IXL as well as other standardized tests to confirm that our students have progressed as we expected towards grade level skills.  We will use this data along with our own records of the fourth quarter curriculum to determine any adjustments that might need to be made to the curriculum during the 20-21 school year.  

2. While we are unable to administer the ERB tests in grade 3 and 4 this spring, we are considering offering ERB testing in the fall. This data will further inform any curricular adjustments that might be needed.
 

1. On Monday, June 1st, LS students and teachers will participate in a virtual field day.

2. On Tuesday, June 2nd, LS students will virtually gather with their homeroom classes to celebrate the end of the school year.  We will share specific meeting times for each of these activities by May 7th. Tuesday, June 2nd will be the final day of school activities for grades 1-3.

3. The fourth grade celebration will be held the morning of Wednesday, June 3rd.  Details about this celebration will be shared by May 7th. 
 

We are currently discussing a range of options for Lower School students to continue learning over the summer. These include enhanced summer work, optional camp opportunities (virtual or, if possible, on campus), and an expanded Jump Start program in August.  Virtual tutoring has been and will continue to be available through the Lyceum program.

As we coordinate the return of materials, library books and distribution of yearbooks, we will collect the work completed in the learning bundles. Please submit work from learning bundles as-is, we want all students focused on current assignments/work. Details regarding pick-up and drop-off of materials will be shared in the coming weeks.
 

Our Board of Trustees, Head of School DuBose Egleston, and the leadership team are running several models for the start of the 2020-21 school year. We will keep our parents updated with those plans as they are finalized.