Chadwick International

Distance Learning Guide

Contents
01
Overview
Mission
01 Philosophy Statement
02 Approach
03 Student Well-being
04 Method of Instruction
05 School-wide Technology
06 Parent as Partners
07 Student Expectations

Village School
08 Division Communication
09 Schedule
10 Community Building
10 Technology Platforms
11 Teacher Expectations
11 Family Support

Middle and Upper School

12 Division Communication
13 Schedule
14 Community Building
14 Technology Platforms
15 Teacher Expectations
15 Family Support
Distance Learning Guide 01

Mission
Chadwick Schools develop global citizens with
keen minds, exemplary character, self-knowledge,
and the ability to lead.

Philosophy Statement
Chadwick Schools are deeply committed to self-discovery
through experience and reflection. Students develop the joy
of learning, self-confidence, well-being, and curiosity through
interactive and practical experiences. Our schools share the
Core Values of Respect, Responsibility, Honesty, Fairness and
Compassion.

Through active participation in an intentionally diverse and

inclusive environment, students make a positive impact within
and beyond their own communities. By living and learning in
a student-centered, collaborative atmosphere of excellence,
integrity and trust, we come to expect the best of ourselves
and others.
Distance Learning Guide 02

Overview
Approach
The arrival of the COVID-19 pandemic has required
a number of changes to our everyday lives. At times,
this situation has been challenging and unsettling for
many people. Faculty, staff, and students alike would
much prefer to be attending school together as a
community on Chadwick’s beautiful campus. It is in
times like these, however, that a strong, values-based
community like the one at Chadwick becomes most
important. The members of our school community
have put their minds and hearts together throughout
this crisis, and they have witnessed countless exam-
ples of individuals choosing to Lead by Example dur-
ing this difficult time. This is our great challenge and
also our great opportunity.

Chadwick will continue to improve its programming

and approach in order to offer the best possible
educational experience for our students.
Circumstances can change quickly, and the school
may need to adapt learning plans at any time based
on new and evolving information.

▶ Decisions will continue to be guided by the following priorities:

1/ The health and safety of our community members.

2/ The quality of our students’ educational experience.
3/ The overall well-being of our community members.
Distance Learning Guide 03

Overview

Student
Well-being
On campus, our schedule is designed to foster healthy minds, bodies, and spirits for an educational
experience that’s both academically and personally enriching. This whole-child approach is carried over
into distance learning.

Building Connections
All students need a sense of belonging and acceptance in order to thrive in the learning environment.
Teachers devote time in their classes to build relationships with students and to help students form
connections with each other. Time is also set aside in each division to build community beyond the
individual classroom.

Screen Time
While there is significant opportunity for students to receive synchronous instruction, distance learning
schedules also promote balanced routines and breaks from time in front of a screen. When and where
it is possible, teachers encourage students to complete their work with a paper and pencil or other
appropriate materials.

Counseling Office
The goal of the counseling office is to support each student’s social-emotional learning and growth.
Counselors in each division are fully available to students and parents while distance learning is in
session. Students or parents may schedule an individual Zoom meeting by reaching out to the
counseling office in their division.
Distance Learning Guide 04

Overview

Method
of Instruction
Whether on or off campus, Chadwick will continue to provide our students opportunities that foster
academic excellence, personal growth, and individual self-expression. Our faculty strive to offer students
access to the full depth and breadth of the Chadwick experience through distance learning
opportunities. While the environment and tools are different, teachers continue to meet the same
standards and curriculum goals as on campus. Student instruction includes a combination of
synchronous sessions and asynchronous lessons and assignments.

Discussion-based
Even as courses move online, they are designed for collaborative, student-led discussions where lessons
are related to the real world. Students question and reflect, draw their own conclusions, give and receive
meaningful feedback, and apply what they learn to their own lives. Students may participate in full class,
small group, and 1-on-1 meetings with faculty throughout the course of the week.

Learning Stylesarning Styles

Many students respond differently to the online learning environment. Some students may feel it is
easier to find their voice in an online setting, while others may find it more challenging to engage.
Chadwick teachers are committed to accommodating the needs of individual students and helping them
to find ways to thrive in this new environment.

Teacher Collaborationher Collaboration

Many teachers have found that moving to distance learning has encouraged and allowed them to
collaborate with their fellow teachers at a higher level than ever before. As teachers look for creative
ways to deliver lessons and accommodate students’ individual needs, they are increasingly sharing
resources and working together to support students across their grade level in new ways.
Distance Learning Guide 05

Overview

School-wide
Technology
Chadwick offers a 1:1 device program for Grade 1 - Grade 12 students. When possible, students have
practiced using their learning platforms and applications on campus in advance of distance learning in
order to be prepared for periods of distance learning. New students will also be provided additional
training in order to stay on track with their coursework. Technology is used to extend learning beyond
the classroom, promote collaboration, encourage creativity, and facilitate a self initiated-learning
environment. Teachers will use distance learning to leverage new and improving digital resources and
tools when students are learning off campus. These may be adjusted as teachers pilot new tools and
find better ways to engage students in the concepts that they are learning.

Technology Acceptable Use Policy

Chadwick is dedicated to fostering a safe instructional online environment where students can
develop the skills to practice good digital citizenship. Students receive age-appropriate
training and sign acceptable use agreements (Grade 1-4 and Grade 5-12). Additional resources
are available for parents in the Chadwick website portal.
Distance Learning Guide 06

Parent
as Partners
Parents are our partners in this journey, and through clear communication channels, Chadwick seeks to
improve and ultimately to deliver the highest quality of distance education possible. To do so effectively,
the school is depending on the parent community to continue to provide feedback on what is working
and what needs to be fine-tuned.

Feedback is appreciated through the following channels

● Justas during on-campus learning, please don’t hesitate to communicate directly with your
child’s teachers. They would like to hear from you. If you’re not comfortable speaking or writing
in English, please call or write to your child’s division office and they will be happy to translate
for you.
● Periodically,
division principals will send out parent surveys. Participation is encouraged; past
survey responses have resulted in many improvements to our program.
● Forspecific concerns connected to divisional programs, please connect with the division
principals. If you provide your name, you can expect a response within 24-48 hours of sending
the message.
● Comments can be left in the Head of School’s Suggestion Box; however, please note that
these are anonymous. Unless you provide your name, we will not be able to respond directly
to you.
● For
any other concerns, you can contact our Assistant Head of School, Mr. Bobby Fagogenis
([email protected]).
Distance Learning Guide 07

Student
Expectations
Our teachers understand that it may take some time for students to adjust distance learning. Each
class will spend time discussing the expectations for students during distance learning. It is helpful
to have parents discuss and reinforce these ideas at home. Parents and students are encouraged
to reach out to their teachers at any point if they have questions.

Before class
● Choose a quiet place - remind others at home that you are participating in distance learning.
● Sit in school-appropriate surroundings, such as at a desk or table (not a bed).
● Dress as if you were at school.
● Don’t sit with your back to a window or bright light, which makes it hard for your teachers and
classmates to see you.
● Turn off background noise (TV, music, etc).
● Make sure that your surroundings are appropriate and don’t distract other classmates.
● Turn off Kakao Talk and other instant messaging apps.

During class
● Join classes ready to engage with classmates and teachers.
● Sign in to Zoom using your real first and last name.
● Keep your camera on and show your face for the entire class session unless instructed by the teacher.
This is for safety reasons. If you do not, your teacher may remove you and you will be marked absent
from class. If your camera is broken, your parents will need to notify the main office, who will
communicate this to your teachers.
● Pay attention in the same way that you would in your classroom.
● Listen to instructions and answer when your teacher calls on you.
● Speak in a strong, clear voice.
● Be respectful to your teacher and classmates and use the same language as at school.

The following activities are not allowed

● Sharing meeting information including links, passwords, times, etc. with others who are not in that
class. This includes sharing with students from other classes, on social media, or public websites.
● Taking photos/screenshots/videos of others, even if they say it’s okay.
● Posting or sharing pictures, screenshots, or videos of others on social media or through chat.
● Distracting others during the class (don’t tap your desk, chew gum, send private messages, or do
other things that will cause unnecessary distractions).

After class
● Leave the video conference at the end of the session.
● If there was something that you did not understand, follow up with your teacher.
Distance Learning Guide 08

Village School

Division
Communication
The Village School aims to ensure that parents are aware of and have advance notice of all important
classroom information. Classroom teachers will send out a weekly newsletter every Sunday at 5 p.m.
with classroom plans for the week. These plans will include weekly distance learning sessions for all
subjects and include links to synchronous meetings. Each morning, the teacher will provide a daily
update on Seesaw, outlining the day’s activities. A weekly email will also be provided each Friday by the
Village School principal summarizing division-wide updates, events, and news.
Distance Learning Guide 09

Village School

Schedule
The Village School is committed to providing our students continuity of learning during transitions
between learning scenarios (on-campus, hybrid learning, or distance learning). The IB PYP curriculum
remains at the core of the Village School’s offerings during distance learning, and all of its essential
components are included in the schedule. Student schedules will include a range of live Zoom teaching
sessions and Seesaw activities for students to complete.

Morning Meeting
Beginning each day with a Morning Meeting in each class is an important component of the curriculum.
Morning Meetings give students time to connect with each other and provide an opportunity for
teachers to pose questions that are connected to their subsequent lessons. The relationships formed
during this time build an important foundation for their academic work. This time also offers teachers
an opportunity to focus on the social-emotional growth and well-being of their students.

Specialist Days
Students will have all of their specialist classes via Zoom sessions, Seesaw assignments, or both. PE, Art,
Music, Drama, Guidance, Makerspace, Library, and World Language will all take place throughout the
course of the distance learning schedule.

Tuesday Late Start

Tuesdays will remain a late start day and begin at 9:30 a.m. This is an opportunity for students to get
extra rest and promotes a balanced schedule. Teachers use this time to collaborate and to pursue
professional development opportunities.

Breaks
Class schedules are intentionally structured to provide breaks and recesses for students throughout the
day. It is important for students to take advantage of these breaks for physical activity and nutrition.
Distance Learning Guide 10

Village School
Community
Building
The Village School will continue to offer community building opportunities to help students feel
connected to the full student body. Regular student Assemblies will provide an opportunity to showcase
student work, deepen relationships between faculty and students, and inspire a sense of school spirit.

Seesaw serves as the Village School’s primary platform

for teacher-parent and teacher-student communication.
It also serves as a digital portfolio where teachers can
Seesaw assign and students can submit work. Asynchronous
work will be assigned on Seesaw each weekday.
Seesaw also offers a valuable pathway for feedback to
students.

Synchronous classes may be held over Zoom.

Zoom Students may meet as a full class, in small groups, or
one-on-one with a teacher.
Technology
Platforms
Flipgrid provides opportunities for student discussion
Flipgrid and engagement via videos. Students can present their
ideas and also provide feedback on classmates’ work.

Teachers will use additional educational applications as

Educational needed to further instruction such as RazKids, IXL,
Applications GarageBand, etc. Teachers will notify parents via
Seesaw when these apps are needed.
Distance Learning Guide 11

Village School
Teacher Expectations
▶ Teachers are responsible for providing the following support:

● Send a daily message to students and parents on Seesaw outlining home learning activities for
the day.
● Be available online from 8:30 a.m. - 3:30 p.m. to respond to messages, emails, and interact with
students online. Tuesday mornings are late start days and teachers will be available from
9:30 a.m. - 3:30 p.m.
● Send a weekly newsletter to parents on Sunday at 5 p.m.
● Provide timely feedback to parents and students.

Family Support
Village School students are still developing their independence; therefore, a teacher-parent partnership is
necessary for students to fully engage in distance learning and to access online resources. The learning
tasks and activities designed by teachers will provide direction and support to families with the
understanding that task completion depends on each individual family’s circumstances. Parents may have
more than one child to guide, work commitments, or other family complications.

▶ Parents are requested to provide the following support:

● Read home learning tasks and activities posted on Seesaw with your child.
● Read the weekly newsletter that is sent at 5 p.m. on Sunday.
● Designate a place in your home where your child can work independently on his/her assigned
tasks and complete independent reading each day.
● Suggest that your child’s free time on devices start after they complete their Seesaw activities to
the best of their ability.
● Directly message your child’s subject teacher via Seesaw if you or your child have questions
and / or if your child needs extra help and support.
● Check to make sure that updated versions of Zoom, Seesaw, and other applications as assigned
are on any devices that will be used for distance learning.
Distance Learning Guide 12

Middle and
Upper School

Division
Communication
The Middle School and Upper School have several structures in place to ensure consistent
communication with both students and parents. Students in distance learning will be invited to classes
and other activities by teachers through their Google Calendar. In addition, a weekly email will be
provided to parents and students each Friday by the division principal summarizing division-wide
updates, events, and news.
Distance Learning Guide 13

Middle and
Upper School

Schedule
Students in the Middle School and Upper School will follow the 8-day schedule at all times whether
in on-campus, hybrid, or distance learning mode. The school will continue to support students on the
transition to this new schedule with frequent reminders. The school day begins at 8:20 a.m. and ends at
3:35 p.m.

8-day Schedule
Students in the Middle School and Upper School will follow the 8-day schedule at all times whether
in on-campus, hybrid, or distance learning mode. The school will continue to support students on the
transition to this new schedule with frequent reminders. The school day begins at 8:20 a.m. and ends at
3:35 p.m.

Tuesday Late Start

Tuesdays will remain a late start day and begin at 9:30 a.m. This is an opportunity for students to get
extra rest and provides time for a balanced schedule. Teachers use this time to collaborate with each
other and for professional development.

Synchronous Learning
All lessons in all subjects during distance learning will have a synchronous (live) component at their
regularly scheduled time.
Distance Learning Guide 14

Community
Building
Middle School Community Time
Middle School Community Time runs from 2:35 p.m. - 3:35 p.m. Tuesday-Friday. Community Time is a
special time to run Middle School Clubs, Middle School Advisory Program, HOUSE, Middle School
Assemblies, and much more. This is an important opportunity to deepen relationships among students,
build new skills, and inspire a sense of school spirit.

Middle School Clubs

Each week, students have the opportunity to participate in three different clubs. Some clubs are
student-led (with teacher support) and some are teacher-led. One day a week, there are also several
“Power Boost” clubs. These clubs are designed to provide academic support for specific student needs.
There will be math Power Boosts, writing Power Boosts, and Approaches to Learning Power Boosts.
Students may be asked by their teachers to join these Power Boosts, which will run one day a week.

Upper School Community Time

Upper School Community Time runs from 2:35 p.m. - 3:35 p.m. Tuesday-Friday. Upper School Clubs and
the Advisory program runs on Tuesdays and Thursdays. Wednesdays provide students the opportunity
to participate in athletics. Students who opt-out of athletics have several choices; students can receive
additional academic support, form interest groups such as robotics, attend athletic matches to promote
school spirit, or take the opportunity to go home early and support their wellness. On Fridays, there are
planned activities such as Assemblies and other school-wide activities. Community Time is an important
opportunity to deepen relationships among students, provide service to the community, build new skills,
and to inspire a sense of school spirit.

Upper School Clubs

Students have the opportunity to participate in two structured club times during Community Time each
week. Many students also participate in additional committees or councils, work with small groups on
passion projects, and engage in other initiatives. Although most clubs are student-led,Tuesday clubs and
Thursday A clubs are supervised by a staff member with the knowledge and experience to provide
students with support. Club activities allow our Upper School students to meet service as action and
CAS outcomes.

Technology Platforms

Google Classroom Google Meet and Zoom ManageBac

Each class will use Google Synchronous classes may be ManageBac is an integrated
Classroom to organize held over Zoom. Students may remote learning platform for cur-
learning. Students will be invited meet as a full class, in small riculum planning, assessment,
to all synchronous lessons groups, or one-on-one with a reporting, and attendance.
through their Google Calendar. teacher.
Distance Learning Guide 15

Middle and
Upper School

Teacher Expectations
▶ Teachers are responsible for providing the following support:

● Inviteall students to synchronous lessons through their Google Calendar.

● Be available online from 8:30 a.m. - 3:30 p.m. to respond to messages, emails, and interact with
students online. Tuesday mornings are late start days and teachers will be available from 9:30
a.m. - 3:30 p.m.
● Provide timely feedback to parents and students.

Family Support
▶ Parents are requested to provide the following support:

● Attendance will be taken during all lessons. Parents should inform the Middle School office
([email protected]) or Upper School office
([email protected]) before 8:20 a.m. if your child has a reason to be
absent from class.
● Reinforce the expectations that faculty have for students. Encourage your child to show up on
time, prepared for class, and ready to fully engage in the course.
● Communicate any concerns you may have to your child’s teachers or to the school office.