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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.
Crisis Management Team
In the event of a major disruption of campus operations or urgent campus closure, Sanford School’s Crisis Management Team will convene to assess the situation and make recommendations for the school’s response. This team includes the Head of School and his Executive Leadership Team, representatives from personnel, our school nurse, and others. The Head of School will maintain close communication with the President of the Board of Trustees, who will provide input to the Crisis Management 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.
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, though, 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.
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:
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. 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 Study 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. 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.
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.
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 Zoom/Google Meet ™ or through phone conversations. 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 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.
