Program Delivery Structure, Priorities, & Timeframes

Preprimary (El Nido, Kinder 4, Kinder 5, First Grade) Priorities and Considerations

  • After receiving initial notice from the CB Director about school closure and timelines, families will receive an email with section-specific information
  • The primary tools for communication between teachers/principal and families will be Seesaw and email
  • D/H Learning for Preprimary will remain holistically focused on broad language, cognitive, physical and socioemotional development, and may be conducted in English or the family’s home language.
  • Learning activities and experiences will emphasize socioemotional and cognitive engagement as well as creativity. These activities will require minimal technology or specialized materials.
  • The PP team will provide parents with:
    • recommended activities and experiences targeted at certain skills
    • novel prompts responsive to current conditions designed to encourage students and families to engage with their environment and setting
    • art and creative design ideas intended to provide students opportunities to process their experiences while developing cognitive, language and fine motor skills
    • suggested enhancements to daily experiences to support holistic development
  • Counselors will always be available to support students with social and/or emotional needs.
Core Academic Program• Preprimary students will participate in daily, synchronous and asynchronous classes, either individually, in small groups or whole group. The teachers will guide student learning through direct instruction and ongoing feedback, which will be supported by the digital platforms and tools used.

• Teachers will start every day with the whole group to take attendance, and will have a minimum 20-30 minutes of synchronous, Morning Meeting time, in which prerequisite skills and socioemotional experiences will be enhanced.  

• Students will follow a regular, daily schedule with whole (for mini-lesson) and small-group classes, in which academic areas such as math and language (Spanish/English) are taught. Nido academic classes (“Aprendamos Juntos”) will vary in frequency per week according to age and levels.
• K4 and K5 students will have 45-60 minutes every day for Play-based Learning activities done both with teacher guidance and at home.  During that period, Personalized Learning Time (explained below), will take place.

• K5 and 1st grade Spanish class will vary from whole group to small group and from synchronous to asynchronous during the week.

• All students will have a synchronous special area class (Music, P.E., Library, or Atelier) every day, for 30 minutes. Nido special area classes (Body, Play, and Movement) will vary in frequency per week according to age and levels.

• Most classes are separated by 15-minute intervals of flex time to allow students to disconnect from devices, move, get a snack, or take a brain break.

• Although there are slight modifications to the daily schedule to best support students in distance learning, they will continue to be enrolled in the full range of courses that will adhere to the Colegio Bolivar curriculum following a general structure that is more consistent with a normal school day.
Individualized Intervention• Personalized Learning Time (PLT) is scheduled to, individually or in small groups, reinforce areas of difficulty or to support students in unfinished work or on specific needs. It is also a time, for those who have been referred, to get LSS support.

• Office Hours are provided as an opportunity for students or parents to connect informally with teachers, as needed. Teachers will be available during those times to answer questions or give support. They could be requested by the teacher, the student, or the parent.

• Parent Workshops will take place every one or two weeks, for teachers to give formal feedback about student performance to parents.

• In Nido, guidance for caregivers will be provided.
Social Emotional Support• During distance and hybrid learning, our counselors will continue to provide support to parents or to students, as needed. 

• Counselors will also have weekly times with students, either in whole or small groups and individually, to enhance social skills and to take care of emotional concerns through literature or play.

Preprimary Distance Learning Schedules

In the following PDF you can consult the Distance Learning Schedules for each Academic Section

K4 Schedule

K5 Schedule

First Grade Schedule

Primary School Priorities and Considerations 

  • After receiving initial notice from the CB Director about school closure and timelines, families will receive an email from the Principal with section-specific information.
  • The primary tools for communication between teachers and families will be decided on by each grade level and clearly communicated with parents and students at the beginning of the year.
  • Homeroom teachers will provide students and families with a posted weekly schedule that specifies exactly when the students need to attend their classes synchronously and when to work asynchronously.
  • Second and third grade teachers will post their assignments and materials on Seesaw. Fourth and fifth grade teachers will be using Google classroom.
  • Primary uses a workshop model for Literacy and Math. This implies students will receive their mini lessons synchronously but develop other facets of their work off-screen, such as independent reading, math problem solving, writing texts, etc. Teachers will have continuous check-ins with small groups and individuals to provide impactful feedback.
  • Students need to experience challenge and the power of learning from mistakes. Parents and tutors should support by asking questions or directing the student to communicate with their teachers for help during contact time.
  • Students are encouraged to be proactive in reaching out to teachers when they have questions or assignments are unclear.
  • Counselors are always available to support students and their families with social or emotional needs.
Core Academic Program• Core classes, Spanish, and special areas will launch new instruction synchronously to assure teachers can guide the students through a given lesson. During designated times, the teachers will check in synchronously with small groups and individuals in a way that is planned and communicated ahead of time.

• All elements of the weekly timetable have been selected to offer high impact instruction in a virtual environment and in response to the expressed needs of the students.
Academic Intervention and Enrichment• Personalized Learning Time (PLT) is scheduled two times a week for second through fourth grades to reinforce and enrich learning according to the student’s interests and objectives. It is also a time to get caught up on work or, in some cases, receive learning interventions.

• Every day, students have an independent work time that coincides with contact time with the homeroom teacher.

• Fifth graders also have contact time at the end of the day when they can ask questions of their teachers. They also may be asked to participate in small groups or receive individual interventions at this time.
Socioemotional Learning and Support• During distance and hybrid learning, our counseling team will continue to provide our students a full range of support, which includes our guidance curriculum, small-group, and individual guidance sessions, as needed.

• The counselors will hold meetings with grade level groups and maintain ongoing contact with the students and teachers to support social and emotional well-being.

Preprimary Distance Learning Schedule

Middle School Priorities and Considerations 

  • After receiving initial notice from the CB Director about school closure and timelines, families will receive an email from the MS Principal with section-specific information.
  • The primary tools for communication between teachers and families will be decided on by each grade level and clearly communicated with parents and students at the beginning of ACP implementation.
  • Teachers will decide with their grade level teams where they will link materials/resources and clearly communicate it with parents and students 
  • Learning experiences are designed to be completed independently or in collaboration with other students. Parents and tutors should support by asking questions or directing the student to communicate with their teachers for help.
  • Resources vary by class and lesson, but will include links to videos, graphic organizers, or cloze passages to complete, scanned material to read and engage with, independent research material and our databases, reading materials including ebooks and audiobooks.
  • Students are encouraged to be proactive in reaching out to teachers when they have questions or assignments are unclear.
  • Counselors are always available to support students with social or emotional needs.
Core Academic Program• Middle school students will participate in daily, live online classes that will utilize a combination of synchronous and asynchronous learning strategies supported by a variety of digital platforms and tools.
All classes will start synchronously to take attendance and will have a minimum 20-30 minutes of synchronous time every class. The teachers will be present synchronously the entire class for questions and support.

• Students will follow a rotating block schedule with four, 60-minute classes each day that are separated by 30-minute intervals of flex time to allow students to disconnect from devices and work on independent and/or collaborative learning activities. They can meet with teachers, counselors, principals, or work asynchronously on homework/classwork. Some of this flex time can also be used to move, get a snack, or take a brain break.

• Although there are slight modifications to the daily timetable to best support students in distance learning, they will continue to be enrolled in the full range of courses that will adhere to the Colegio Bolivar curriculum following a general structure that is more consistent with a normal school day.
Academic Intervention and Enrichment• Personalized Learning Time (PLT) is scheduled daily to reinforce areas of difficulty and as time to focus on a passion project. It is also a time to get caught up on work or improve understanding in current classes.

• Office Hours are provided as an opportunity for students to connect with teachers, as needed. They could be requested by the teacher or the student.

• Additionally, students will have daily 30-minute flex times that are intended to be utilized in a variety of ways to best meet students individual learning and social/emotional needs.

• During flex time, students may meet with their advisory teacher for wellbeing check-ins, use the time to work on independent or collaborative learning activities, or to receive additional support or enrichment from their teachers.

• Students who are academically at-risk may be assigned to mandatory academic intervention (reinforcements) that could meet during flex time or after school, between 2:30-3:30 p.m., on Tuesdays or Thursdays.
Socioemotional Learning and Support• During distance and hybrid learning, our counseling team will continue to provide our students a full range of support, which includes our guidance curriculum, small-group, and individual guidance sessions, as needed.

• Middle school students will be enrolled into small advisory groupings (10-12 students) that will meet regularly with an assigned advisory teacher who will provide ongoing support and monitor student wellbeing.

• Advisory teachers will work closely with our counseling team to identity students in need of support, be it academic or socioemotional.
Student-led Activities and Clubs• Student-led activities and clubs will continue to meet virtually during distance and hybrid learning.

• Students who are in good academic standing may meet for these purposes during the student lunch period, after school from 2:30-3:30, or during flex time.

Middle School Distance Learning Schedule

High School Priorities and Considerations 

  • After receiving initial notice from the CB Director about school closure and timelines, families will receive an email from the HS Principal with section-specific information.
  • The primary tools for communication between teachers and families will be the learning management system (Google Classroom or Schoology), as identified by the classroom teacher, as well as email.
  • Learning experiences will be wholistic, and utilize a combination of live, real-time instruction (synchronous learning) with individual and collaborative learning experiences that extend beyond the virtual classroom (asynchronous learning).
  • Resources vary by class and lesson, but will include links to videos, graphic organizers or cloze passages to complete, scanned material to read and engage with, independent research material via our databases, reading materials including ebooks and audiobooks.
  • Students are encouraged to be proactive in reaching out to teachers when they have questions or assignments are unclear.
  • Counselors are always available to support students with academic, social, or emotional needs.
Core Academic Program• High school students will participate in daily, live online classes that will utilize a combination of synchronous and asynchronous learning strategies supported by a variety of digital platforms and tools.

• All classes will start synchronously to take attendance and will have a minimum 20-30 minutes of synchronous time every class. The teachers will be present synchronously the entire class for questions and support.

• Students will follow a rotating block schedule with four, 60-minute classes each day that are separated by 30-minute intervals of flex time to allow students to disconnect from devices and work on independent and/or collaborative learning activities. They can meet with teachers, counselors, principals, or work asynchronously on homework/classwork. Some of this flex time can also be used to move, get a snack, or take a brain break.

• Although there are slight modifications to the daily timetable to best support students in distance learning, they will continue to be enrolled in the full range of courses that will adhere to the Colegio Bolivar curriculum following a general structure that is more consistent with a normal school day.
Academic Intervention and Enrichment• Personalized Learning Time (PLT) is scheduled daily to reinforce areas of difficulty and as time to focus on a passion project. It is also a time to get caught up on work or improve understanding in current classes.

• Office Hours are provided as an opportunity for students to connect with teachers, as needed. They could be requested by the teacher or the student.
• Additionally, students will have daily 30-minute flex times that are intended to be utilized in a variety of ways to best meet students individual learning and social/emotional needs.

• During flex time, students may meet with their advisory teacher for wellbeing check-ins, use the time to work on independent or collaborative learning activities, or to receive additional support or enrichment from their teachers.

• Students who are academically at-risk may be assigned to mandatory academic intervention (reinforcements) that could meet during flex time or after school, between 2:30-3:30 p.m., on Tuesdays or Thursdays.
Socioemotional Learning and Support• During distance and hybrid learning, our counseling team will continue to provide our students a full range of support, which includes our guidance curriculum, small-group, and individual guidance sessions, as needed.

• High school students will be enrolled into small advisory groupings (10-12 students) that will meet regularly with an assigned advisory teacher who will provide ongoing support and monitor student wellbeing.

• Advisory teachers will work closely with our counseling team to identity students in need of support, be it academic or socioemotional. .
Student-led Activities and Clubs• Student-led activities and clubs will continue to meet virtually during distance and hybrid learning.

• Students who are in good academic standing may meet for these purposes during the student lunch period, after school from 2:30-3:30, or during flex time.

High School Distance Learning Schedule