All children learn differently and some students require differentiated educational interventions in order to succeed. Our school is proud to provide individualized support in-classroom for students who demonstrate need. We conduct preliminary testing on campus following a recommendation from teachers or the Lower School Coordinator. If more specific testing is necessary, families may be referred to an off-site diagnostician.
As an independent school, Trinity Episcopal School empowers faculty to teach with passion and freedom as they craft meaningful experiences for students and create a curriculum shaped by the School’s vision and mission. Irrespective of how or where teachers guide student learning, Trinity’s faculty members are driven by the School’s mission to nurture children in a God-centered environment, filling hearts and minds with a passion for learning, a strong moral foundation, a commitment to social responsibility, and respect for all people.
Remote Learning Philosophy & Plan:
To fulfill the School’s mission in a remote learning environment, faculty and staff consider the ages of students, as well as their academic, social, and emotional needs. There is a concerted effort to balance the School’s desire to extend learning to the home with students’ varying abilities to attend to schoolwork in a self-directed or family-supported environment. This careful balance influences the remote learning program objectives, plans, and definition of success as TES works in fulfillment of the School’s mission.
Continue the learning. This looks different for each grade, and each of the School’s divisions (Beginning, Lower and Middle School) create a remote learning framework to guide expectations of faculty, students, and families. Faculty devise units and lessons that teach and enable practice of key skills using remote technologies and non-technology-based tools. The School’s objective is not to take physical school and move every aspect of it to a remote learning environment; instead, it deems continuity of learning and participation by students as fundamental to the remote learning philosophy, and those outcomes guide TES remote learning processes.
Leverage existing technology tools: Trinity’s remote learning leverages technology tools already used by the classroom teachers, including the Office 365 (ClassDojo Docs, Sheets, Youtube, Google Classroom, Tadpoles and ZOOM), Faculty from all levels share student work. Faculty draw on other familiar resources as well, such as IXL, Khan Academy, Scholastic, and Reflex Math, among others.
Maintain community and connection: Through online announcements, regular homeroom and special-area classes, and check-ins, the faculty and students maintain a sense of connection to their TES community.
Support creation of family routines: Throughout the remote learning process, it is important for families to establish learning routines, as this constant helps children adapt to their changed learning environment. Each class creates weekday school schedules to help with this process. Transferring to a remote learning environment requires a paradigm shift, which in turn requires teachers to evaluate students’ measures of success. Throughout this process, teachers emphasize participation and progress toward skills acquisition. As students, faculty, and families acclimate to remote learning, expectations will evolve and adjust accordingly.
Remote Learning in Action! We all learn differently!