About

Distance Learning

Welcome to Hawk's Nest Distance Learning Hub! Renbrook's Distance Learning program was in full swing throughout the spring semester and although we are excited to learn together again on campus this fall, we are prepared to return to our Distance Learning plan should future circumstances warrant. Our daily engagement with our students is robust and our learning will continue to be student-centered and engaging whether in-person or remote.

This page contains information about Renbrook School's Distance Learning. (Click here to view our Back-to-School 2020 Plan) Our Distance Learning Plan utilizes asynchronous methodologies for delivery of instruction while integrating synchronous elements to foster meaningful interaction. Academic Leadership works hard each day with faculty to customize Distance Learning Plans that are age-appropriate and mindful of both parent/guardian work schedules and childcare situations that vary greatly throughout our community.

Renbrook is committed to helping the communities we serve with resources and tools to navigate this new learning environment. Parents from any school can email our Distance Learning Information Center with specific questions about remote learning for their children. We’ll connect and share what’s working for us. Email distancelearning@renbrook.org. Together we’re bringing distance learning to life.

Please visit our COVID-19 webpage for general information and helpful links regarding this global pandemic.

All School Distance Learning Information

List of 11 items.

  • Important Themes of Distance Learning at Renbrook

    Distance Learning at Renbrook begins with our Mission as our guide. We plan to keep it simple – we will maintain our focus on engaged teaching and learning, always with relationships at the heart of our work, with children at the center of their learning.

    Continuity of curriculum and pedagogy is our focus in this transition period, and live meeting time each day will support this priority. The duration of this time will vary by subject and grade level, and we will adjust according to what's working. Already, we’ve heard from parents in response to early models, and we’ve added additional structure and teacher contact in response. In order to allow for flexibility and independent learning pursuits, we will also employ self-paced, project-based opportunities to build foundational skills, extend learning, and allow students to follow their curiosity and pursue a healthy reading habit.

    We’re aiming to re-establish relationships, set expectations, and conjure some excitement for our new mode of operation. With many hundreds of hours of work spent planning this approach, we’re excited to roll out Phase 1, recognizing that we will make adjustments both on the fly and during an intentional pivot during Phase 2 in the coming weeks as we collect data and evolve in our approach.

  • Curriculum and Instruction

    We are moving to a “distance learning” model not an “online learning” format. Distance learning takes the same pedagogical approaches as normal classroom learning and moves them to an online platform. Distance learning involves some level of live, synchronous learning experiences, while online learning does not necessarily include a cohort of peers or follow a school-like schedule. Clearly a distance learning approach best approximates our normal learning experience, although a mix of the two is our aim. We will use synchronous as well as asynchronous teaching and learning strategies.

    Synchronous Teaching and Learning
    Synchronous teaching and learning requires students to be simultaneously logged into the virtual classroom at the same time as their teacher and classmates. Synchronous sessions are also referred to as live meetings. During these meetings, students will need to have internet access and an internet-enabled device with a camera and microphone. Earbuds or headsets are recommended. The live meeting app for remote learning will be Microsoft Live in the Upper School, and the Lower School will use a combination of Live and Zoom. When students log in to a live class, they are expected to be on camera and able to participate through audio for the duration of the class meeting. Students can unmute and mute themselves throughout class to make contributions according to the teacher’s expectations. If students are unable to participate in a live meeting, the teacher will post the recording for future viewing.

    Asynchronous Teaching and Learning
    Asynchronous is the term used for course materials that teachers have prepared for students ahead of time. Students engage with class materials and complete work at their own pace, typically within a given timeframe, often using discussion boards to drive peer-to-peer engagement.

    Students will spend the majority of their time with the asynchronous course content to prepare for and supplement their time in live sessions. Since students have access to this content 24/7, they can view and complete the material when it fits their schedule. Students will need internet access and should use their school computer. Course material will be designed to be flexible and can be accessed through mobile devices when appropriate.

    We will calibrate this balance of synchronous, live meetings between teacher and classes with asynchronous, self-paced assignments as we get feedback from all constituents. We will have formal opportunities to hear from teachers, students, and parents to identify adjustments quickly to ensure the best mode of delivering our curriculum, ensuring healthy social interactions, and with sensitivity to the efforts of our parent-partners.

  • Daily Schedule - Upper School

    We have designed the Upper School daily schedule during Phase 1 to closely reflect a normal class day with the maintenance of continuity as our goal. The schedule is as follows:
    9:00-9:10 – Morning Meeting
    9:15-9:45 – Period 1
    9:50-10:20 – Period 2
    10:25-10:55 – Period 3
    11:00 -11:30 - Period 4
    11:35-12:05 – Period 5
    12:05-1:05 - Lunch
    1:05-1:35 – Period 6
    1:40-2:10 – Period 7
    2:15-4:00 – extra help avail (M-Th.)
    All materials will be organized and posted through our online learning management system (myRenbrook). In each course, students will find a daily plan posted with a set of tasks for the student to complete prior to each of the required live class meetings. Upper School classes balance synchronous (4 scheduled “live” class periods per week in major academic subjects) with asynchronous (teacher-created videos demonstrating skills, problem-solving, reading, observation, experimentation, projects, and peer collaboration) learning.

  • Daily Schedule - Lower School

    Unique to the Lower School division is a large developmental span that includes children ages three to eleven across eight grade levels. As such, distance learning will hold several varying forms.

    Daily live class meetings will occur for every class in the Lower School. While an 8:30 or 9:00 AM meeting would be ideal for all classes, we have to take into consideration that most Lower School students do not have their own devices. Therefore, the teachers have worked to choose a class meeting time that does not overlap with another class with a sibling(s) so individual households do not have to support two or three simultaneous live class meetings. Additionally, Lower School teachers will be communicating with families via email to set up small group and/or one-on-one live instructional sessions.

    Lower School homeroom teachers will post lessons and assignments for each day of the week that can be completed at the most ideal time for each family. Lower School specialists will be posting lessons and assignments based on their usual weekly schedule. For example, students in first grade usually have art on Tuesdays and Fridays. As such, the art teacher will post two lessons for the week that could be completed on Tuesday or Friday, or any other day in the week that works best for each family.

    Parent feedback will play a significant role during this first week of distance learning. Feedback will enable faculty to make any necessary changes to their lessons and assignments in order to meet the needs of all students and families.

  • What to Expect from Teachers - Upper School

    Communication
    Teachers are expected to post all instructions, assignments, videos, and learning materials to myRenbrook and class Teams. Many will be posted prior to the start of the week, but others will be posted prior to the start of the day to account for necessary adjustments due to variance in daily progress.

    Workload Guidelines
    Because time will be spent on live class meetings, teachers are aiming to strike a manageable workload for students outside of class. Please provide feedback to your child’s teacher if the expectations are too great.

    Taking attendance
    Teachers and Advisors will make sure each student is connected within their community. We ask that parents send an email to your child’s Advisor and Lisa Terwilliger at lterwilliger@renbrook.org if they will be absent for all or a portion of the day.

    Assessments and Grading
    While assessments of learning are an important part of our academic program, they present challenges in a distance learning context. Traditional assessments can put remote students in a tempting position to consult online sources. During Phase 1, we will target mostly small, formative assessments and more creative demonstrations of learning. We believe distance learning will help us explore more creative and student-centered approaches to measuring learning outcomes.

  • What to Expect from Teachers - Lower School

    Communication
    Lower School teachers are expected to post all announcements, lessons, and assignments for students and parents on MyRenbrook. Many teachers will post prior to the start of the week, but some will post prior to the start of a school day to account for any necessary adjustments due to student or parent feedback.

    Workload Guidelines
    Lower School teachers will be using their regular schedule to guide daily lessons and assignments. On average, students and families can expect to spend 2-10 minutes for each content area viewing a teaching video and 10-30 minutes of student work on an assignment or activity. The timing will vary depending on the content area and the student. It will be very important for students and families to provide direct feedback to teachers so they can make any adjustments necessary to ensure optimal learning and continued skill development.

    Attendance
    Lower School teachers will make sure each student is connected within their class community. We ask parents to send an email to their child’s teacher and Tia Raimo at traimo@renbrook.org should any student be absent for all or a portion of each school day.

    Assessments and Student Work
    Lower School teachers will be in communication with families to determine the most efficient way to transmit student work. Not all households have access to a scanner. In some cases, parents may be asked to take a photo of their child’s work and email the photo to the teacher. In other cases, especially in the upper grades in Lower School, students will be working within Word docs or Microsoft Teams and will be able to share their work electronically with their teachers. Small group and one-on-one live video chats will also provide opportunities for assessment and feedback.

  • Student Expectations - Upper School

    Students should do their best to establish a daily routine for class time and school work. Here are some helpful recommendations:

    1. You should treat online learning just as you would a normal academic day. Find a comfortable and distraction-free place that you can work from. Teachers will communicate with you via email and post assignments to myRenbrook. If clarification is needed about an assignment, you should communicate with your teacher before the assignment is due.
    2. When joining live meetings, you should be respectful of your teachers and your fellow classmates. It is best practice to have your microphone on mute and ask questions when they arise. Always put forth your best effort and communicate with your teachers whenever you have academic questions or if you believe you are not meeting class expectations.
    3. We will employ a relaxed dress code for our live sessions.
    4. We are extremely proud of our community of trust. There will be new challenges and temptations to adhering to the expectations of our Honor Code. We believe in the moral compass that we have developed together. Please ask your teacher if you have any questions about the expectations of individual vs. collaborative work.

  • Grading Policy

    Finally, we want to share important changes to our grading policy in the Upper School. Because the grades students earn are used for many high-stakes decisions - course placement, graduation, secondary school placement, and more - the guiding principle of teaching, assessment, and grading at Renbrook during distance learning is to do no harm. In this way, we act in the best interest of our students and their families during this time of unprecedented stress and anxiety.
    For spring term, two grades will be assigned on the report card: Pass or Incomplete instead of traditional letter grades. A student will “pass” spring term if they meet the standards of their course. If a student is struggling or has significant absences from school for any reason, they will be assigned an “incomplete” and will be provided support, time, and opportunities to fulfill requirements. Year-end grades will be calculated based on an average of the fall and winter terms.
    Teachers will continue to provide detailed formative feedback to students in support of their learning that will include guidance on how to learn, improve, and grow. Spring term comments will document student progress across a variety of criteria.

  • Community, Advisory, and Wellness - Upper School

    The connections between teachers and students and between students and their peers are more important than ever. We have been very intentional in providing these touchpoints and additional services outlined below:
    • We will conduct a virtual daily Morning Meeting each day at 9 AM using Microsoft Live. Login links are shared via myRenbrook.
    • Advisory groups will meet on Tuesday, Thursday, and Friday. We hope this time will be an anchor, providing help and support while keeping us all connected as a community.
    • Learning and counseling support, even if a student has not used those services before, will be available to students and consultations will be available to families. Please reach out to Theresa Dawson about learning support and Kelley Reiss about counseling support.
    • Students who regularly work with Linda Wood will be contacted to set up virtual sessions. Instructions for accessing the virtual meeting will be provided.
    • All students and families are welcome and encouraged to contact Kara Ashley with questions and to access support while working from home.

  • Technology and Our Learning Management System

    As with any distance learning program, we will require devices and software to communicate assignments, to deliver live lessons, and to execute some assignments. We’ve also made an effort to assignment work and create projects disconnected from a device. 
    • Students in the Upper School will use the device that they’ve been using all year, and it should be equipped with a camera, microphone, and internet access.
    • Students in the Lower School should have some access to an internet-connected computer or tablet.
    • Our Learning Management System, myRenbrook, will be the primary mode of communication and distribution of assignments. We will also use the Microsoft Suite of software and Zoom for some video conferencing.
    • If students need any help with technology, please reach out to the tech department (helpdesk@renbrook.org). We are ready to provide full remote support to all students and families so students can continue to learn and maintain the continuity of our program.

  • Parent Guidelines

    Under normal circumstances, our home-school partnership is a strength of our program and we are extremely grateful for parent support. Distance learning will require new demands on parents to guide, and sometimes cajole, students to maintain their academic progress. While this will require more parent attention, we do not expect you to be your child’s teacher or tutor. If your child is struggling to meet their teacher’s expectations, please contact their teacher or Division Director.

    For dual working households with limited childcare options, we understand that well-meaning academic assignments can pose a hardship. We appreciate your best efforts to support your child, and we pledge to work with you find the right balance of formal academic engagement and informal, self-guided pursuits.

    Below, we’ve provided some helpful tips to strike a productive balance for your child’s distance learning experience:
    • Work with your child to create a learning space at home that you can actively monitor and where you can provide the necessary support.
    • Talk with your child to outline a daily schedule that allows them time to do work and take breaks.
    • Help your child to stay connected with friends from school remotely but in healthy ways.
    • Make a daily plan for movement, exercise, and fresh air.
    • Help your child to limit electronic distractions, manage screen time, and promote a healthy media diet.
    • Your child will likely have more time and more of a desire to engage in group phone chats or social media. As always, we highly encourage you to monitor this activity.
    • Talk with your child about what they are thinking and feeling. These two recent articles share helpful advice for parents:
             5 Ways to Help Teens Manage Anxiety About the 
             Coronavirus

             Talking to Teens and Tweens About Coronavirus
    • Support your child in self-advocating and maintaining communication with their teachers.

Distance Learning Terminology

List of 4 items.

  • ASYNCHRONOUS

    Class interactions happen via our Learning Management System (Class Pages on myRenbrook) without real-time interaction. Students engage in class materials and complete work at their own pace, typically within a given timeframe, often using discussion boards to drive peer-to-peer engagement.

  • SYNCHRONOUS

    Class interactions happen in real-time, at the same time. Students may virtually attend class together via video conference, live stream, or chat. 

  • VIDEO CONFERENCE

    A virtual meeting in which participants in different locations are able to communicate with each other with audio and video. We will use Microsoft Teams.

  • SCREENCAST

    A digital video recording of the teacher's computer screen, usually including audio narration. Screencasts are a form of instructional video.

eBook Resources from the Renbrook Library

Dear Renbrook Families,
As we prepare to be away from school during the coming weeks, it is more important than ever that students are inspired to read every day and have access to titles they are excited about. Below are some platforms you can use to access eBooks from home.

In addition to the resources below, we have our own Renbrook Library webpage where you can explore eBooks, databases, and online learning tools. 

Sora
This is the main eBook system Renbrook uses. Go to soraapp.com/library/gbclama and select ‘Renbrook School’. Students can read online on any device, as well as through the Sora by Overdrive App for tablets and phones.
Username: the student’s library card number

MackinVIA
MackinVIA has access to thousands of classic titles available to check out. Go to mackinvia.com and select “Renbrook School, West Hartford, CT”. MackinVIA is also available as an app for iOS and Android devices.
Username: the student’s library card number
Password: renlib

Capstone Interactive eBooks
Capstone offers thousands of interactive fiction and nonfiction eBooks. Go to mycapstonelibrary.com or use the Capstone Interactive app to access these titles.
Username: continue
Password: reading

West Hartford Libraries - Text to Libraries
Libraries are closed, but our staff continues to work to answer your questions and connect you to services. You can now text 860-935-2898 with your questions. Or, call 860-561-6990 (or 6991) to speak to a librarian Mondays through Fridays from 9 a.m. to 5 p.m. For a complete list of library and town resources, click HERE.

If you have any questions about accessing these resources, please feel free to email me at kjustus@renbrook.org. Your public library can also provide eBooks and other resources. While physical locations are closed, many are still available via phone or email to get a library card.

Happy reading,
Kathryn Justus
Director of Library Services

Library Book List

In uncertain times, literature can serve as a powerful platform for solace and comfort. Every few weeks, Director of Library Services Kathryn Justus will be sharing curated book lists around uplifting topics for Preschool-Grade 8 students. This first list focuses on stories of hope and resilience with characters showing courage in the face of obstacles.

List of 3 items.

  • Preschool - Grade 2

    Last Stop on Market Street by Matt de la Peña
    Every Sunday, CJ and his grandma ride the bus across town. But today, CJ wonders why they don't own a car like his friend Colby. Why doesn’t he have an iPod like the boys on the bus? How come they always have to get off in the dirty part of town? Each question is met with an encouraging answer from grandma, who helps him see the beauty—and fun—in their routine and the world around them. This energetic ride through a bustling city highlights the wonderful perspective only grandparent and grandchild can share, and comes to life through Matt de la Pena’s vibrant text and Christian Robinson’s radiant illustrations.

    Carl and the Meaning of Life by Deborah Freedman
    Carl is an earthworm. He spends his days happily tunneling in the soil until a field mouse asks him a simple question that stops him short: "Why?" Carl's quest takes him on an adventure to meet all the animals of the forest, each of whom seems to know exactly what they were put on this earth to do, unlike the curious Carl. But it's not until the world around him has changed that Carl begins to realize everyone, no matter how small, makes a big difference just by being themselves.

    The Book of Mistakes by Corinne Luyken
    As one artist incorporates accidental splotches, spots, and misshapen things into her art, she transforms her piece in quirky and unexpected ways, taking readers on a journey through her process. Told in minimal, playful text, this story shows readers that even the biggest “mistakes” can be the source of the brightest ideas—and that, at the end of the day, we are all works in progress, too.

    Saturday by Oge Mora
    In this heartfelt and universal story, a mother and daughter look forward to their special Saturday routine together every single week. But this Saturday, one thing after another goes wrong--ruining storytime, salon time, picnic time, and the puppet show they'd been looking forward to going to all week. Mom is nearing a meltdown...until her loving daughter reminds her that being together is the most important thing of all.

    Say Something by Peter Reynolds
    The world needs your voice. If you have a brilliant idea... say something! If you see an injustice... say something! In this empowering new picture book, beloved author Peter H. Reynolds explores the many ways that a single voice can make a difference. Each of us, each and every day, have the chance to say something: with our actions, our words, and our voices. Perfect for kid activists everywhere, this timely story reminds readers of the undeniable importance and power of their voice. There are so many ways to tell the world who you are... what you are thinking... and what you believe. And how you'll make it better. The time is now: SAY SOMETHING!

    After the Fall (How Humpty Dumpty Got Up Again) by Dan Santat
    Everyone knows that when Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall. But what happened after? Caldecott Medalist Dan Santat's poignant tale follows Humpty Dumpty, an avid bird watcher whose favorite place to be is high up on the city wall―that is, until after his famous fall. Now terrified of heights, Humpty can longer do many of the things he loves most. Will he summon the courage to face his fear? After the Fall (How Humpty Dumpty Got Back Up Again) is a masterful picture book that will remind readers of all ages that Life begins when you get back up.

    The Day You Begin by Jaqueline Woodson
    There are many reasons to feel different. Maybe it's how you look or talk, or where you're from; maybe it's what you eat, or something just as random. It's not easy to take those first steps into a place where nobody really knows you yet, but somehow you do it. Jacqueline Woodson's lyrical text and Rafael López's dazzling art reminds us that we all feel like outsiders sometimes-and how brave it is that we go forth anyway. And that sometimes, when we reach out and begin to share our stories, others will be happy to meet us halfway.

  • Grades 3-5

    The One and Only Ivan by Katherine Applegate
    Having spent twenty-seven years behind the glass walls of his enclosure in a shopping mall, Ivan has grown accustomed to humans watching him. He hardly ever thinks about his life in the jungle. Instead, Ivan occupies himself with television, his friends Stella and Bob, and painting. But when he meets Ruby, a baby elephant taken from the wild, he is forced to see their home, and his art, through new eyes. In the tradition of timeless stories like Charlotte's Web and Stuart Little, Katherine Applegate blends humor and poignancy to create an unforgettable story of friendship, art, and hope.

    Saving Winslow by Sharon Creech
    Louie doesn't have the best luck when it comes to nurturing small creatures. So when his father brings home a sickly newborn mini donkey, he's determined to save him. He names him Winslow. Taking care of him helps Louie feel closer to his brother, Gus, who is far, far away in the army. Everyone worries that Winslow won't survive, especially Louie’s quirky new friend, Nora, who has experienced loss of her own. But as Louie's bond with Winslow grows, surprising and life-altering events prove that this fragile donkey is stronger than anyone could have imagined. Written in the spirit of Creech favorites Moo and Love That Dog, this standout tale about love and friendship and letting go will tug at the heartstrings.

    Rules by Cynthia Lord
    Twelve-year-old Catherine just wants a normal life. Which is near impossible when you have a brother with autism and a family that revolves around his disability. She's spent years trying to teach David the rules from "a peach is not a funny-looking apple" to "keep your pants on in public" -- in order to head off David's embarrassing behaviors. But the summer Catherine meets Jason, a surprising, new sort-of friend, and Kristi, the next-door friend she's always wished for, it's her own shocking behavior that turns everything upside down and forces her to ask: What is normal?

    The Hero Two Doors Down by Sharon Robinson
    Based on the true story of a boy in Brooklyn who became neighbors and friends with his hero, Jackie Robinson. Stephen Satlow is an eight-year-old boy living in Brooklyn, New York, which means he only cares about one thing-the Dodgers. Steve and his father spend hours reading the sports pages and listening to games on the radio. Aside from an occasional run-in with his teacher, life is pretty simple for Steve. But then Steve hears a rumor that an African American family is moving to his all-Jewish neighborhood. It's 1948 and some of his neighbors are against it. Steve knows this is wrong. His hero, Jackie Robinson, broke the color barrier in baseball the year before. Then it happens -- Steve's new neighbor is none other than Jackie Robinson!

    Save Me A Seat by Sarah Weeks
    Joe and Ravi might be from very different places, but they're both stuck in the same place: SCHOOL.
    Joe's lived in the same town all his life, and was doing just fine until his best friends moved away and left him on his own. Ravi's family just moved to America from India, and he's finding it pretty hard to figure out where he fits in. Joe and Ravi don't think they have anything in common — but soon enough they have a common enemy (the biggest bully in their class) and a common mission: to take control of their lives over the course of a single crazy week.

  • Grades 5-8

    Refugee by Alan Gratz
    A tour de force from acclaimed author Alan Gratz (Prisoner B-3087), this timely and powerful novel tells the story of three different children seeking refuge. Josef is a Jewish boy living in 1930s Nazi Germany. With the threat of concentration camps looming, he and his family board a ship bound for the other side of the world. Isabel is a Cuban girl in 1994. With riots and unrest plaguing her country, she and her family set out on a raft, hoping to find safety in America. Mahmoud is a Syrian boy in 2015. With his homeland torn apart by violence and destruction, he and his family begin a long trek toward Europe. All three kids go on harrowing journeys in search of refuge. All will face unimaginable dangers - from drownings to bombings to betrayals. But there is always the hope of tomorrow. And although Josef, Isabel, and Mahmoud are separated by continents and decades, shocking connections will tie their stories together in the end.

    Fish in a Tree by Linda Mullaly Hunt
    "Everybody is smart in different ways. But if you judge a fish by its ability to climb a tree, it will live its life believing it is stupid." Ally has been smart enough to fool a lot of smart people. Every time she lands in a new school, she is able to hide her inability to read by creating clever yet disruptive distractions. She is afraid to ask for help; after all, how can you cure dumb? However, her newest teacher Mr. Daniels sees the bright, creative kid underneath the trouble maker. With his help, Ally learns not to be so hard on herself and that dyslexia is nothing to be ashamed of. As her confidence grows, Ally feels free to be herself and the world starts opening up with possibilities. She discovers that there's a lot more to her - and to everyone - than a label, and that great minds don't always think alike.

    Song for a Whale by Lynne Kelly
    From fixing the class computer to repairing old radios, twelve-year-old Iris is a tech genius. But she's the only deaf person in her school, so people often treat her like she's not very smart. If you've ever felt like no one was listening to you, then you know how hard that can be. When she learns about Blue 55, a real whale who is unable to speak to other whales, Iris understands how he must feel. Then she has an idea: she should invent a way to "sing" to him! But he's three thousand miles away. How will she play her song for him? Full of heart and poignancy, this affecting story by sign language interpreter Lynne Kelly shows how a little determination can make big waves.

    The Bridge Home by Padma Venkatraman
    Life is harsh in Chennai's teeming streets, so when runaway sisters Viji and Rukku arrive, their prospects look grim. Very quickly, 11-year-old Viji discovers how vulnerable they are in this uncaring, dangerous world. Fortunately, the girls find shelter - and friendship - on an abandoned bridge. With two homeless boys, Muthi and Arul, the group forms a family of sorts. And while making a living scavenging the city's trash heaps is the pits, the kids find plenty to laugh about and take pride in, too. After all, they are now the bosses of themselves and no longer dependent on untrustworthy adults. But when illness strikes, Viji must decide whether to risk seeking help from strangers or to keep holding on to their fragile, hard-fought freedom.

    Front Desk by Kelly Yang
    Mia Tang has a lot of secrets. Number one: She lives in a motel, not a big house. Every day, while her immigrant parents clean the rooms, 10-year-old Mia manages the front desk of the Calivista Motel and tends to its guests. Number two: Her parents hide immigrants. And if the mean motel owner, Mr. Yao, finds out they've been letting them stay in the empty rooms for free, the Tangs will be doomed. Number three: She wants to be a writer. But how can she when her mom thinks she should stick to math because English is not her first language? It will take all of Mia's courage, kindness, and hard work to get through this year. Will she be able to hold on to her job, help the immigrants and guests, escape Mr. Yao, and go for her dreams?

Enrichment Distance Learning Resources

List of 20 items.

  • ABCmouse.com

    ABCmouse.com is a comprehensive learning to read and reading comprehension curriculum for pre-K through grade 2. Free for 30 days.

  • Adventure Academy

    Adventure Academy is an educational massively multiplayer online game for elementary and middle school students, with thousands of learning activities covering reading, math, and science. One month free.

  • Carolina Biological

    Carolina Biological offers free resources for elementary and middle school students from Carolina’s Building Blocks of Science™ 3D, Innovators in Science, and Smithsonian Programs.

  • DIY

    For crafty kids, DIY.org offers thousands of courses and projects with how-to videos for ages 4-13-plus. Project and course topics include drawing, photography, science, music, Lego-building and Minecraft-video making. Kids can make their own videos on the platform to share with others, which are closely monitored by the site (and parents get a notification any time their child posts something, too). DIY.org is currently offering 90% off of its library of hands-on projects, how-to videos and safe learning community for kids, with the code TOGETHER

  • Drawing Classes with Jarrett J. Krosoczka

    Author and illustrator Jarrett J. Krosoczka is hosting daily drawing classes.

  • Duolingo

    Duolingo is a free language learning app that helps kids (and adults) learn a language through short, game-like exercises, and motivates you to continue learning with a "streak" feature that tracks the number of days you've reached your point goal.

  • Google Arts & Culture Field Trips

    Travel to art museums around the world through Google Arts & Culture.

  • Khan Academy

    Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in math, science, computer programming, history, art history, economics, and more.

  • Lunch Doodles with Mo Willems

    Animator Mo Willems is hosting daily cartooning classes.

  • Mystery Science

    Mystery Science - Open-and-go lessons that inspire kids grades K-5 to love science. Lessons range from short mini-lessons that are completely digital to full lessons that include a hands-on activity. All are designed to use simple supplies that families likely already have at home.

  • National Geographic Kids

    National Geographic Kids - Find amazing facts about animals, science, history and geography, along with fun competitions, games and more.

  • Prodigy Math

    Prodigy Math is a free online math platform used by more than 50 million students, teachers and administrators, which reinforces math skills through video game-style play.

  • ReadingIQ

    ReadingIQ is a digital library and literacy platform for children ages 12 and under, with thousands of books to choose from. Free trial.

  • Scholastic Learn at Home

    Scholastic Learn at Home offers day-by-day projects to keep kids reading, thinking, and growing.

  • Science Class with Mark Rober

    Science Class with Mark Rober - Former NASA engineer, current YouTuber, and friend of science.

  • Smithsonian Learning Lab

    The Smithsonian Learning Lab is a free, interactive platform for discovering millions of authentic digital resources, creating content with online tools, and sharing in the Smithsonian's expansive community of knowledge and learning

  • Storyline Online

    Storyline Online - The SAG-AFTRA Foundation’s award-winning children’s literacy website, Storyline Online, streams videos featuring celebrated actors reading children’s books alongside creatively produced illustrations.

  • TED Under 20

    TED Under 20 highlights talks from scientists, musicians, innovators, activists — all under the age of 20. Watch these amazing wunderkinds.

  • Vooks

    Vooks is a kid-safe, ad-free streaming library of read-aloud animated storybooks. Currently offering one month free.

  • Zearn

    Zearn is an online math curriculum for grades 1–5, with supplemental skills practice activities for kindergartners.

STEAM at Home

Mrs. Goodrich and Mrs. Wawzyniecki have so many things coming for At-Home-STEAM. Keep an eye out for projects, challenges, and just plain fun.

MakerSpaceCT is holding their Electronics & Digital Fab online, Monday - Friday from 6:30-7:30 p,m. Click here for more information and to sign up! 

BREAD RISING CHALLENGE

    • Tie Dye Challenge

      Tie Dye Video

SAGE Dining Recipes

With many families preparing meals at home and trying to keep their children engaged, SAGE is prepared to help. They’ve developed a video series with easy, delicious recipes to prepare at home, instructions for various cooking techniques, nutritional guidance, and even home food sanitation and hygiene tips.
Visit them here!
Questions?
If you have technical issues or questions about school-supported devices, please email Tech Support.

PE Workouts with Mrs. Davis

    • Workout #1

Download the workout instructions from Mrs. Davis here:
Workouts 1-4 Instructions

Beat the Teacher: Daily PE Challenge

    • Beat the Teacher - Day 2 - Sti-Ups

Renbrook Storytime Online

    • Amy and the Dancing Bear by Carly Simon read by Amy Ma

Counseling Distance Learning Resources

Thank you to Kelley Reiss for providing these Counseling Distance Learning Resources.

Kelley the Counselor Weekly Check In

Mrs. Reiss is providing a weekly newsletter with resources, thoughts, and strategies related to managing the stress of isolation and COVID-19. Click on the links below for weekly editions.

RENBROOK STRONG - STAY CONNECTED

We love to see and hear how our students and families are doing. Please keep in touch with us. There are many ways to do that!
  • Send photos, videos, and stories that you are comfortable sharing to Barb Doyle in Marketing & Communications for use on our website and social media. 
  • Share photos, videos, and stories directly on our social channels at:
    • Instagram: @renbrookschool
    • Facebook: @renbrook
  • Use hashtags:
    • #RenbrookProud
    • #RenbrookSchool
    • #RenbrookRemote
    • #RenbrookAtHome
    • #RenbrookSpirit
    • #BringingLearningtoLife
    • #WeAreRenbrook
    • #gohawksgo
    • #RenbrookHawks
    • #HawksatHome
    • #TogetheratHome

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Renbrook School

2865 Albany Avenue
West Hartford, CT 06117
860-236-1661
860-231-8206 FAX
admission@renbrook.org
webmaster@renbrook.org
Renbrook School is a co-ed private day school serving students in Preschool through Grade 8 in West Hartford, CT.
©2019 Renbrook School All Rights Reserved