Remote learning model
While we recognize that remote learning is the environment that provides the lowest level of risk for the transmission of COVID-19, it does not replicate the inherent value of in-person teaching and learning. The district understands that this model presents real challenges for families balancing work responsibilities with supporting their children in a remote learning environment. Because the health and safety of students and staff are the priority, If COVID cases were to increase in our area, the district will be prepared to move all students to this mode of learning, as we did last spring.
The entire district will utilize Google Classroom so that families will interface with a single Learning Management System.
The high school remote model will mirror the usual school schedule, except for power block. In this model, all classes can be offered. Each class will meet four times per week for 55 minutes in which at least two classes will be synchronous and two will be asynchronous. This model allows the high school to meet the expected time on learning requirements, 170 days, 330 minutes per day, 938 hours per year.
The full remote model schedule:
Efforts will be made with the entire staff to explore and develop community-building throughout remote learning time.
Both our July and August surveys made clear that there will be students in our district who will need to learn in a fully remote environment, with no potential of in-person instruction instruction. Respondents have shared that they are concerned about health risks of children or family members who may fall into high-risk categories. We have heard from other families that have indicated that their children have been thriving in a remote environment. The district is pleased to provide a fully-remote option for all families who desire one.
At the high school level, students who request to be fully remote can be included in a hybrid cohort. All high school classes meet four days a week. In the hybrid model, students will work remote three days a week and have one day of in-person instruction per class. We likely can accommodate those students who choose full-time remote by providing a day where they are able to interact with a high school faculty member and/or peers to complete work that is similar to what is assigned to students in the hybrid model. Therefore, high school students who choose to stay fully remote will be able to stay integrated with teachers and peers. Here is an illustration of a comparison between a hybrid student and a full-remote student at the high school level.
REMOTE SPECIAL EDUCATION AND RELATED SERVICES
In planning for remote special education and related services as outlined in Individual Education Programs, student levels of need will be considered in providing remote and in-person services. Individualized Remote Learning Plans will be developed with parent input, and will outline supports and services to be provided during the period of remote learning.
In most cases, students will receive services remotely. This will include a structured schedule for synchronous and asynchronous learning opportunities. Related services will be provided following teletherapy guidelines, where required, and through synchronous, asynchronous and consultative models.
For our intensive programs, there will be consideration of in-person services to provide ABA, therapy services and functional skill instruction, with the priority of the health and safety of students and staff as the initial consideration.
Program teachers will provide a daily schedule of remote instruction, including a morning meeting, synchronous whole class, small group and individual instruction. Teaching assistants will be utilized for some synchronous work. Asynchronous learning activities and recommended extension activities will be outlined within the daily schedule. Instruction will be supplemented with online curriculum programs regularly used within the programs to support access to standards and skill development. Consultation with parents will be scheduled on at least a weekly basis to support parents with the remote learning environment.
Moderate teachers will provide a daily schedule of synchronous learning and asynchronous learning activities. Teaching assistants will be utilized for some synchronous work. This will include assignment to appropriate on-line programs to support skills development. Remote office hours and consultative time will be scheduled for parental and student support with remote learning activities.
All special education and related services staff will have scheduled consultation and collaboration time with general education staff to support students within the remote learning environment and ensure access to remote academic work aligned to the state standards. Attendance is required and will be tracked by staff.
Tracking of student participation and attendance during remote learning will be done and documented, individually, on a Service Delivery and Communication Log. Logging of staff services will naturally occur with the specific documentation that will be required on the Service Delivery and Communication Log.
The H-W High School’s iPad 1:1 program will be entering its sixth year and will continue this fall.
For those families interested in going out and purchasing their student a personal learning device, the district has successfully deployed these devices in these categories.
In the remote model we will continue tracking participation and attendance of students and staff. All students, whether remote or in-person, will check in to a homeroom, Crew, or morning meeting at the start of the school day. Attendance will be taken during that time. Teacher attendance will be taken based on their log-in to the district’s SIS, Aspen.
Remote work will be a continuation of our standards-based grade level or course-specific curriculum. Teachers will continue to issue formal grades to students in the remote model.
All teach dents and parents to connect with them when needed.