Table of Contents

Introduction ……………………………………………………………………………………….…...…        2

SAISD Remote Learning Plan …………………………………………………….……………….…..        3

Elementary Recommended Instructional Minutes by Subject …………...……………………         5

Digital Dual Language Model ………………………………………………………………………..        13

Middle School Recommended Instructional Minutes …………….……...………….…………..        22

High School Recommended Instructional Minutes ……………..……..…………..…………….        27

SAISD Curriculum Resources ……………………………………….……………………………….…        31

Supports for Students with Disabilities and English Learners …………………………………….        31

Student Engagement ………………………………………………………………….……………….        32

Remote Learning Best Practices ……………………………………………………………………..        35

Instructional Platform …………………………………………………………………….……………..        35

Instructional Materials …..……………………………………………………………………………...         38

Assessment …………………………………………………………………………………...…………..        44

Family Academic Connections ……………………………………………………………………..        44

SAISD will continue providing rigorous, TEKS-based instruction to all students through an instructional model that intentionally blends remote asynchronous and synchronous instruction using CANVAS, the district’s learning management system (LMS). We know that the events around the COVID-19 pandemic make this a challenging year, but the District has taken a comprehensive and thoughtful approach to ensuring all teachers are prepared to address the socio-emotional needs of our students and deliver high-quality, rigorous remote instruction while keeping student academic progress as a priority.

SAISD has incorporated survey feedback from teachers, parents and students to make numerous adjustments and modify our instructional plans to apply the changing guidance around bringing students back to school and meeting the needs of all stakeholders.

The SAISD 2020-21 Academic and Instructional Continuity Plan provides further details that include academic plans by grade level, instructional schedules, instructional materials, professional development, and explicit communication and support for teachers to support students in the remote learning environment.

Master teachers have assisted with the creation of model online courses. These courses can be shared through the learning management system. Teachers are also supported with high-quality professional development, innovative technology applications, and supportive mentoring and coaching.

The 2020-21 school will be different in many ways, and the instructional challenges that we will face will be unprecedented. We know that there will be some unfinished learning; nonetheless, in SAISD we believe in addressing this unfinished learning in a constructive manner as a commitment to educational equity and excellence. We will focus on the following six major principles recommended by the Council of the Great City Schools when planning instruction for the coming school year:

1. We will stick to on grade level content and instructional rigor
2. We will focus on the depth of instruction rather than on the pace
3. We will prioritize content and learning
4. We will maintain the inclusion of each and every learner
5. We will identify and address gaps in learning through instruction
6. We will focus on the commonalities that students share in this time of crisis and not just on their differences.

This year, we will be committed to these principles to help ensure that all our students have equal access to high quality instruction and educational opportunity.

All students are expected to attend school remotely from home through Canvas, the District Learning Management System. Remote learning at home will be equal to the work students receive over a normal school year in all content areas, with an emphasis on reading and math, and socio-emotional learning (SEL). Students will be engaged in direct content work that is equivalent to the normal school year. For all students, the measurement frequency is daily. Students learning remotely from home must be engaged in learning demonstrated by either of the following:

• Daily participation in Canvas; or

• Daily participation in Zoom; or

• Completion or submission of an assignment in Canvas from student to teacher.

TEA guidance requires that students match or exceed the following daily minimums across all subjects:

While the district has an approved TEA SAISD Asynchronous Continuity Plan, the SAISD remote learning plan in practice is an instructional plan that is predominantly asynchronous with synchronous touchpoints.

Asynchronous online learning provides for flexibility and opportunity for students to learn independently at their own pace. The District’s primary tools for asynchronous learning are  Canvas, G-Suite, and SeeSaw

Synchronous online learning provides for live, real time interaction between the student and teacher or student to student. The District’s primary tools for synchronous interactions are Zoom, FaceTime, and phone calls.

Daily instruction for core subjects (excluding Fine Arts / Electives / PE) is approximately equivalent to a full day of academic content on-campus. To achieve instructional alignment, students are expected to engage in the scheduled content asynchronously and synchronously for the following times daily:

• PK: 280 minutes
• K-5: 355 minutes
• Middle School: 405 minutes
• High School: 405  minutes

In these totals, small group instruction for students needing support is included.

Students will complete asynchronous and synchronous learning in accordance with the minutes described in the schedules below. Instruction and activities will be completed primarily asynchronously with students also receiving direct synchronous instruction and support through small group instruction, interventions, and teacher office hours. Parent input from Parent Feedback Surveys was considered in the determination of instructional minutes.

Students will receive feedback daily/weekly on their academic progress including support to improve academic performance. Additionally, students will have daily virtual access to their teachers to receive small group instruction and intervention, submit assignments, ask questions, and receive social and emotional support on Canvas or via Zoom.

Teachers are expected to engage with students through daily synchronous instruction and by providing multiple forms of consistent feedback. Additionally, students can interact with teachers and peers daily during small group instruction, and interventions/enrichment via Zoom. Students are accustomed to this online interaction with their teachers based on their experience this spring and summer with the SAISD Digital Learning Playground. Teachers will notify students and parents of their small group instruction  schedule and if they are to attend intervention/tutoring sessions. Finally, teachers will establish time for daily open office hours where they can meet with students or answer student questions. Attending office hours is not mandatory; students may determine if they choose to attend. The below table shows the daily recommended synchronous instructional minutes by grade band for students. It is important to note that these minutes will be broken into multiple touchpoints throughout the day to help chunk learning into manageable portions.

Teachers will provide differentiated instruction via research-based best practices utilized during instruction in the same manner as they receive this support and intervention during in-person instruction.  Teachers will embed Differentiated Instruction strategies and accommodations into lesson planning for both asynchronous and synchronous learning.  Students may receive instruction in a variety of formats, to include:  whole group, small group, and individual instruction via technology.  For students receiving support via 504 or Special Education, services will continue to be provided in alignment with the IAP/IEP.  Case managers will collaborate with instructors to ensure that student needs are being met and that teachers have access to any tools, resources, or training  necessary to provide differentiated instruction.  

Student selection to participate in small group intervention sessions is based on student need, assessment data, and progress markers in Canvas.

• Markers in Canvas will serve as a diagnostic tool for teachers to identify students who need more 1:1 support
• Teachers will meet with students for 1:1 check-in if they notice progress on Canvas is insufficient, or if a student is engaging but struggling to make progress
• Small group intervention sessions are conducted synchronously over video conferencing (Zoom)

Students with disabilities and students of special populations will have access to additional accommodations in the instructional materials. ELs will also have access to instructional and linguistic accommodations. For higher needs, students have more teacher touch points (longer and more frequent) and access to additional tools and accommodations within Canvas. Students have the opportunity for personalized support during designated office hours.

Homebound services will be available to students using our asynchronous model. The plan will be tailored to meet their individual 504 plan or IEP.

Teachers will provide immediate feedback and/or a lesson re-teach to clear any misconceptions and support students in mastering essential grade levels skills. Direct instruction will be delivered by teachers during synchronous daily touchpoints, these will be recorded for students to access at a later time as needed. Students will know how and when they can interact with their teachers based on their daily schedule.

Samples schedules are provided in this plan, and organized into levels of student interaction and engagement. The table below communicates the opportunities that students have to engage in learning throughout a school day.

The following framework follows TEA guidance for daily student engagement in academic work, while providing flexibility in scheduling by campus. These are approximate times. Exact times for instructional blocks determined by each campus.

*Numbers in red are minutes for dual language, which requires 20 additional minutes of synchronous instruction for oral language development in Spanish.

Specifications for Elementary Instructional Schedules

PreK, K, 1st, and 2nd Grades

PreK through 2nd grade schedules below reflect a remote blended model of daily Asynchronous and Synchronous Instruction. Students learning remotely from home must be engaged in learning demonstrated by either of the following:

1. Daily participation in Canvas; or
2. Daily participation in Zoom; or
3. Completion or submission of an assignment in Canvas from student to teacher

• There will be synchronous daily teacher-student touchpoints, which can include direct instruction, group work, independent practice, and assessment.
• Socio-emotional Learning (SEL) will be embedded throughout daily Synchronous and Asynchronous instruction. You can find more information on the SAISD SEL Program here.
• Synchronous sessions will be recorded and uploaded into Canvas for students to access at a later time, if needed.
• Schedules can be designed to reflect Interdisciplinary instruction.
• Students will not be marked absent if they miss a synchronous session.
• Small group instruction will be provided for academic support as appropriate.
• Adaptive curriculum such as Istation and Imagine Math can be assigned to students while others are participating in the small group instruction.
• Music, art, PE, and gifted and talented classes will be delivered primarily through Asynchronous Instruction
• Students will receive counseling services as needed via synchronous zoom sessions or phone calls.
• Students with IEP services will receive their specially designed instruction, modifications, and accommodations via a combination of collaborative, small group, and individual instruction via synchronous learning with asynchronous reinforcement.  All related services will be provided via digital means.  
• Students requiring Dyslexia intervention will engage in synchronous intervention via ZOOM. Intervention will be provided by dyslexia program specialists/split-funded special education GEC teachers. Synchronous lessons will be recorded and housed in Google Classrooms (or other platform) to accommodate students who are unable to attend live lessons due to scheduling conflicts or minimal technology/Internet access at home.

3rd, 4th, and 5th Grades

3rd through 5th grade schedules below reflect a remote blended model of daily Asynchronous and Synchronous Instruction in all core content areas. Students learning remotely from home must be engaged in learning demonstrated by either of the following:

1. Daily participation in Canvas; or
2. Daily participation in Zoom; or
3. Completion or submission of an assignment in Canvas from student to teacher

• 155-180 minutes of synchronous daily teacher-student touchpoints will be delivered followed by independent work time, and assessment.
• Socio-emotional Learning (SEL) will be embedded throughout daily Synchronous and Asynchronous instruction. You can find more information on the SAISD SEL Program here.
• Synchronous sessions will also be recorded and uploaded into Canvas for students to access at a later time if needed.  
• Schedules can be designed to reflect Interdisciplinary instruction.
• Students will not be marked absent if they miss a synchronous session.
• Scheduled tutorials, small group instruction for academic support, and enrichment will be scheduled as appropriate
• Adaptive curriculum such as Istation and Imagine Math can be assigned to students while others are participating in the small group instruction.
• Students will receive Asynchronous Instruction for music, art, PE, and gifted and talented classes
• Students will receive counseling services as needed via synchronous zoom sessions or phone calls.
• Students with IEP services will receive their specially designed instruction, modifications, and accommodations via a combination of collaborative, small group, and individual instruction via synchronous learning with asynchronous reinforcement.  All related services will be provided via digital means.  
• Students requiring Dyslexia intervention will engage in synchronous intervention via ZOOM. Intervention will be provided by dyslexia program specialists/split-funded special education GEC teachers. Synchronous lessons will be recorded and housed in Google Classrooms (or other platforms) to accommodate students who are unable to attend live lessons due to scheduling conflicts or minimal technology/Internet access at home.

These are approximate times. Exact times for instructional blocks determined by each campus

These are approximate times. Exact times for instructional blocks determined by each campus

These are approximate times. Exact times for instructional blocks determined by each campus

These are approximate times. Exact times for instructional blocks determined by each campus

Regardless of the mode of instruction, it is in our students’ best interest to continue to fully implement SAISD’s dual language model.  In order to follow our digital dual language model successfully, we must ensure two key components: that we adhere to the language ratio by grade level and that we  incorporate daily oral language development. We must be  conscious of protecting and developing the language at risk, which is Spanish. Adherence to our model allows our students to build their Spanish proficiency for an extended period of time to reach their full cognitive potential, while introducing the literacy-based English language development at an earlier age.

These are approximate times. Exact times for instructional blocks determined by each campus

These are approximate times. Exact times for instructional blocks determined by each campus

These are approximate times. Exact times for instructional blocks determined by each campus

These are approximate times. Exact times for instructional blocks determined by each campus

These are approximate times. Exact times for instructional blocks determined by each campus

These are approximate times. Exact times for instructional blocks determined by each campus

The following framework follows TEA guidance for daily student engagement in academic work, while providing flexibility in scheduling by campus. These are approximate times. Exact times for instructional blocks determined by each campus.

Specifications for Middle School Instructional Schedules

6th, 7th, and 8th Grades

6th through 8th grade schedules below reflect a remote hybrid model of daily Asynchronous and Synchronous Instruction in all core content areas. Students learning remotely from home must be engaged in learning demonstrated by either of the following:

1. Daily participation in Canvas; or
2. Daily participation in Zoom; or
3. Completion or submission of an assignment in Canvas from student to teacher

• 120 - 180 minutes of synchronous daily teacher-student touchpoints will be delivered followed by independent work time, and assessment.
• Socio-emotional Learning (SEL) will be embedded throughout daily Synchronous and Asynchronous instruction. You can find more information on the SAISD SEL Program here.
• Synchronous sessions will also be recorded and uploaded into Canvas for students to access at a later time if needed.  
• Schedules can be designed to reflect Interdisciplinary instruction as long as there is an approved measure of assessment.
• There must be daily academic progress through Canvas, teachers will provide feedback.
• Students will not be marked absent if they miss a synchronous session.
• Scheduled tutorials, small group instruction for academic support, and enrichment will be scheduled as appropriate
• Students will receive a combination of Synchronous and Asynchronous Instruction for music, art, PE, and other elective courses.
• Students will receive counseling services as needed via synchronous zoom sessions or phone calls.
• Students with IEP services will receive their specially designed instruction, modifications, and accommodations via a combination of collaborative, small group, and individual instruction via synchronous learning with asynchronous reinforcement.  All related services will be provided via digital means.  
• Students requiring Dyslexia intervention will engage in synchronous intervention via ZOOM. Intervention will be provided by dyslexia program specialists/split-funded special education GEC teachers. Synchronous lessons will be recorded and housed in Canvas (or other platforms) to accommodate students who are unable to attend live lessons due to scheduling conflicts or minimal technology/Internet access at home.

SAN ANTONIO INDEPENDENT SCHOOL DISTRICT                                                 SchoolName MS

Newcomer Students (Students with 0-3 years in the US) will have a block of English as a Second Language (ESL) with a teacher who specializes in language development.

These are approximate times. Exact times for instructional blocks determined by each campus.

SAN ANTONIO INDEPENDENT SCHOOL DISTRICT                                                 SchoolName MS

Newcomer Students (Students with 0-3 years in the US) will have a block of English as a Second Language (ESL) with a teacher who specializes in language development.

These are approximate times. Exact times for instructional blocks determined by each campus.

SAN ANTONIO INDEPENDENT SCHOOL DISTRICT                                                 SchoolName MS

Newcomer Students (Students with 0-3 years in the US) will have a block of English as a Second Language (ESL) with a teacher who specializes in language development.

These are approximate times. Exact times for instructional blocks determined by each campus.

The following framework follows TEA guidance for daily student engagement in academic work, while providing flexibility in scheduling by campus. These are approximate times. Exact times for instructional blocks determined by each campus.

Specifications for High School Instructional Schedules

9th, 10th, 11th, and 12th Grades

9th through 12th grade schedules below reflect a remote hybrid model of daily Asynchronous and Synchronous Instruction in all core content areas. Students learning remotely from home must be engaged in learning demonstrated by either of the following:

1. Daily participation in Canvas; or
2. Daily participation in Zoom; or
3. Completion or submission of an assignment in Canvas from student to teacher

• 120 - 180 minutes of synchronous daily teacher-student touchpoints will be delivered followed by independent work time, and assessment.
• Socio-emotional Learning (SEL) will be embedded throughout daily Synchronous and Asynchronous instruction. You can find more information on the SAISD SEL Program here.
• Synchronous sessions will also be recorded and uploaded into Canvas for students to access at a later time if needed.  
• Schedules can be designed to reflect Interdisciplinary instruction as long as there is an approved measure of assessment.
• There must be daily academic progress through Canvas, teachers will provide feedback.
• Students will not be marked absent if they miss a synchronous session.
• Scheduled tutorials, small group instruction for academic support, and enrichment will be scheduled as appropriate
• Students will receive a combination of Synchronous and Asynchronous Instruction for music, art, PE, and other elective courses.
• Students will receive counseling services as needed via synchronous zoom sessions or phone calls.
• Students with IEP services will receive their specially designed instruction, modifications, and accommodations via a combination of collaborative, small group, and individual instruction via synchronous learning with asynchronous reinforcement.  All related services will be provided via digital means.  
• Students requiring Dyslexia intervention will engage in synchronous intervention via ZOOM. Intervention will be provided by dyslexia program specialists/split-funded special education GEC teachers. Synchronous lessons will be recorded and housed in Canvas (or other platforms) to accommodate students who are unable to attend live lessons due to scheduling conflicts or minimal technology/Internet access at home.

SAN ANTONIO INDEPENDENT SCHOOL DISTRICT                                                  SchoolName HS

Newcomer Students (Students with 0-3 years in the US) wil have English I/ II for Speakers of Other Languages (ESOL I , ESOL II ) with a teacher who specializes in language development.

These are approximate times. Exact times for instructional blocks determined by each campus.

SAISD believes that a standards-driven, rigorous, culturally relevant, and clearly articulated

curriculum is essential for student success. As a result, SAISD has internally written a curriculum, in collaboration with teachers, that reflects 100% coverage of each set of course and grade-level standards, and provides specific supports, including but not limited to lesson resources, real-world applications, exemplar lessons, formative assessment items, and articulation of the vertical alignment of knowledge and skills. The curriculum development process embraces a systems approach by utilizing the following steps to create a strong curricular foundation:

1. Prioritize the Standards
2. Name the Curricular Units of Study
3. Assign Priority and Ancillary Standards to Units of Study
4. Assign Recommended Pacing
5. Construct the Instructional Planning Guides

SAISD Year-At-A-Glance (YAG) documents are an overview of each course, providing unit titles, big ideas, and standards covered by unit and semester. The 2020-21 YAGs feature an additional guidance section, called 20-21 Focus, to help teachers prioritize the most essential learning. The new guidance section is located in the yellow section beneath each unit title. The 20-21 Focus standards represent the daily non-negotiable instructional topics for each grade-level and course, and provide specific direction for activities aligned to the content area instructional framework.

In addition to the Focus standards, each unit has additional Focus Guidance for providing instruction in remote synchronous and asynchronous environments. This guidance is meant to support teachers in addressing key prior learning in a just-in-time, instead of a just-in-case, approach in a specific way so that students can access grade-level content. It also provides teachers with new efficiencies in their standards as well as how to omit content in such a way as to minimize the impact on learning.

For students with disabilities, campus staff remain responsible for working collaboratively with instructional staff to ensure that students’ modifications and accommodations are included in the lesson and instructional planning for asynchronous learning, in alignment with the IEP/IAP.  Tools for differentiated instruction will be incorporated into the curricular resources.  Teachers receive professional development to build capacity in the provision of intervention and support. The SAISD Disability Services Continuity Plan includes a description of the provision of programs and supports in alignment with the district safety levels.  It can be accessed here.

For students with disabilities receiving §504 accommodations, the teacher of record will incorporate the accommodations into their instruction, to include provisions within instructional materials, assignments, and assessments.  Students will be progress monitored to determine if the accommodations previously identified by the student’s §504 committee remain appropriate in both the asynchronous instruction as well as the synchronous touchpoints.  In the event that the student shows signs of academic struggle, campus staff will schedule a §504 committee meeting to review the student’s plan and determine if the identified accommodations remain appropriate or if the student’s plan needs revision.  The §504 committee will, in collaboration with the student and parent, revise the plan to meet the student’s current accommodation needs.

For students receiving Dyslexia instruction via the standard instructional protocol, in alignment with the Texas Dyslexia Handbook, these services will be delivered remotely via a combination of synchronous and asynchronous instruction.  Dyslexia program specialists will deliver direct instruction via video conferencing paired with asynchronous reinforcement and independent practice.  For students unable to participate in the direct instruction, all sessions will be recorded and posted for student access.

For students receiving Special Education services via an IEP, with mild to moderate disabilities, programming and support will be designed and delivered in a manner consistent with individual student modifications and accommodations.  All instruction will fully align with the specially designed instruction outlined in the student’s IEP.  Students will be progress monitored to determine if the accommodations previously identified by the student’s ARD/IEP committee remain appropriate in both the asynchronous instruction as well as the synchronous touchpoints.  This progress monitoring is in alignment with TEA guidance posted here.  Additionally, individual student programming is addressed in each student’s Contingency Plan, in alignment with the TEA guidance posted here.  In the event that the student shows signs of academic struggle, campus staff will schedule an ARD/IEP committee meeting to review the student’s plan and determine if the identified accommodations remain appropriate or if the student’s plan needs revision in response to remote synchronous or asynchronous learning.  The ARD/IEP committee will, in collaboration with the student and parent, revise the plan to meet the student’s current accommodation needs.  In-class and coteaching support will be provided via collaboration with the teacher of record via participation in synchronous touchpoints, integration of supports in student asynchronous work, and the provision of office hours to address needs as they arise.  Resource instruction will be provided remotely via small group synchronous instruction paired with asynchronous reinforcement and independent practice, which may include utilization of online instructional applications.  For students requiring behavioral supports, behavioral support staff and mental health assistants may join students in video conferencing synchronous lessons, provide individual or small group conferencing for social skills instruction, and facilitate counseling and problem-solving sessions in individual or small group video conferencing or phone calls.  Behavioral supports may be supplemented with asynchronous opportunities for reinforcement and independent practice.

Students with significant cognitive or developmental disabilities may receive their instruction in a variety of ways.  Some students may be able to participate meaningfully in remote learning via technology, with educators providing instruction via both synchronous and asynchronous instruction.  Some students may be able to utilize online instructional applications to engage in teacher-directed instruction aligned with the student’s IEP through applications such as VizZle, or incorporation of resources from Unique Learning Systems or New2You, paired with teacher developed lessons and materials.  Some students may not be able to meaningfully participate in instruction via the district’s learning management system.  In these cases, special educators will develop individualized instructional packets, to include specially designed instructional materials that are aligned with the student’s learning style.  This may include tactile materials, visuals, technology such as videos or games uploaded to a tablet, adapted equipment, and assistive technology.  Additionally, teachers will provide parents with ongoing support and training in the instruction of their child, including the use of any specialized equipment or tools, which may be provided in writing, via video or phone conference.  Depending on the student’s individual needs and IEP, teachers and related service providers may provide parents with individualized materials, such as visuals, work systems, communication devices (high and low tech), manipulatives, and adapted equipment to be used for gross and fine motor activities, to include OT, PT, Adapted PE, or any other program or support.

Expectations for the provision of Homebound or Hospital bedside instruction via remote learning, including asynchronous instruction with synchronous touchpoints, has been included in the SAISD Disability Services Instructional Continuity Plan. These students’ services will be delivered in a manner consistent with each student’s §504 or IEP paperwork.  Students’ case managers, in collaboration with district Homebound teachers, will ensure delivery of FAPE via remote services and instruction in alignment with the student’s IAP/IEP.  Remote instruction may include both synchronous and asynchronous learning, in alignment with the IAP/IEP.  The instruction provided will be designed by the home campus teacher of record in alignment with the programs and guidance described above.    

Additional support for English learners includes linguistic accommodations available for students at various language proficiency levels as part of the general curriculum. The district’s sheltered instruction model, which is grounded in Seidlitz’s 7 Steps to a Language Rich Interactive Classroom, has been adapted for remote learning settings and will continue to be modeled for teachers through district and campus-wide professional development and job-embedded coaching. This sheltered instruction model, as well as SAISD’s Digital Dual Language Model, can be found here. Teachers of ELs will receive professional development on how linguistic accommodations can be made available through SAISD’s Learning Management System, Canvas. The Bilingual/ESL & Migrant department will also guide campus administrators and master schedulers to ensure recent immigrants (0-3 years in the US) and students will TELPAS composite scores of beginning and intermediate are scheduled with appropriately certified teachers so that these students receive  specialized instruction.  Master schedule criteria for English Learners in SAISD can be found here. The district will have adaptive, online language development programs (Imagine Learning & Summit) that focus on comprehensible input and meaningful opportunities for output.

Students are required to be engaged with instructional work daily. Students are “engaged” when the teacher observes that the student shows progress in online lessons on Canvas, interacts with the teacher and other students, or submits an assignment for grading. Evidence of the student engagement must be verifiable with a time stamp on Canvas, Zoom or other apps integrated into Canvas. Expectations for daily student engagement with instructional work will be posted online for parents and students.

Additional criteria for engagement is detailed in the SAISD Remote Learning Engagement Guidelines below:

Tracking engagement will, at a minimum, follow guidance from TEA and ADA funding method using 3 possible attendance markers:

1. Daily Progress in Canvas
2. Daily Progress via student-teacher interactions
3. Completion /Turn-in of assignments via Canvas

Grades PK-12:

• By default, Students are marked "Present-Remote Asynchronous" (PA).
• Teachers take attendance at 4:00 pm by monitoring and checking for student "engagement" that day.
• Students that are not actively "engaged" and do not have documentation of completing the minimum targeted activities will be marked absent.
• By 10:00 am the following day, teachers will change students marked absent to PA if the student is reported as engaged in Canvas from 4:00 pm to 11:59 pm the previous evening.  
• Clerk or other assigned staff runs the weekly attendance report and reconciles absence discrepancies.

Apart from teacher-student interactions and assignment submissions, engagement will be tracked daily in Canvas, through the built-in Progress Markers, using the same process and protocol as is used during on-campus instruction. In addition, students who fall below a 90% attendance for the time that the course is offered will not receive credit for the course, regardless of level of “engagement”, consistent with on-campus expectations.

These methods require engagement that is consistent with an on-campus learning environment because they are equivalent to the ways in which students would interact with their teachers and classmates on-campus in terms of duration, learning objectives achieved, activities completed, coursework, and academic feedback. Furthermore, these opportunities for engagement provide evidence that the student is making progress and engaging with their schoolwork daily.

Student progress will be tracked daily in Canvas through daily assignments, activities, interaction with a teacher and other markers. In addition, student progress will be tracked through teacher formative and summative assessments, including campus-created weekly and 3-week assessments and district assessments.  The district will also conduct entry diagnostic assessments (MAP) in reading and math at the beginning,  middle and end of year.

Progress monitoring guidance specific to students with disabilities can be found here.   This guidance is in addition to the TEA Remote Learning Guidance for Progress Monitoring found here.  All special educators received this training in August 2020.

Progress monitoring plans for English Learners are documented by teachers and reviewed by the LPAC committee each 9 weeks.  LPAC coordinators and teachers are provided training and guidance throughout the year in progress monitoring.

Students will have passing grades at the end of each grading period (failure to have passing grades may result in non-enrollment in virtual learning and enrollment in face-to-face learning at the student’s assigned school for the following grading period).

Parents can be updated on student engagement and progress through Canvas.  

Parents can use a pairing code to login as a class observer on Canvas online or through the Canvas app so they can:

• Check Grades
• View Due Dates
• Read Assignment Instructions and Supply Lists
• View Course Calendar
• Communicate with Teachers via Direct Message

Parents can also use the Canvas website and app to set automatic alerts for the following:

• Course grade above
• Course grade below
• Assignment Missing
• Assignment Grade Above
• Assignment Grade Below
• Course Announcements
• Institution Announcements

SAISD has distributed digital devices (iPads and Chromebooks) to each student in the district. We will provide hotspots for parents who do not have access to the internet. In addition, all of our campuses have WiFi access from the parking lots. The district is rolling out a plan to address the needs of students who may still face device gaps (e.g. new students) and access gaps (e.g. internet connection issues). For students that do not have access to Canvas, there will be a non-digital, paper-based version of instructional content, exercises and supports. The district is currently considering implementing traditional grading and phone check-ins to measure academic progress in these situations.

Teachers will provide regular feedback as students submit their work on Canvas or other avenues. Teachers will also provide feedback to students on Canvas at least weekly regarding work activities, discussion posts, completion of self-guided lessons, small group instruction, or meetings with a teacher during office hours. The feedback will be based upon the type of work submitted and be clearly connected to student’s progress towards the daily academic learning targets. Teachers will review each individual student’s progress and provide intervention where and when appropriate. Teacher feedback is not limited to synchronous instruction; it can be done through discussion forums, chat features, email correspondence and other channels in accordance with what their students may prefer or find most effective.

Digital Learning Plan: Guide to Lesson Design

In response to COVID-19, SAISD is ensuring that all PK-12 students and teachers have access to robust digital resources to support in-person and remote learning, without disruption to high-quality instruction.

The new learning management system, Canvas LMS, will be launched in July 2020 for the 2020-2021 school year. Canvas LMS is made up of a powerful set of highly integrated learning products that will allow teachers and schools to customize their digital learning environment.

Canvas LMS is a robust central hub for curriculum, instruction, assessment, and mastery courses. It has a built-in assessment system and analytics to measure mastery of content, assign differentiated strategies, and personalized learning pathways. The platform integrates with emerging technology and educational software apps such as Google, Microsoft, and Adobe; and incorporates dynamic communication tools for the digital classroom including calendars, announcements, and discussion boards.  It supports the use of assistive technology with Immersive Reader, Closed Caption, video annotation, and language translators.

Extensive professional development will be available to a variety of audiences including academic teams, teachers, administrators, instructional assistants, librarians, parents, and students. Training will be broken into five parts and the training schedules will include foundational courses taught both synchronously and through asynchronous recordings.

Parents can be confident teachers are delivering high-quality instruction, both in-person and online - with this new system. Additionally, Canvas LMS has a two-way communication feature so families and teachers can continue to stay connected, involved, and informed to support student success.