Component

Explanation

What are the expectations for daily student interaction with academic content?

The goal of this plan is to provide ongoing rich and robust TEKS-based instruction while maintaining instructional delivery that furthers student academic success, as well as to advance learning by progressing through the state standards. Bandera ISD will provide access, resources, and academic learning opportunities for all students in the remote setting through an asynchronous model.

In order to minimize classroom disruption, students may move between remote and on-campus instruction at the end of a six week grading period. Commitment to a pathway must be done at the four week mark to plan accordingly. Parents complete this form to request a change in instructional setting. An instructional transition team consisting of the counselor and assistant principal(s) will follow up with the family requesting the change to outline expectations, allowing for a smooth transition, consistency in learning, and steady growth.

In most cases, students who opt-in to remote instruction are taught by their on-campus teacher, which will allow for continuity of instruction if the student changes instructional models at the end of a grading period. This method will also allow teachers and students to build solid relationships to support the whole child. Scheduling remote students into their on-campus teachers’ classes also allows the teachers to gain capacity in offering robust online activities in the event that the school is temporarily closed due to COVID-19. Teachers and on-campus students can immediately pivot to remote instruction with little to no transition time. At the elementary level numbers of remote students dictated the designation of a virtual teacher at grades 1, 2, 4,and 5 on one campus. When and if those students transition back to on-campus instruction, they will be scheduled into an on-campus classroom, if space is available, or they will remain with their current teacher for on-campus instruction.

In building this plan, BISD is guided by the following principles:

1. Support students’ academic and emotional wellness while maintaining home and school balance.

2. Provide all students and their families with access to quality educational materials aligned to the TEKS and to offer the support needed to successfully access those materials.

3. Empower educators to design learning experiences and formative assessments to personalize instruction to meet the individual learning needs of each student.

4. Offer support, encouragement, and compassion to educators, students, and parents to ensure their success.

Students in Pre-K through 5th grade will receive 180 minutes of asynchronous instruction each day including daily homeroom activities aimed to support mental health and wellness, offer smaller synchronous instructional chunks to maintain student attention and engagement, provide read alouds, and offer dedicated live time with peers for socialization and to connect during small group instruction.  Students in grades 6 through 12 will receive 240 minutes of asynchronous instruction each day. Students will also have scheduled opportunities to engage synchronously with the teacher through synchronous instruction and/or office hours. Grades Pre-K to 2 have access to both Seesaw and Google Classroom. Grades 3-12 will use Google Classroom.

Instruction will include opportunities for engagement, elaboration, and evaluation including bellringers, warm ups, videos, interaction with technology platforms, written responses, exit tickets, short answer responses, written assignments, completion of tasks, and collaboration. Daily feedback will be provided through the LMS through student work and assignment completion. Contact logs will be provided to all teachers to document weekly contact.

Students are expected to log into their Learning Management Platform (Google Classroom and/or Seesaw) to access the day’s activities every day. Teachers will provide instruction using pre-scheduled synchronous virtual sessions, pre-recorded videos, learning platforms such as IXL and Newsela, as well as online textbooks, and other curated materials. Teachers will record daily attendance as evidenced by assignments turned into the LMS, progress in learning platforms, or teacher interaction with the student.  Grading will be the same as on-campus instruction as outlined in our BISD District Handbook and Policy. Office hours will be available for one-on-one conferences and tutoring at a variety of times: during the teacher’s conference period and before and after school for parent and student assistance. In elementary classes that are self-contained, the teacher is the point of contact. In grades that are departmentalized, teachers are the point of contact for their respective subject areas.

Instructional Commitment Form

Change of Instructional Model

Expectations for Remote Instruction

Overview of the Start of School

What Remote Instruction Should Look Like 

Sample lesson plan: on-campus & remote

How will you ensure all student groups and grade levels will have the opportunity to engage in approx. a full day of academic content every day?

Students will access our Learning Management System (LMS) that outlines daily schedules, expected learning activities, and assignments for completion.  The expectation will be a full day of instruction via asynchronous learning activities collected through teacher assigned lessons while engaging with and supporting students through classroom discussions, online lessons, the completion of assignments, teacher-made videos, and synchronous sessions and/or office hours. Pre-K and Kindergarten students will use Chrome Tablets or iPads; first grade students will use a touchscreen Chromebook, and second through twelfth grade students will use Chromebooks. A limited number of hotspots are available to families who do not have internet access. Counselors, campus administrators, and librarians coordinate hotspot checkouts to families.

Engagement (attendance) will be collected through these methods of lesson delivery on a daily basis.

Students must be engaged in one of the following ways during each school day (12:00 am to 11:59 pm):

1. Daily progress in the Learning Management System (LMS).  Our LMS is SeeSaw and/or Google Classroom for grades Pre-K-2 and Google Classroom for grades 3-12; or

2. Daily progress via teacher-student interactions via email, phone, or interaction in the LMS; or
3. Completion/submission of daily assignments from student to teacher via LMS or return of documents via email.

If a student does not engage daily, he/she will be counted absent for that day.

Students in grades Pre-K through 5 can expect 180 minutes of asynchronous learning each day, while students in grades 6-12 can expect 240 minutes. Families are guided to scheduled office hours and synchronous instruction opportunities through common documents or the parent portal of the LMS.

Remote students will have opportunities to engage in WIN time, dyslexia programs,  counseling support, and special education services (OT/PT/Speech/Resource Support) just as their on-campus peers do.

Sample Elementary Schedule

Sample Middle School Schedule

Sample High School Schedule

Google Classroom Codes, Virtual Office Hours, and Teacher Contact Information

What are the expectations for teacher/student interactions?

Teachers will work with horizontal and vertical teams to use available data to inform and iterate on lesson plans. Live teacher assistance will take place through office hours in a Zoom or Google Meet. Completion of assignments will be expected daily for attendance. Grades will be taken in accordance to the on-campus grading system and entered into TXEIS promptly.

Teachers will post daily learning activities in the LMS. Teachers will provide pre-recorded lessons for instruction, and students may also engage in pre-scheduled synchronous learning opportunities and/or office hours. For example, an elementary student may have the opportunity to engage with his/her teacher and class during Morning Meeting, instruction for ELAR/Math, and a Read Aloud. In the secondary classroom, the student may join a synchronous lesson with his/her peers or seek help from the teacher during office hours.

In the self-contained elementary classrooms, protocols are in place to ensure that if a teacher is absent, the students in that grade level can attend the synchronous sessions offered by the other teachers at that grade level.  Similarly, at the secondary level, departmental office hours are posted so that if a student can’t attend office hours with his/her teacher, he/she can still get assistance from another teacher in the department.

RTI will be offered for students based on proficiency and progress to support personalized instruction. Students will be served in small group or individually. Elementary specials teachers (art, PE, music) collaborate with grade level teachers to engage remote learners either as a co-teacher through the homeroom LMS or in a separate classroom in the LMS.  Counselors use the LMS and/or virtual meetings for counselor guidance, intervention, or enrichment. Campus counselors may set up one-on-one or small group guidance classes to support social and emotional learning.

Feedback will be provided via the LMS for  student work and assignment completion. Every three weeks, progress reports will be provided to parents/guardians. Pre-K and Kindergarten will receive progress reports after week four and report cards after week nine.  At the end of every grading period, feedback and grade reports will be provided. Intermittent feedback is provided to students as formative assessments and work is completed.

The school district will work with stakeholders to identify a remote educational delivery approach that accommodates the unique situations of each child. It is possible that our most vulnerable students will face multiple challenges. During this time, we will seek to maintain meaningful relationships and connections through personal contact with on-campus meetings, one on one virtual meetings or phone calls to ensure student success. The English as a Second Language (ESL)  Coordinator and campus  ESL lead will coordinate LAS Links testing for identification and reclassification of ELLs. The Advanced Academics Coordinator and campus counselors will coordinate testing for identification of Gifted and Talented students who are learning remotely. If a particular testing platform does not allow remote testing, students may be asked to schedule an appointment to test on campus in a setting that allows for strict social distancing and attention to other safety protocols.

Expectations for Remote Instruction

What Remote Instruction Should Look Like

RemoteGuidelines for Teachers

Starting the Week with Remote Learning

Letter: Remote Instruction

Sample Elementary Schedule

Sample Middle School Schedule

Google Classroom Codes, Virtual Office Hours, and Teacher Contact Information

How will teacher/student interactions be differentiated for students with additional learning needs?

BISD has expectations for Resource and Inclusion, Functional Living Unit, Dyslexia, English as a Second Language (ESL), and Gifted and Talented programs that align with the general curriculum. To support our students who are served in their special programs, teachers will participate in weekly PLC meetings to discuss students' progress. Teachers will adapt lessons and resources to support our students and those materials will be included in our LMS.

Special Education/504

BISD has guidelines for Admission, Review, and Dismissal (ARD) and 504 meetings and will be developing Contingency Plans for all students receiving Special Education Services or Dyslexia Services remotely. The school district will work with stakeholders to identify a remote educational delivery approach that accommodates the unique situations of each child. Special education teachers will work with general education teachers, students, and families to minimize barriers the student may experience in a remote setting. It is possible that our most vulnerable students will face multiple challenges. During this time, we will seek to maintain meaningful relationships and connections through personal contact with on-campus meetings, one on one virtual meetings or phone calls to ensure student success.

Our goal is to create multiple means of engagement through Individualized Education Plans (IEPs) and 504 plans to generate student interest and motivation for learning, representing the information and content differently by providing leveled and personalized learning, and provide more affirmative and corrective feedback.

The special education teachers and dyslexia teachers will have an Individualized Educational Plan (IEP) or an Individualized Academic Plan (IAP) for virtual learners that contains a Contingency Plan. Responsibilities are differentiated by role to ensure students with additional learning needs are receiving support based on their schedule of services and individual needs.

Bandera ISD will coordinate instruction and services to students with special needs via virtual services synchronous or asynchronous and/or consultation) in accordance with the student’s Individual Education Plan (IEP).

A Contingency Plan will be put in place for all Special Education and 504 students starting as remote learners.  Contingency plans will also be developed for all special education and 504 students receiving on-campus instruction so that a plan is in place if the student pivots to remote learning.

To accommodate students with disabilities who use assistive technology devices (ex. iPads, text to speech,etc.) as per their IEPs/IAP’s to access instruction, special education teachers or other providers will contact parents of these students to determine Internet access and access to devices. Devices will be issued as needed. The pick up and check out of  these devices will be coordinated between the special education teacher, the campus administrator, and the parents. The campus special education teacher/or librarian will maintain documentation of the devices that are issued to students/parents. Families checking out district devices will need to complete the district’s user agreement and are responsible for their return of the device in the condition issued.

Contingency Plans

An ARD committee meeting/ 504 meeting or an amendment to the student’s IEP or IAP  will be initiated for each student to develop a Special Education/504 Contingency Plan for remote learning. The plan will document special education services that are feasible and safe to provide to an individual student while he/she is receiving remote instruction. The information recorded in the Contingency Plan must be developed from the student’s most recent IEP/IAP agreed upon by the student's ARD committee/504 committee. The student, parent, and educators will come to consensus on the services the student will receive during remote instruction.  

The District will encourage parents/guardians to provide information about specific types of activities that work well in engaging the student to be included in the Contingency Plan for remote learning.

Prior written notice along with a copy of the Contingency Plan will be provided to the parent whether completed in an ARD committee meeting or completed as an amendment to the current IEP/504 plan.

Students who initially begin school remotely will have a Contingency Plan within the first two weeks of school and will follow the Contingency Plan as long as they are engaged in remote learning.  If the student reverts to on-campus instruction, his/her current IEP will be in effect and the Contingency Plan will no longer be followed. Contingency plans will be reactivated if students return to remote instruction.

All on-campus students will have a Contingency Plan completed by the end of the first second six weeks of school.  If a student changes to remote learning or the school experiences a shutdown due to Covid-19, the student(s) will follow the Contingency Plan while engaged in remote learning until they return to on-campus instruction.

All on-campus students will follow their current IEP/IAP while receiving on-campus instruction.

A variety of service delivery will be implemented to meet the needs of students during remote instruction including but not limited to: asynchronous, synchronous, direct/indirect service minutes, and consultation minutes. Decisions will depend on the student’s unique needs, specific goals, and input from the ARD committee members.

Progress monitoring of IEP/IAP progress will be assessed through the following:

1. work product
2. remote learning sessions
3. teacher developed assessments
4. benchmarks
5. DRA reports
6. IXL reports
7. Vizzle reports
8. progress on Edmark Instruction

Transition will be addressed during the Annual ARD for special education students 14 years of age and older. BISD will continue each student’s instructional arrangement. Remote learning will be a change in location of services not a change of instructional arrangement.

The instructional day will be commensurate with that of children without disabilities.  The length of the school day for remote learning will be indicated in the Contingency Plan. Decisions regarding a non-commensurate school day are ARD committee decisions based on the individual needs of the child and must be documented in the IEP.

ARD committees may need to adjust the IEP schedule page to document the amount of special education service minutes that the ARD committee has determined will allow the student to progress towards mastery of goals and receive access to and progress in the general curriculum. 

Student/Parent Contact Expectation

• Care will be taken to preserve confidentiality of students educational records as defined under law.
• Case Managers/Service Providers/teacher assistants are to use the appropriate district form to document each contact with parent and/or student (E-SPED)
• Inclusion teachers will contact each student one time per week and consult with regular education teachers through PLC meetings, email, Google Meets, Zoom, on a daily basis
• Resource Teachers - contact each Special Education student (SE) on the assigned caseload weekly; 30 minutes (minimum) of synchronous instruction is required daily
• Behavior Unit Teachers – contact each student on your caseload as indicated in the service delivery in the IEP.
• Life Skills Teachers will contact each student/parent on your caseload twice weekly; 30 minutes (minimum) of synchronous instruction is required daily.

Documenting Current PLAAFP,

• Each case manager will have a Google Shared Drive.
• Case Managers will complete a Google Folder for each student on the assigned caseload.
• Each student Google Folder will contain the following:

• PLAAFP Data sheets (service providers will document the current PLAAFP for each student they service on a data sheet)- this is to be done for annual ARDS and for Contingency Plans for students who start the year on-campus
• Any documentation to support use of accommodations/modification and completion toward meeting student goals/objectives- this can be work samples indicating the accommodation or modification used on the assignment
• Review most current PLAAFP/Goals and Objectives and write recommendations for remote learning on the Contingency Plan forms (separate document in ESPED)
• Contact logs are to be completed in ESPED each time a contact is made, whether with the student or parent
• An ARD/504 committee meeting will be called to review the students IEP/IAP if the student is not making progress

Inclusion Teachers (Accommodated Lessons)

• Join PLCs to ensure lessons/activities are differentiated and include appropriate accommodations per individual student IEP
• Develop a digital learning classroom using the district’s preferred model to address questions and provide teaching assistance
• Record all applicable data such as modifications or accommodations used by the regular education teacher as reported during PLC’s on a data sheet
• General and Special Educators will collaborate regarding the needs of a student served through Special Education in the event that the student is struggling with a particular concept
• Teachers will meet virtually with all students per schedule of services as required for asynchronous learning  
•  Instructional Support Logs will be kept for all students receiving special education services during any virtual learning, logs will be uploaded to E-SPED 
• An ARD/504 meeting will be scheduled by the teacher if the student is not making progress

Resource Teachers (Modified Lessons)

• Join general education PLC’s when possible to ensure general education curriculum aligns with resource lesson plans
• Develop a digital learning environment using the district’s preferred model for each subject/grade level to include modified lessons/activities and support the provision of accommodations per individual student IEPs
• Special education teacher(s) will be assigned to develop the daily modified lessons for each of the subject they teach
• Record all applicable data within the student’s Google Folder/SeeSaw, as you receive evidence of completion of tasks/activities so that progress can continue to be monitored

Care should be taken to preserve confidentiality of students when using platforms that list all students by name or by email address

      ●   Teachers will meet virtually with all students per schedule of services as required for asynchronous learning

• Teachers will participate in a virtual PLC with instructional staff weekly for each resource subject they are responsible for instructing
• Instructional Support Logs will be kept for all students receiving special education/504 services during any virtual learning, logs will be uploaded to E-SPED.
• An ARD/504 meeting will be scheduled for any student not making progress

Life Skills Teachers (ECSE – 12)

• Gather/create materials that can be sent home to aid in instruction. Work with your campus principal regarding any information related to drop-off or deliveries of instructional materials for families.
• Ensure modifications and accommodations are made available as lessons/activities are developed
• Each Life Skills student will receive online login to include Edmark and Vizzle
• Life Skills Teachers will assign lessons within Edmark and/or Vizzle that equates to the individual student level of performance    
• Life Skills Teachers will develop a digital learning classroom using a district framework for students/parents to include:

1.  How to navigate and use the preferred model

2.  Questions, schedule/routine, lessons for the day, video modeling of functional and behavior skills, and other online resources

3.Direct live instruction to be provided through live lessons to be provided through: Google Meets or Zoom; teacher office hours; read alouds; guided reading or guided math, mini science or social studies lessons, parent conferences, parent phone conferences, conferences with students

• Record all applicable data within the student’s Google Folder, as you receive evidence of completion of    tasks/activities so that progress can continue to be monitored
• An ARD meeting will be called if the student is not making progress on the Contingency Plan

Life Skills Teachers (Students who have graduated)

• Gather/create materials that can be sent home to aid in instruction
• Work with the Special Education Department regarding any information related to drop-off or deliveries of instructional materials for families
• Ensure modifications and accommodations are made available as lessons/activities are developed
• Life Skills Teachers will develop a digital learning classroom using the district’s preferred model for parents to include:

• 1.  How To’s,
• 2.  Questions, schedule/routine, lessons for the day, video modeling of functional and behavior skills, and other online resources

• Activity documentation that can be returned to you that will provide you with data related to students’ goals (This could be a video/picture that parents upload to you to provide documentation)
• Record all applicable data within the student’s Google Folder, as you receive evidence of completion of     tasks/activities so that progress can continue to be monitored
• Weekly Zoom/Google Hangout - interactive routines for personal care, job skills, virtual field trips
• An ARD meeting will be scheduled for any student who is not making progress

Behavior Teachers

• Review all behavior IEPs to determine which IEPs are appropriate for home and include in the Contingency plan.
• Develop morning meeting prompts to be shared with families
• Behavior Unit Teachers will be available daily from 8:00AM - 3:00PM to support campus needs regarding social skills  instruction or to support students and parents
• Record all applicable data within the student’s Google Folder, as you receive evidence of behavior data
• In the event students struggle with particular concepts, General and Special Educators will collaborate regarding the needs of a student served through Special Education
• Special Educators will contact the family to set up 1:1 support sessions that will enable the student to continue to progress in the general education curriculum as well as in their IEP goals/objectives via phone, Zoom or Google Hangout
• Behavior Teachers will support the needs of families through creation of visuals, task strips, schedules, rewards
• Behavior Teachers will offer student/teacher/family support for behavior concerns and questions and provide resources and training as needed
• An ARD meeting will be called by the behavior teacher to discuss any problems or lack of progress while being instructed remotely.

Homebound Students(General and Specialized) 

During the COVID-19 pandemic, Bandera ISD will provide asynchronous remote services to a student that meets homebound services criteria within its various programs. The type of service provided will be determined by the appropriate committee such as the Admission, Review, and Dismissal Committee; Section 504 Committee; or Pregnancy Related Services Committee.

The student must be actively involved in the service provided whether it be a Learning Management System; daily interaction with a certified teacher remotely; completion of assignments from student to certified teacher via email, online or by mail.  The type of service will be agreed upon by the child’s parent or guardian or the adult student, and the school.  

ARD Meetings/504 meetings

• Held via phone, Zoom or Google Meet
• ARD Invitation must accompany the telephone log – parent signed copy is preferred
• ARD meetings(or IEP amendments) will be held for all students during the first six weeks of school to develop a Contingency Plan for remote learning
• Students receiving Homebound Services will receive remote instruction during the pandemic and a Contingency Plan will be developed and implemented
• Students receiving In-Home Training will receive remote instruction for the parent as noted in the Contingency Plan during this pandemic

IEP Progress Reports (Every Six Weeks)

• IEP Progress reports will be mailed to the parent each six weeks
• Document progress using the PLAAFP/Goals and Objectives
• Progress Reports will be completed in E-SPED/Frontline at the end of Each Six Weeks and copies placed in envelopes addressed to the students’ parents and mailed by the campus.

Special Education Hourly Employees

Instructional Paraprofessionals will provide support to teachers (Class Support, Resource, Behavior Unit, and Life Skills)  to develop activities/materials this time will not be counted as service minutes.   Paraprofessionals can support remote instruction through break out lessons supervised by the special education teacher. Service minutes will be counted when the paraprofessional is being supervised by the special education teacher while working with students in small groups, re-teaching, or reinforcing a skill in a live virtual setting.

Related Services-Speech-Language Pathologist (SLP), Physical Therapy (PT), Occupational Therapy (OT), Sp. Ed. Counseling, and other related services

• Services will be provided either on-campus or through teletherapy via Zoom or Google Meet or through the consultation model with primary teacher
• Participate in ARD Meetings as necessary
• Contact all students on their caseload to determine needs, access and capability of carrying out therapy plans
• Therapy services will be discussed with parents
• Share resources and printable materials when appropriate to support therapy
• Continue conducting ARD meetings utilizing phone and/or virtual platform such as Zoom

Assistive Technology

The ARD committee or the 504 committee will consider the student’s need for AT and how AT needs may shift depending on whether the student is being instructed on-campus, virtually or both. Our Occupational and Physical Therapist will make recommendations to the ARD committee.

Family Communication

Communication with Families will be documented weekly in ESPED/Frontline. If training and consultation are needed for the parent in order to provide FAPE this will be included in the Contingency Plan or in an amendment to the previous IEP.

Technology Access

The District will determine individual student needs and access and develop a plan for individual students/families.

Accommodations

Accommodations will be determined based on the student’s PLAAFP statements and should assist the student in successfully accessing learning and services in the remote environment in order to maintain progress toward mastery of his/her IEP goals.

Documentation of Services

In order to explain how the daily combination of instruction and activities during remote instruction match the frequency and duration of the provision of services set out in a student’s IEP teachers will document the amount of time that instruction was provided synchronously or asynchronously and the amount of time that students worked on individual, group, or classroom assignments, and received feedback from the teacher.

Paraprofessionals( i.e. instructional aide)

A paraprofessional may provide services required in the student’s IEP when supervised by a certified special education teacher. Classroom paraprofessionals will work with a small group for re-teach, implement IEP supports during the direct teach portion of the lesson, and assist individual students under the direct supervision of the special education teacher. As long as paraprofessionals are working within their allowable responsibilities, they will provide IEP service minutes as appropriate.

Accommodations Binder

Each teacher will be given an accommodations binder for Special Education, Section 504.  The binder will be signed out to each teacher and updated as needed. The accommodations apply both to face-to-face and remote learning situations.  It is the responsibility of the General Education teacher to ensure that the accommodations are provided to the appropriate students and documented accordingly.  The Special Populations Contacts (Special Education Case Managers, Campus Section 504 Coordinator, will also monitor the application and use of the accommodations. In addition, all teachers have read only access to Frontline E-SPED.

Binders must be kept in a secure place as they contain confidential information.  All FERPA Guidelines are to be followed.

 Section 504

• Section 504 students will be provided continued learning through district approved online programs and/or online group sessions.
• General Education teachers and Campus Coordinators (Counselors) will contact students and/or their parents to ensure students have the capability and can access the program from home.
• Online programs are to be monitored for progress and concerns.
• General Education Teachers along with Campus Coordinators will monitor the use of accommodations and ensure that appropriate documentation is kept according to the guidelines in the District’s Section 504 manual.
• All Section 504 meetings will be conducted via Zoom, Google Meets or by Telephone.

Dyslexia

Dyslexia students will be provided continued learning through district approved online programs and/or online group sessions. Dyslexia teachers will contact their students’ families to ensure students have the capability and can access the program from home. They will provide necessary information and directions to caregivers to allow for independent at-home practice. Dyslexia teachers will also maintain contact with their students at least once per week to check on their progress and needs. In addition, Dyslexia teachers will monitor the online learning programs usage and student progress using the program.

      Dyslexia Team/Teachers

• Familiarize themselves with method of delivery of intervention; Zoom, Google Meets, small group, teletherapy, individual packets
• Ensure that students are enrolled in any appropriate reading based programs where appropriate
• Provide services as outlined in the student’s IEP, IAP, or other intervention plan
• Communicate with parents regarding the needs and progress of their student
• Contact all students on their caseload to determine needs, access and capability of carrying out intervention plans
• All assessments will be face to face on the campus.  Teachers will make arrangements for parents to bring students to the campus and all safety precautions will be used and areas sanitized before and after the assessment.

Campus Support Team(RTI)

• Will hold meetings as necessary to monitor progress or discuss next steps
• Continue conducting ARD meetings utilizing phone and/or virtual platform such as Zoom
• Concerns should be directed to the campus.

English as a Second Language (ESL)

Bandera ISD are served in a pull-out model through their English Language Arts class by teachers who are ESL certified. In self-contained classrooms in the district, ELLs are served in a content-based model, taught by teachers who are ESL certified. The ESL District Coordinator manages a Remind for communicating with ESL families and serves as the liaison between the families and the district. In addition, the ESL lead on each campus is the point of contact for ELLs and their families. Remote ELL students engage in the same learning activities as their on-campus peers; however, instruction may be differentiated using the following accommodations:

ELL Accommodations

        LPACs

• The Campus ESL Leads, in conjunction with the District ESL Coordinator, will schedule and hold LPACs.
• All LPACs will be conducted via Zoom/Google Hangout (both FERPA protected) or through a phone conference.

Gifted and Talented

• All referrals and screening for remote students will mirror that of their on-campus counterparts. Remote students may be required to come to campus, by appointment, for testing.
• Classroom teachers will continue to differentiate instruction to include challenging experiences for Gifted and Talented Students. G/T students served in honors, Advanced Placement, and dual credit courses receive differentiated instruction from a G/T-trained teacher.
• Any necessary parent meetings will be conducted through Google Meet.
• Through the elementary Gifted and Talented “pullout” program remote students will engage in a Texas Performance Standards Project, overseen by the homeroom teacher or GT teacher. Elementary students receiving remote instruction may come to the campus to participate in team practices for First Lego League.  Middle School GT students enrolled in the GTism class will follow the same curriculum as the on-campus students. Additionally, middle school students, both remote and on-campus, are offered the opportunity to participate in accelerated instruction in both science and math.  High school GT students serviced through honors, Advanced Placement, and dual credit courses will receive differentiated instruction from a GT-trained teacher.
• Bandera ISD counselors, led by the district Social and Emotional Learning Coordinators, will support remote learners, including GT students, directly and indirectly:

• Support teachers in leading circle time/morning meanings that build relationships by empowering and engaging students.
• Provide student and parent resources through their websites.
• Engage in counseling individuals and groups of students.

District SEL Circle Time Idea Bank

District SEL Coordinators

BMS Counselor Goes Digital

Elementary Counselor SEL

Google Classroom Codes, Virtual Office Hours, and Teacher Contact Information

How will materials be designed or will be adapted for asynchronous instruction, ensuring coherence and retention on knowledge

With the school closure from March to May, BISD is expecting deficiencies well beyond the normal summer slide. Although the teachers and learning coaches (parents/guardians or other adults in the home) may have taught the lessons, the depth of the concepts and expectations within the units may not have been met by all students during the spring school closure. In order to support the foundational understandings of the concepts taught during the last 9 weeks of 2019-2020, BISD will use the TEKS Resource System (TRS) and the embedded COVID-19 Gap tools, in conjunction with the TEKS Resource System Implementation Guide pacing tools to support teachers in instructional planning. Campus instructional leaders, who received training from ESC 20 over the summer,  will provide professional development on using the Gap Implementation Tool from TRS to identify potential learning gaps that can be addressed and insert additional prerequisite lessons into the scope and sequence as needed and as appropriate for the order of the content.

BISD is in Year 2 of its structured use of assessments for learning (AFLs) and  is in the process revamping data collection structures to allow for timely conversation in PLCs to respond to student gaps by adapting materials and instruction. Teachers are working closely in horizontal teams to design instruction and create common assessments. Pre-K teachers will use the Pre-K Outcomes Framework.

The district will leverage our existing instructional materials as the basis for our curriculum for students. In addition, we will utilize Texas Home Learning (THL) 3.0 to supplement remote learning. Asynchronous students will follow the same scope, sequence, and curriculum as face-to-face students. This is to allow for students transitioning between learning modalities (e.g., remote and on-campus) at the end of grading periods. All lessons are Texas Essential Knowledge and Skills (TEKS) aligned as we are a TEKS Resource System district, and all materials are specifically chosen to support the TEKS-aligned lessons. Links to materials will be stored on our LMS and will be accessible to all students. Students will leverage a number of instructional software resources including IXL and Newsela for asynchronous learning, as well as for blended learning on-campus. These programs are inherently tailored to support self-paced, adaptive, and personalized student learning. They support progress monitoring for all students as well. Teachers have received or will receive significant professional development on both content and remote instructional practices to support appropriate adaptation, instructional practices, and coherence. Fifty-five BISD teachers have completed or are in the process of completing the UTeach Blended Learning Series, and teachers in grades 1-8 have received or will receive IXL training. All staff have received training in Professional Learning Communities (PLC), formative assessments, and data tracking.

In addition, the district will Texas Home Learning (THL 3.0) to supplement learning as it includes content connections, formative and summative assessment items, and support resources. The Educational Service Centers plan to align new THL resources with the TEKS Resource System, a service that will allow teachers to effectively use THL 3.0 in conjunction with other resources.

IXL's skills are aligned to the Texas Essential Knowledge and Skills (TEKS), the State of Texas Assessments of Academic Readiness (STAAR), the Texas College and Career Readiness Standards, and the Texas Prekindergarten Curriculum Guidelines, providing comprehensive coverage of core concepts and applications. IXL's digital platform is web-based and easily accessible at home for asynchronous instruction. Students can go to ixl.com or download the IXL app (iOS and  Android) and access the full curriculum and the diagnostic.  In IXL, teachers have the ability to assign TEKS-aligned skills to a class or to individual students that align to the district's scope and sequence. In addition, teachers and students can revisit the skills as often as they need for continued practice. There is no limit on how many times a student can spiral back to a skill.

Remote Learning Materials

Diagnostic Assessment Calendar

What additional supports (in addition to resources listed above) will be provided for students with disabilities and ELs?

Support for Special Education, Dyslexia, 504 and ELs:

Special Education

• Speech therapists will provide therapy through teletherapy individually or in small groups through a virtual platform.
• Special education teachers and dyslexia teachers are required to develop differentiated lesson plans to meet the needs of each student.
• Special education teachers and dyslexia teachers will work closely with regular education teachers to ensure the use of modifications and accommodations as stated in the students IEP or IAP.
• Each student with special needs will receive an individualized schedule for check-ins and support to ensure they receive the differentiation needed to be successful.
• All special education and dyslexia students will have progress reviewed weekly to determine if any additional support may be needed to continue to progress on their IEP or IAP goals and objectives.
• SPED and dyslexia teachers will work in PLC’s with general education content teachers to ensure that they are able to adapt lesson plans and curricular materials that meet the accommodations and modifications outlined in the IEP or IAP

Support for ELL Students:

For ELL students, BISD teachers will work with students and families to minimize barriers the student may experience in a remote setting by providing devices, hotspots, and personalized support in Spanish. BISD will support engagement through synchronous interaction between student and teacher and will work to generate student interest and motivation for learning by representing the information and content differently, by providing leveled and personalized learning, and by providing more affirmative and corrective feedback. Campus ESL Leads will liaise with teachers to identify and fill student and family needs.

Component

Explanation

What is the expectation for daily student engagement?

Students are expected to log on daily to Seesaw or Google Classroom to reference activities and assignments for the day. Students are required to be engaged daily with work through the completion of set assignments listed or interaction with the teacher; students who do not demonstrate engagement between 12:00 am and 11:59 pm  on a given day are marked absent. Daily student engagement expectations and progress that are clearly defined asynchronous assignments; completion and feedback for  those assignments can be self-monitored by the student in the learning management system or online learning platform. Students are also encouraged to actively participate in the synchronous sessions including live lessons, morning meeting time, WIN  time, small group sessions, and office hours. Teachers are expected to offer opportunities to meet virtually with all students daily.

Since Bandera ISD is a Math Innovation Zone district (Year 1), engagement in IXL is expected in grades 1, 3, and 5 and Hill Country Elementary for grant accountability; however, the program is being widely used in BISD. Students in grades 1-8  use IXL’s reading and math components; students in grades 6-8 use reading math, science and social studies. Resource Math and Resource Reading students use IXL at Bandera High School.  IXL's robust analytics provide real-time reporting that includes student achievement and progress by standard/skill. Diagnostic reporting will even break down progress by math or ELAR strand. In addition, teachers have grouping tools to assist with intervention and remediation.  Teachers will have immediate access to their real-time reporting and shoud plan to meet with students as often as they need to provide feedback. IXL's data updates in real-time, so no need to wait on reporting progress. And with the new messaging feature from Live Classroom, teachers can even provide feedback as the students work. Students can also visit their five reports that live in their Analytics tab, at any time, and guide them to lessons to fill gaps or provide acceleration.

Active engagement is defined as when a student is active in his/her coursework. The student is marked present in each course he/she is enrolled when the following items have been achieved.

1. Completion of daily lessons/activities, assessments, or projects submitted to the teacher for evaluation,

2. Attending sessions for tutoring, intervention, and/or enrichment,

3. Or daily contact with the teacher.

* Contact will include communication via:  Google Classroom, SeeSaw, email, virtual meeting, phone call, or

   on-campus meeting.

The classroom teacher will input the student’s attendance into Gradebook, based on the student’s engagement. Course completion is based on demonstration of academic proficiency with passing grades equivalent of 70% or above on a 100 point scale.

Sample student calendar to document engagement in SeeSaw:

Sample student report to document engagement in IXL:

Sample student assignment to track engagement in Google Classroom:

Expectations for Remote Instruction

What is the system for tracking daily student engagement?

Tracking engagement will follow guidance from TEA.  In an effort to measure the high level of engagement required for asynchronous work, our district engages in remote walk-through visits in order to gauge the standard of completion and quality that is considered acceptable, matching that level of engagement required in the face to face environment. Campus administrators have access to both Seesaw and Google classrooms as well as administrative access to learning platforms such as IXL, Newsela, Gizmos, and Summit K-12.

Teachers will document engagement in Ascender Teacher Portal.

• completion of assignments in the LMS (see screenshot above)
• attendance in synchronous sessions
• progression in online learning platforms, such as IXL (see screenshots above)
• service logs
• office hours
• communication with teacher regarding progress

Additionally, teachers are using checklists and spreadsheets to track attendance at synchronous sessions and daily contact with students.

Remote Attendance (sample spreadsheet)

Remote Instruction Attendance in Ascender

How are the expectations for daily student engagement consistent with progress that would occur in an on- campus environment?

Assignments and lessons for remote learners mirror on campus instruction assignments and lessons. Students in both settings are required to communicate with their teachers and engage in the class activities daily as provided in the LMS.

All digital platforms and tools (i.e. Google Classroom, Seesaw, etc.) utilized on-campus will also be used in a remote asynchronous setting to maintain consistency. In addition, the methods of tracking engagement are consistent with an on-campus learning environment because they mimic the ways in which students would interact with their teachers on-campus through progress tracking on learning objectives and activities completed. Currently, the district is planning for a 1:1 device roll-out of Chrometablets (PK-K) and Chromebooks (1-12). While the district is awaiting delivery of devices, remote students check out existing inventory, temporarily reducing the number of devices available for on-campus instruction.For remote students, there are dedicated times for synchronous activities and check-ins, allowing more interactions with teachers to provide evidence of engagement and progress. Remote students will use the same process for accessing materials and submitting assignments as on-campus students.

What is the system for tracking student academic progress?

Remote students will follow the same assessment cycle as on-campus students. Some assessment instruments may require that students come to campus during scheduled appointments. Safety measures including masks, sanitizers, and plexiglass dividers will be in place, as appropriate.

In addition to beginning of the year, middle of the year, and end of the year diagnostic testing, student progress monitoring will include check-ins with teachers, projects/assignments, quizzes, and common formative assessments. Students are assigned common assessments  within  designated content areas. These common unit assessments serve as evidence of learning, help determine areas of weakness, and help to provide additional information to assist in designing future instruction and determining a student’s progress to the next grade level, or credit awarded for the relevant course(s). Common assessments may be assignments, projects, or quizzes/tests.  Teachers track their i students’ progress and provide feedback on common assessments in a timely manner. Teacher-facing assessment data is tracked in Eduphoria. Student-facing assessment data is tracked in paper grids or electronic spreadsheets, depending on the student’s grade level. Teachers meet weekly with administrators during PLCs to discuss student data and to make adjustments to the instructional plan to meet the needs of students.

Student-facing data tracker Example 1

Student-facing data tracker Example 2

2020-2021 Diagnostic Testing Calendar

Data trackers at high school

What is the system for providing regular (at least weekly) feedback to all students on progress?

Students receive feedback via multiple mechanisms:

 • Direct teacher Interaction: Students have regular check-ins with their teachers, during which they will review their learning and progress, and receive feedback on their performance. These check-ins are used to assess and adapt personalized learning plans, where needed. Students are provided the opportunity to access no less than 30 minutes of pre-planned student/teacher interaction per day.

 • Instructional software: The software provides real-time or nearly real-time instructional feedback on learning and assignments and supports the personalization of instruction to each individual student’s needs. (IXL, Lexia, Summit K12)

• Projects/assignments: Students turn in projects/assignments at minimum weekly. Teachers will provide feedback on these projects/assignments in a timely manner.

Component

Explanation

How will both initial and ongoing, job-embedded educator development opportunities occur?

Re-opening school in the midst of a pandemic after an unexpected nine-week school closure and summer break definitely impacted staff development in August. Part two of district-wide training in professional learning communities was postponed until January, and the district-wide follow up training on assessing for learning was moved to October to allow campus principals additional time with their staff before school started to work through safety protocols for on-campus learning and instruction protocols for remote learning. Additionally, teachers were trained in using Google Meet, Screencastify, Kami, & Pear Deck, and other online tools to support remote instruction. New teachers worked through a self-paced, online BISD Teacher Academy to build their capacity in using G-Suite for Education tools including Sheets, Docs, Slides, & Classroom. Additionally, fifty-five teachers have completed or will complete the UTeach Blended Learning Series, which builds capacity in using the blended learning model as well as capacity in using digital tools. Teachers have access to the BISD Teaching with Tech Google Classroom that is updated weekly to provide support, as well as tips and tricks for teaching with technology. Elementary faculties and secondary departments meet weekly to grow in using their instructional tools to meet the needs of their on-campus and remote students.

BHS PLC Calendar

BMS PLC Calendar

Elementary PLCs meet every Friday

Coaching Calendar

New Teacher Google Academy 

Unconference

Teaching with Technology Google Classroom

How will professional development experiences develop educator content knowledge to support internalizing the asynchronous curriculum and analyzing and responding to data?

The professional development experiences delivered in pre-service training, in campus faculty meetings, and in PLCs and coaching sessions support specific content areas or strategies for teaching in a blended classroom. Many of the learning experiences model methods that can be used for asynchronous instruction or synchronous lessons such as break-out rooms, flipped instruction, and digital tools (Padlet, Kami, Pear Deck, etc.). Teachers are equipped with skills to teach both face-to-face and asynchronously.

Bandera ISD has been moving toward blended learning since 2018. As a Math Innovation Zone district, BISD has a plan to implement blended learning PK-12 over the next four years, which moves beyond the requirements of the grant, but is in line with district plans. 

Blended Learning in a remote setting

• Allows students to participate with partners/small groups and still receive differentiated instruction from the teacher
• Combines asynchronous learning with face-to-face engagement via Google Meet or Zoom
• Offers flexibility in  utilizing small group synchronous instruction, station rotations, and differentiated task
• Supports station rotation schedules such as a teacher-led station (synchronous), online station, and offline station

District directors will support campus administrators in coaching their teachers to become more proficient in blended learning and asynchronous instruction. Campus administrators will lead PLCs to ensure that best instructional practices, assessment data tracking, and fidelity to teaching the TEKS Resource System curriculum are maintained.

Component

Explanation

How will you communicate the expectations for asynchronous instruction to families?

Starting in  July, BISD families received information about the instructional models that the district would offer to start school for the 2020-21 school year: on-campus instruction and remote asynchronous instruction. Families committed to one of the models through a Google Form two weeks before school started. BISD provided families with an overview of what they could expect from remote learning. Elementary campuses held a “Meet the Teacher” so that families could visit one-to-one with the teacher and ask questions. On-campus meetings were held by appointment, an remote meetings were held virtually by appointment. Secondary campuses held a virtual Remote Instruction FAQ meeting prior to school starting to provide parents with the opportunity to ask questions. Since school started, the secondary schools have hosted a virtual open house, and the elementary school has hosted a town hall meeting for remote families. Librarians are using a Google Form ticketing system to help families with technical difficulties, and campuses and the district publish weekly newsletters to maintain a sense of community among on-campus and remote families. Both the district and campus websites are updated regularly to keep families and community informed. Campuses and the district are leveraging social media platforms to communicate and assist families navigating remote instruction.

• Remind “Classes” for Bandera ISD, Alkek Elementary, Hill Country Elementary, Bandera Middle School, Bandera High School, Advanced Academics, Athletics, and ESL, as well as individual classrooms
• Facebook pages for Bandera ISD, Alkek Elementary, Hill Country Elementary, Bandera Middle School, Bandera High School, in addition to each sport and many individual classes
• Twitter feeds for Bandera ISD, Alkek Elementary, Hill Country Elementary, Bandera Middle School, Bandera High School, in addition to many organizations and individual classes.

Expectations for Remote Instruction

Elementary Meet the Teacher

Virtual Meet the Teacher

Secondary Remote FAQ

Sample Parent Letter

Technical Support

Remote Instruction FAQ’s 

www.banderaisd.net

What are the expectations for family engagement/support of students?

Families will be expected to support their students by attending and engaging in the following events and practices: at a time that works well for their household

•  Daily instructional support to the student.
• Open communication and checking on student progress regularly in each class at a time that works well for the household so the students can recall their learning and reflect on their day.

• Were you able to complete all the assigned activities?
• What did you learn/practice/read today?
• What was easy or challenging for you?
• Do you have questions for your teacher?

• Support the use of technology tools to help access instruction
• Support students to complete their work
• If the student elects to take courses such as CTE  or Athletics, the parent/guardian will provide transportation
• Communicate with the student’s teachers as needed, send them copies or pictures of student work, or share information about the student’s learning progress.
• Complete the Change Instructional Model form before the deadline each six weeks, if the family wants to move the student to or from remote learning

Change of Instructional Model

What Can I Expect for Remote Instruction for My Student?

What additional supports, training, and/or resources will be provided for families who may need additional support?

Although distance learning during the spring was a major challenge for teachers, BISD also recognizes that in many cases the disruption for families has been even greater. BISD’s goal this year is to help parents best support their children, learn how and when to intervene, and provide structure and balance in the home while students learn remotely. BISD is supporting families through virtual meetings, website resources, parent portals in Ascender, Seesaw, and Google Classroom, and through social media and messaging.  In addition, social and emotional well-being support will be provided by Lead SEL Counselors to students, staff, and families through a Google Classroom, synchronous sessions, and one-to-one and small group sessions.

Parent Meeting: When a student goes from on-campus learning to remote or from remote to on-campus, a l meeting will be scheduled to review the expectations of remote/on-campus learning with both the parent and the student. Discussion points will include completing and grading of assignments, who and how to contact support, and attendance requirements for promotion and graduation.

Remote students check out a Chromebook or tablet from BISD. A limited number of hotspots are available for check out. Wifi is available in BISD campus parking lots, at the county libraries, and along Main Street in Bandera. Teachers provide the first point of contact for technical support for their families. For additional technology support, families complete a Google Form and are contacted by a librarian or the technology department staff.

Each campus has an attendance team that calls families who are not engaging in asynchronous instruction to identify obstacles, resolve problems, and offer support.

Librarian emails

SEL Counselor

BISD COVID-19 Information Center

BISD Technical Support for Online Learning