This is a living document with communication, recommendations, and resources to support teaching and learning during the days of school closure.

Table of Contents:

• Introduction
• Guidelines & Best Practices:
• Accessibility & Equity:
• Program Resources:
• Tech Help:

Introduction

It is important to understand that teaching and learning online involves more than just uploading files and video links to a learning management system or platform. Teaching and learning from a distance requires a different approach. As we look to educators who have taught from an online platform we have found that there are some specific pedagogies and practices that help make distance teaching and learning effective and valuable while still maintaining personal connections.

Maintaining connections with our students and families during this time is essential for success. For many of our students, this will be their first experience having to manage their own learning through self-regulation, time management, and organization. Part of a quality distance teaching and learning program is supporting families and students in developing the skills and habits necessary to be successful during this unprecedented time.  This document is to be used as a guide for navigating pedagogies, practices, and partnerships that are key to distance teaching and learning.

Guidelines and Best Practices

Below are several strategies that can help teachers keep students engaged while learning remotely:

• EXPECTATIONS:

• Teaching and learning are not optional
• Make connections through whole class, group, or one-on-one discussions
• Engage students through best practices
• Be present as an instructor

• K-6th: Two new mini-lessons (with audio/video component) per day on Seesaw/Google Classroom spread throughout the content areas.
• 7-12th: Students will have new mini-lessons (with audio/video component) available each day on Google Classroom spread throughout content areas.
• Scheduled live check-ins (a total of 1.5 hours daily) with class or group of students engaged in a lesson or activity along with monitoring of effort and participation as well as offering feedback.
• Plan in place to contact students who are not checking in.

• DISTANCE LEARNING TRACKING & FEEDBACK:

• Student contact and engagement spreadsheet

• Defining student contact

• K-6th: (two or more times per week)

• Check in via Zoom
• Completed Seesaw/Google Classroom Activity
• Direct phone communication between teacher and student

• 7-12th (three or more times per week)

• Check in with any teacher via Zoom
• Turned in an assignment on Google Classroom
• Direct email communication between teacher and student

• Tracking student contact

• Daily record-keeping by teachers using shared spreadsheet
• Weekly sharing during Distance Learning Huddle
• Weekly in-depth discussion of best practices at Distance Learning Network

• Final student feedback

• TK-6th

• In lieu of report cards, teachers will write a brief narrative of student progress to each student detailing specific and actionable feedback moving forward
• Creativity is encouraged

• 7th/8th

• Students will receive pass/incomplete on report cards for spring semester 2020
• Pass/incomplete based off of participation and effort to complete assignments

• 9th-12th

• Students will receive a credit/no credit on transcripts for spring semester 2020
• Credit based on cumulative rubric of both quarter three and four
• Data collected daily on lesson completion and student participation

• BEST PRACTICES SUGGESTIONS:

• Focus on Active Learning

• Provide opportunities for discussions, collaborative work, hands-on exercises, individual work time etc.
• Engage students with challenges, projects, real-life scenarios, and reflection.
• Encourage students to create content that demonstrates understanding and learning through multimedia options. Examples may include slides, videos, podcasts, blogs, websites, infographics, etc.
• Create smaller groups within the class to build continuity in relationships and add meaning to the learning through discussion.

• Set boundaries for you and your families

• Gauge times for scheduling that accommodates you and your families.
• Set specific times during the day/week to be available.
• Share your schedule with students and families.
• Try to remain consistent for stability.

• Stay flexible with pacing and content

• Consider assigning long-term projects to students that can be shared with teachers/peers virtually.
• Use enrichment activities that build connections.
• Use “windows of time” instead of specific due dates for some assignments.

Accessibility & Equity -

It is important to work toward removing barriers and ensuring the accessibility of resources for all students. Follow the links below to find information and resources for students with IEPs or 504 plans, English learners, along with resources for social/emotional support and or instruction.

• SPED support & Instruction
• ELD support & instruction resources
• SEL support & instruction 

Content Resources

Below are programs and resources for planning, delivering, and implementing distance teaching and learning: some of these are stand-alone programs and others are designed to supplement the delivery of district curriculum.

Tech Help

• Tech issues:

• Teachers and staff use IT@Burtonschools.org Alex 559-909-2794
• Parents and students use the Parent/Student Tech Hotline - 559-788-6418.
• Drive thru tech support Tuesday/Friday 12:00-2:00

Adapted from Riverside County Office of Education, State Board of Education & Sanger Unified School District