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Expectations for Distance Learning

Overview

General Expectations

SB 98 (2020):

43503. (a) (1) For the 2020–21 school year, a local educational agency that offers distance learning shall comply with the requirements of subdivision (b).

(b) Distance learning shall include all of the following:

(1) Confirmation or provision of access for all pupils to connectivity and devices adequate to participate in the educational program and complete assigned work.

(2) Content aligned to grade level standards that is provided at a level of quality and intellectual challenge substantially equivalent to in-person instruction.

(3) Academic and other supports designed to address the needs of pupils who are not performing at grade level, or need support in other areas, such as English learners, pupils with exceptional needs, pupils in foster care or experiencing homelessness, and pupils requiring mental health supports.

(4) Special education, related services, and any other services required by a pupil’s individualized education program pursuant to Section 56341, including the requirements of subparagraph (A) of paragraph (9) of subdivision (a) of Section 56345, with accommodations necessary to ensure that individualized education program can be executed in a distance learning environment.

(5) Designated and integrated instruction in English language development pursuant to Section 11300 of Title 5 of the California Code of Regulations for English learners, including assessment of English language proficiency, support to access curriculum, the ability to reclassify as fully English proficient, and, as applicable, support for dual language learning.

(6) Daily live interaction with certificated employees and peers for purposes of instruction, progress monitoring, and maintaining school connectedness. This interaction may take the form of internet or telephonic communication, or by other means permissible under public health orders. If daily live interaction is not feasible as part of regular instruction, the governing board or body of the local educational agency shall develop, with parent and stakeholder input, an alternative plan for frequent live interaction that provides a comparable level of service and school connectedness.

Expectations for Instruction for Distance Learning

(Balfanz, 2020)

  • Minimum daily instructional minutes for all students are as follows: 180 minutes for TK/Kindergarten, 230 minutes for grades 1-3, 240 minutes for grades 4 -12. 
  • Daily attendance/engagement is documented daily in Infinite Campus by 3pm.
  • Google Classroom is used as a learning management system, in conjunction with any applicable Board-adopted curriculum (including online Benchmark Advanced) and paper practice including textbooks and packets as needed to ensure all students can access the curriculum.
  • Lessons are planned using Universal Design for Learning (UDL)
  • The updated scope and sequences in math and ELA are as follows:
  • Lessons include a grade level appropriate learning target.  The focus is on grade level content, while pre-requisite skills are taught as needed using a just in time approach.
  • Lessons include clear explanations and necessary scaffolding 
  • There are plenty of opportunities for peer-to-peer interactions
  • Formative assessment and student feedback, which is fair, accurate, specific and timely, and includes a student action, is given to students on a regular basis.
  • Lessons integrate Social Emotional Learning (SEL), and explicit SEL lessons are taught.  Schoolwide explicit SEL lessons focused on universal themes can be found here: Universal SEL Lessons.
  • Designated and integrated ELD is taught to all English learners, using the CA ELD standards.
  • All accommodations and modifications for students with disabilities are being met.
  • Genuine caring relationships are built with every student.  There are regular opportunities to interact with students, in person, through synchronous Zoom sessions, by phone or email.
  • The expectations for the week are communicated to students and families by every Monday (or first day of the week) using the Proposed SCUSD Templates.  This template can be modified at the school site level by the principal in collaboration with teachers.  
  • All students take the District Common Assessments, which are used to inform teaching and learning and to monitor student progress on grade level content.  These assessments should be low stakes, and the results should not be confused with students’ capacity to learn.  
  • All necessary adults who teach/help your class, such as prep teachers, RSP teachers and paraprofessionals are added as co-teachers in Google Classroom.

Other Expectations for Teachers

  • Engage with families on an ongoing basis, including engaging in events which may be different under these circumstances, such as Back to School Night, which may be held in a virtual manner. 
  • Communicate clearly with your students and families early and often regarding learning and class expectations.
  • Attend staff/department/grade level meetings.
  • Check and respond to emails on a daily basis during the regular work week.
  • Log all communication with parents in Infinite Campus.
  • Keep grades up to date in infinite campus.
  • Continue to attend all Thursday Collaborative Time meetings and any site based professional learning.
  • Invite site administrators and training specialists to join all of your Google Classrooms.
  • Participate in ongoing professional learning.
  • To collaborate with other grade level or department teachers and administrators to develop and administer regular common formative assessments.
  • Follow protocols to teach, reinforce and reteach schoolwide expectations as necessary.

Expectations for Training Specialists

  • Curate and develop resources for teachers to use.
  • Provide professional learning/coaching to teachers/administrators on distance learning.
  • Be available to support teachers and school administrators with using distance learning tools throughout the school day.
  • Arrange office hours to be available to teachers/administrators.

Expectations for Expanded Learning Staff

  • Expanded learning staff will support school site efforts by:
    • Expanded Learning staff can be in the Google Classroom with the teachers and can help students with their assignments.  During Spring Closure, some staff worked in Google Classrooms with teachers.
    • Developing Google Classrooms to support student learning
    • Maintaining attendance records for all students engaged in Google Classroom.
    • Building relationships with students and families.
    • Provide enrichment programming (such as dance, music, leadership, etc.) through Google Classroom and Zoom.  
    • Collaborate with community based organizations to continue to provide support systems to youth, through specialized programming. 

Expectations for School Site Administrators

  • Ensure all students have access to distance learning materials (Paper packets, digital devices, wifi etc.).  
  • Ensure all teachers have access and training to deliver distance learning effectively.
  • Communicate at least weekly with school community.
  • Publish times available to support teachers, students and families during the school day.
  • Monitor teaching and learning both in person and virtually.  Provide feedback and support to teachers to improve student learning.  
  • Engage in collaborative time with teachers either in person or virtually.
  • Hold staff meetings that provide PL based on walk through data.
  • Ensure that all teachers administer the district common assessments.
  • Support teachers in fulfilling all of the teacher expectations noted above.
  • Facilitate regular virtual staff meetings.
  • Set up and run a Google Classroom for your teachers.  Use this to share information and ideas and to check in with people.  Invite your IAS and training specialists to your Google Classroom.
  • Ensure that all students have access to the curriculum, including accommodations and modifications for students with disabilities.
  • Ensure services to students with disabilities are being provided.  Monitor service logs/check in with staff.
  • Ensure support staff, co-teachers and paraprofessionals can work as co-teachers in Google Classroom.
  • Participate in ongoing professional learning.
  • Secondary Only: For 100% distance learning organize office hours/synchronous learning so that times at which teachers are available to students/families are not all at the same time by subject area.
  • Establish clear schoolwide expectations for students, and clear protocols for teachers to teach, reinforce and reteach the expectations to students as necessary.