Distance Learning Manual
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DISTANCE LEARNING MANUAL REVISION AUGUST, 2020 TABLE OF CONTENTS FROM THE HEAD OF SCHOOL 2 DISTANCE LEARNING PLAN 3 PHILOSOPHY ON DISTANCE LEARNING 3 PHASED PLAN FOR ENTERING FULLTIME DISTANCE LEARNING 4 CURRICULUM AND INSTRUCTION 5 WHAT WE VALUE: 5 COMMUNITY ROLES AND RESPONSIBILITIES 5 LEADERSHIP TEAM 5 CLASSROOM TEACHERS 5 ENRICHMENT TEACHERS 6 LOWER SCHOOL CLASSROOM ASSISTANT TEACHERS 7 PARENTS 7 STUDENTS 9 ASYNCHRONOUS COURSE CONTENT 10 SYNCHRONOUS COURSE CONTENT 11 WEEKLY SCHEDULE 11 UNDERSTANDING THE TECHNICAL TOOLS 12 GMAIL 12 GOOGLE CHROME 12 VIDEO CONFERENCING 13 TUTORIALS 13 GOOGLE MEET 13 GOOGLE HANGOUTS 13 ZOOM MEETINGS 13 SCREEN TIME MONITORS & TURNING OFF APPS AND GAMES 13 WIFI BOOSTERS 13 AUDIO TROUBLESHOOTING 14 TECH SUPPORT 14 MORNING GREETING 15 ASSESSING THE ONLINE EXPERIENCE 15 FIVE NORMS FOR AN EFFECTIVE DISTANCE LEARNING CLASS 15 KEY CONSIDERATIONS FOR DISTANCE 16 CONCLUSION 16 1 Updated, August, 2020 FROM THE HEAD OF SCHOOL Berkshire Country Day School is committed to continuing our mission of "inspiring the individual promise of every student, that each may become an exemplary citizen of the world" even during challenging times. As a school, we are committed to delivering a meaningful and supportive educational experience for all students through alternate methods for teaching and student learning. The following Distance Learning Plan outlines an approach to maintaining instruction, learning, assessment, and feedback using digital and online resources for the 2020- 2021 academic year. This handbook is both for families, and BCD faculty and administration as a guide and may include tutorials that are appropriate for teacher training and others that are included for families. As we begin the school year under pandemic conditions, many of the platforms we use to convene will remain the same both in person and at a distance. The relative familiarity with meeting online affords us an opportunity to refine our teaching practices both in person and online, bringing trenchant focus to advancing our pedagogy and enriching our curriculum. Over the summer, the faculty and administration furthered their commitment to distance learning by attending various online seminars and tutorials. Throughout 2020-21, we will engage in continuous learning about how to best deliver a distance program in the event of closure. In spring of 2020, BCD, like most schools in the nation abruptly closed due to the spread of COVID-19. At that time, we worked quickly and offered what we were able to given the circumstances of a national emergency. Once school let out for the year, we reflected on our practice, offered parents and teachers surveys and collected data to inform several changes you will find in this manual. We are now ready to pivot to a distance learning platform, should the need arise. This is a living document and will apply as circumstances dictate. 2 DISTANCE LEARNING PLAN In the event of school closure, BCD will continue to provide students with personal, meaningful lessons that are modeled after the on-campus experience, while additionally offering students new experiences that enrich their time away from school. Our plan includes experiences that take the whole child into consideration; their intellectual, emotional and social well-being. At the same time, we hope to offer a continued sense of community and partnership that has been a BCD tradition for the past 75 years. PHILOSOPHY ON DISTANCE LEARNING BCD recognizes a child’s need to touch, talk, listen, and move while learning. The combination of our curriculum, teacher guidance, and support from the parent as the academic coach set young children up for an experience that nurtures their innate love of learning. It’s vital to our Distant Learning Program that we support and aid in developing your child’s thirst for knowledge. To ensure this, we have the following guidelines in place: Ø Teaching will not be a collection of online links to consume. Students and families will continue to experience the personal touch of the School. Ø Appropriate guidelines and expectations exist so that the distance learning school day minimizes screen time. Ø Consistent, predictable methods of communicating with families is critical. Ø Methods of assessing students and communicating student progress will include conferences, video chats, traditional assignments, and more. Ø Alignment within each grade level and across disciplines will be a priority. Ø Planning and training for distance learning will make us to continually improve our program. We recognize that a shift to distance learning requires our teachers, students, and families to make adjustments and that the new approaches may feel unfamiliar, and at times challenge us. Therefore, all are encouraged to approach the transition with patience and flexibility. 3 PHASED PLAN FOR ENTERING FULLTIME DISTANCE LEARNING In the event that there is SCHOOLWIDE CLOSURE, we will operate using the following Phased Approach: Decision to close: Ø Head of School and Board will vote to close school. Ø Head of School will notify Faculty via School Closure Tree Ø Parents will receive notification via Emergency Phone message and the Remind System. Ø This will be followed by a formal written notification. Day 1 School will operate like a weather-related closure. Day 2 Teachers will plan in advance (as in emergency "sick days") for one day of activities that can be completed independently and asynchronously. While students are completing the activities, teachers will prepare course description pages, seek technical support, and prepare for distance learning. Day 3 Distance Learning will proceed as described in this manual. Administrators will communicate via video to the full school community about the closure, taking into account where we are in the School calendar, what the local authorities recommend, and what families can expect. Day 4 In troduction of structures for feedback, formal and informal assessment, and calendars and timelines t hat a re b est sui ted for distan ce learning. 4 CURRICULUM AND INSTRUCTION WHAT WE VALUE: Ø Connection/Contact/Community Ø The ability to meet our students where they are and help them grow Ø Families spending quality time together Ø Limited screen time Ø Maximum time exploring, creating, and relating COMMUNITY ROLES AND RESPONSIBILITIES LEADERSHIP TEAM Ø Create, distribute, and update the Distance Learning Handbook. Ø Establish clear channels of communications between faculty, staff, families, and students. Ø Support faculty and students/families shifting to a distance learning environment with professional development/training, FAQs, personal contact, and clear communication. Ø Help teachers implement the Distance Learning Program and ensure a high- quality learning experience for all students. CLASSROOM TEACHERS Train students about online expectations (age appropriate). Student training should include the following: Ø Overview and practice with any digital platform that might be used during school closure. Ø Expectations for online behavior - including appropriate approaches (language, attire) to learning, participating in any breakout groups or online chats, etc. 5 Ø Clarity about how “performance” will be assessed with online learning Ø Expectations for makeup work if students are ill and cannot participate Ø Encouragement to have a buddy in the class with whom they can connect in the event that they have tech/communication problems Once Distance Learning is underway (all faculty members) Ø Communicate frequently with students and, as needed, with their parents. Distance Learning may require more frequent communication with students and families to clarify expectations, and answer questions. Ø Provide timely feedback to support student learning. Ø Work with administrators to review feedback about families’ Distance Learning experiences and make appropriate adjustments. Ø If teachers are ill, they are expected to provide asynchronous learning for students. Ø Provide weekly updates about what students are expected the learn and how they will be assessed. The Academic Dean will review these plans and coach teachers individually as needed. Ø Check in with classes during the times designated in the Distance Learning schedule. Ø Engage with students professionally as if teaching in a physical classroom (professional attire, language, setting, etc.) Be mindful of what viewers are seeing in the background during a video session. Ø Maintain Sycamore gradebooks posting grades for advisors at the completion of every 3-week cycle. Ø Attend Division, Department, Grade Level, and Full Faculty meetings via conference or other designated platform during Distance Learning. Ø If there is a need to step away from a live Google Meet session, set an away message. Ø Utilize any work-day time that isn’t direct student contact time for planning, collaboration, curriculum work, assessment development, etc. Ø Take daily attendance and into Sycamore. ENRICHMENT TEACHERS 6 Ø Remain mindful of the resources and tools families may or may not have in their homes, develop projects and activities (including videos) for students and hold classes as per the usual schedule. Ø Stay in contact with classroom teachers and administrators. Ø Communicate and share lesson plans with administrators and families as directed. LOWER SCHOOL CLASSROOM ASSISTANT TEACHERS Ø Communicate regularly with classroom teachers to identify ways you can support students and contribute to Distance Learning. Ø Monitor student learning and provide feedback to students,