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 12 CHROME 12 VIDEO CONFERENCING 13 TUTORIALS 13 13 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.

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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, a nd calendars and timelines t hat a re b est sui ted for distan ce learning.

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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, as requested by the teachers and teams you support. Ø Participate in grade-level planning and division meetings. Ø Use any non-student contact time to plan, develop curricula, collaborate, and support other areas of the school.

PARENTS

BCD understands that a shift to a distance learning approach will require our students and families to make adjustments. A continued partnership with parents and guardians will play a vital part of ensuring the success of the plan. Administrators, the technology department, and teachers are all available to support and guide students (and parents/guardians/caregivers) should they need help. Below are some guidelines for parents/guardians/caregivers to help students achieve success with Distance Learning.

Ø Establish a Regular Schedule for Your Child & Stay Engaged with their Learning

Once Distance Learning is initiated by the School, it will be important for parents/guardians/caregivers to help students establish and maintain a routine and structure for their day, beginning with a regular bedtime and wake-up time each day. While some of our students may want to stay up late and sleep in, establishing a regular school day routine will help your child retain a sense of normalcy and stay engaged in learning. Be sure to help your child build in “breaks”

7 during the school day, encouraging them to stand up and move around so they are not remaining sedentary throughout the day. Begin and close each “school day” with a brief check-in as well as checking in throughout the day at regular intervals to ensure that your child is successfully engaging in Distance Learning. Reach out to your child’s teacher if you observe your child struggling to stay focused. Setting clear expectations with your child about regular school day hours will help your child maintain a schedule and stay on top of his/her/their schoolwork.

Ø Create a study space for your child. Productive learning relies on a conducive environment. We recommend that you create a separate, quiet space in your home for your child to study. The family room sofa with close proximity to a television or your child’s bedroom may not be the optimal place for your child to learn. We recommend that you choose an open area in the family living space (kitchen table, dining room, etc.) to avoid isolating your child and to allow parents/guardians to monitor your child’s learning and screen activity. A room with strong wireless connection will also be important.

Ø Stay in communication with your child’s teachers. Your child’s teachers and the administration will maintain regular communication with parents/guardians/caregivers. The frequency of the communications will depend on your child’s age, developmental stage, and level of independence. While teachers are available as resources for your child and for you, please keep in mind that our teachers will need to be in regular email communication with all of their families, so we ask that you be mindful when communicating with teachers, strive to be succinct, and focus on the essential. Please use email as your primary method of contact with teachers. You may continue to use the REMIND system for quick questions and announcements.

Ø Wellness: encourage physical activity and movement and monitor student stress Physical movement and exercise are vital to maintaining physical and mental health, reducing stress and anxiety, and improving concentration and focus for

8 more effective learning and retention. Parents should monitor student stress levels and reach out to the Head of School for advice as needed.

Ø Bandwidth With the potential of multiple devices being used simultaneously in a home, bandwidth could be taxed. It will be helpful if parents monitor so that one user isn’t streaming or playing video games (Netflix, etc.) while another is having class via Google Meeting.

STUDENTS

Ø Attendance Families should email the Academic Dean to report absences per regular expectations. Attendance will be taken in each class.

Ø Grades Students will receive grade reports. Class grades will be provided as usual.

Ø Assessments Teachers will design assessments that are appropriate for the Distance Learning setting.

Google Meeting Classes & Conference Behavior & Etiquette

Ø Be ready for class, come prepared. Log in to your BCD email 5-10 minutes before the online meeting. Look for an email to join an online meeting from your teacher. All students should be in a quiet place when they connect.

Ø If you have headsets/headphones, please use them. It can help prevent feedback from your computer/device.

Ø Be on time. No matter what kind of meeting you’re attending—virtual or in- person, the “on-time” rules apply. 9

Ø Dress appropriately.

Ø Mute your microphone when you’re not speaking.

Ø Speak clearly and wait for your turn. Raise your hand and wait for your teacher to call on you before unmuting the microphone and speaking. You can use the chat feature to post your comments to the class as well. Be respectful of what you write in the chat and make sure it pertains to the teacher’s discussion.

Ø Save your snacking for after the meeting.

Ø Pay attention to the teacher and be fully present in the class discussion. Do not engage in other activities online or offline while in the Google Meeting.

ASYNCHRONOUS COURSE CONTENT

Asynchronous is the term we use for course materials that teachers have prepared for students ahead of time, and that the students complete by assigned due dates.

Students will spend the majority of their time with asynchronous course content. This content will include introductions to and explanations of new material, review material, individual student tasks and activities, and paired dialogue between students, their teachers, and their classmates.

In Middle School, each block will begin and end with a check-in. In Lower School, each day will begin with a check-in and all Enrichment Teachers will check-in. Attendance will be taken. Most the time will be spent in asynchronous activity.

We will prepare a program for Primary students and parents can choose to participate as much as they feel is helpful. Like the older students, these children will be provided with individualized lessons to complete off-line. Off course, the home environment and the parent's responsibilities will dictate whether or not Primary students can participate. We will offer regular video check-ins and group meet-ups, although these are met with varying success from student to student. 10 Our strategy is to have students engage through asynchronous coursework with content that will form the basis for discussion, synthesis, or further interactive learning during Zoom or Google Meetings which will be scheduled with the teacher on some class days. We call this time Live Block meetings or synchronous learning.

SYNCHRONOUS COURSE CONTENT

Synchronous coursework requires students to be logged into the virtual classroom at the same time as their teacher and classmates. Synchronous sessions are also referred to as Live Block meetings. During these meetings, students will need to have Internet access and an Internet-enabled device with a camera, a microphone, and ear buds or a headset. All synchronous connections will require the use of Google Meet or Zoom.

When students log into a live class, they are expected to be on camera and able to participate through audio for the duration of the class meeting. When they log in, students will be expected to mute until the teacher instructs them otherwise. If for any reason a student’s video or audio is not working during a live session, teachers will be flexible and work with students to ensure that they have been able to engage with the necessary content from the meeting. Teachers will ask students who are having technical difficulties to log-off and they will contact them after the class. Live Blocks will occur once minimum per week for each class.

Teachers will work to help students navigate the world of virtual meetings, and students are likely to teach their teachers a few things as well.

Recommended maximum amount of time per day for Live Blocks:

Grades K-1: 45 minutes Grades 2-3: 60 minutes Grades 4-5: 60 minutes Grades 6-8: no more than 45 minutes per class. The maximum time for Live Blocks in grades 6-8 is 3 hours in a day and 3 days a week.) One to one instruction is considered asynchronous learning.

WEEKLY SCHEDULE

The School will follow the same schedule during Distance Learning as they had during 11 in-person instruction. This means that teachers MUST PLAN ASYCHRONOUS LESSONS IN ADVANCE.

Students are expected to be present via Google Meeting or Zoom for the blocks outlined in the Weekly Schedule. As stated above, each class will begin with a check-in. Attendance will be taken. Most the time will be spent in asynchronous activity.

If there is an issue that prevents a student’s attendance, they are expected to communicate in advance with the teacher. Teachers and administrators will keep in regular contact with students and parents to discuss concerns about attendance and to help solve any problems that may be keeping students from meeting these requirements. Please inform the School if you are not feeling well.

UNDERSTANDING THE TECHNICAL TOOLS

By using familiar tools, our students can adapt easily and smoothly to a Distance Learning approach. Therefore, we will use as our management platform. We will begin using this at the start of the year, so when Distance Learning arrives, we will have necessary experience. Gmail, Google Meetings, ZOOM and will be the mainstay of our communications, supplemented by Sycamore (our learning management system), and our Facebook group, BCD Families. Additionally, teachers will continue to offer new platforms and tools to enhance the curriculum.

GMAIL Parents and guardians should all have Google accounts to ensure compatibility with all Schoolwide communications.

GOOGLE CHROME Chrome is a web browser built by Google. As opposed to Safari, Chrome can be used across devices and allows for upgrades via extensions, works seamlessly with Google Apps, and has many more benefits. Zoom does not work on Safari, so if you are experiencing difficulties on these platforms, it may be related to you using an unsupported browser. Tutorials for the above: Sign in to - Tutorial (2.5 min) Manage Multiple Accounts in Google Chrome - Tutorial (3.5 min)

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VIDEO CONFERENCING It is important to be able to use more than one video conferencing tool in the event that one or more services get overloaded. Each has unique tools that make them valuable in different situations. Practice initiating and scheduling meetings with Google Meet, Google Hangouts, and Zoom using the tutorials provided. If you experience any technical difficulties, please email [email protected] for assistance.

TUTORIALS

GOOGLE MEET Create and join a virtual meeting with Google Meet - Tutorial (5.5 min) GOOGLE HANGOUTS Chat and video conference with Google Hangouts - Tutorial (4 min) ZOOM MEETINGS Video Conferencing Tutorial (20 min)

We understand how difficult it can be having all of your children at home either sharing one or dispersing with multiple laptops, cellphones, and iPads. Below is a list of tools that will help ensure Internet safety. These tools can help steer students clear of malicious or inappropriate content. Please remember, no software is perfect.

SCREEN TIME MONITORS & TURNING OFF APPS AND GAMES

Below is a list of a few options for families who wish to secure their devices and website filtering during and beyond remote learning. Many of these products work across different platforms, such as iPhone, Android, Windows, and Mac.

Qustodio - Website - Intro Video Net Nanny - Website - Intro Video Circle - Website - Intro Video OpenDNS Web Filtering - Website - Setup Instructions

WIFI BOOSTERS

13 While everyone’s wireless and home network situation is different, there are a few ways you can boost connectivity. One, of course, is paying for higher bandwidth Internet speeds; aside from that, here are some options you might be able to utilize.

Google Nest Wifi - Home Mesh Router Ethernet over Power - NETGEAR Powerline AC1200 WiFi Extender - NETGEAR Wireless Extender

AUDIO TROUBLESHOOTING

Ø Students should use a headset or ear-bud style headphones for live meetings. Ø They should not use their computer speakers without a headset as this can cause feedback or an echo for other people in the meeting. Ø Teachers will show students how to mute and unmute themselves to make contributions to a discussion or to ask questions. When not speaking, students should remain muted to avoid feedback, an echo, or background noises. Ø Students need a reliable Internet connection, which may need to be wired if the strength of a WIFI signal cannot be relied upon. Ø If the video is not working, students should make sure that any other programs using the camera are closed to try restarting their computer and logging back into the meeting. Ø For video best practice, students should set up the camera so that light is in front of them and their device is angled to show their face. Ø Maintaining and up-to-date browser and checking for software updates on a monthly basis is recommended. It is also recommended that students restart their computer or device on a regular basis to minimize issues.

TECH SUPPORT

The BCD Tech Team is available for faculty, students, and parents who need tech support related to Distance Learning.

Please try the following steps before contacting the Tech Team:

14 1. Check to make sure that all necessary connections (USB, power, etc.) are plugged in properly. 2. Run any updates. 3. Shut down, then power on the device that isn't working properly.

If you need tech help, please send an email to [email protected] with the subject: Tech Request. In the email, please give your name, your child’s name and the nature of your problem. Our tech department will respond to these requests in the order that they are received, as soon as possible.

MORNING GREETING

Each day during Distance Learning the Head of School will open the school day with a greeting at 8:30 AM on Facebook BCD Families Group. This is not mandatory. It is a daily update geared toward parents.

SOCIAL MOMENTS

Once a week, BCD will offer social moments in the afternoon. These will evolve in a number of ways and they are not mandatory to attend. They will be geared toward family shares and provided as a way for our parents and students to connect and share with the BCD community.

ASSESSING THE ONLINE EXPERIENCE

The Global Learning Academy has created five norms and five rubrics for high-quality online learning. We are using these resources throughout 2020-2021 to set a clear standard for assessing online learning experiences and to provide educators and school leaders concrete, actionable ideas and strategies. At the core, the norms and rubrics will drive decisions about online curriculum and instruction; provide self-assessment and coaching conversations about online learning design and; lead us to thoughtful and intentional use of technology to support learning outcomes.

FIVE NORMS FOR AN EFFECTIVE DISTANCE LEARNING CLASS

1. Build Trust Learner accountability is developed through relationships of trust, care, and high expectations. 15 2. Challenge Students Students can do far more than many adults suspect. Our goal is not to "get it done" but to grow and learn. 3. Redefine Time Online, time is redefined as “synchronous and asynchronous,” not “classwork and homework.” 4. Support Agency When well planned, online learning can facilitate student independence and increase problem solving abilities. 5. Diversify Interactions Learning experiences should include many different ways to connect. Online learning increases digital literacy needed for 21st century success.

KEY CONSIDERATIONS FOR DISTANCE LEARNING

Ø Distance learning is about connecting with others and fostering the relationships we have with our students and colleagues. We can create strong, healthy communities online. Ø We will not get through all the content we might in an on-campus environment. At first, this will feel like a loss, but it will open up exciting possibilities for students. Ø Online learning is just one part of the total distance learning Experience. Well- crafted projects with authentic outcomes is the mainstay of our Distance Learning Program. Ø Assessments look different online. Instead of having students take a test or a quiz, the teachers will strive to have students demonstrate their learning in a way that requires real application of the material. Ø Balance is fundamental to keeping distance learning communities healthy. Teachers need to balance synchronous and asynchronous connections and collaboration, and students need to do some of this on their own.

CONCLUSION

Covid-19 has provided us all an opportunity to increase our digital literacy and to reimagine learning to empower students and educators to thrive in a globally networked society. Since moving to a distance learning platform in the Spring of 2020, our school

16 has advanced its knowledge of digital tools and how they can assist and advance learning. We look forward to growing and learning in this sphere with an eye toward even greater active digital citizenship.

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