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Guidebook for Parents Remote Learning Guidebook for Parents 2020-21 District-Wide Remote Learning Period Protocols 3 Instructional Engagement Time Requirements/Attendance Protocols 4 Synchronous "Live Learning" Opportunities 5 - 6 Synchronous Students and Parent Responsibilities 7 Terminology and Clarifications of Responsibilities 8 Zoom CHAMPS Expectations 10 - 11 Zoom Netiquette 12 Elementary Live Learning Schedules 13 - 16 Middle School Zoom Live Learning Schedule 17 High School Zoom Live Learning Schedule 18 Asynchronous "Self-Paced" Learning Opportunities 19 - 21 Weekly Checklist 21 - 22 Attendance Protocols 23 Asynchronous Students and Parent Responsibilities 24 Strong, Smart Start Resources 25 - 26 Resolving Technical Issues/Dress Code/Cyberbullying 27 Glossary 34 Published by the Beaumont ISD Office of Curriculum & Instruction - August 2020 2 Students will engage in both synchronous and asynchronous learning opportunities throughout the initial remote learning time period: Synchronous learning denotes specific scheduled live opportunities where the class is able to meet together in a platform such as Zoom under the direction of the teacher to review concepts, work collaboratively, and ask questions. A variety of scheduled live opportunities will be offered, but it is not required that students participate in all of them. The district understands challenges parents and students may have with work schedules, daycare setups, and shared devices. We encourage students to participate in as many live learning opportunities as possible to help build their instructional knowledge and alleviate isolation by connecting with their teachers and peers in a learning environmemt. Asynchronous learning is where students will be progressing at their own pace through the content which will be accessed through each teacher's Google Classrom. Teachers will post a Weekly Checklist in their Google Classroom by each Monday morning which briefly describes the weekly required activities, live learning opportunities, recorded lessons from the teacher or outside resource, discussion questions, project timelines, and any assessments that may be given. Students will have the opportunity to view posted learning videos, complete assignments posted in Google Classroom, and then submit completed assignments. They will additionally be guided to complete work on specific online programs in some content areas. 3 Instructional Engagement Time Requirements: Students in PreK - 5th grade are required to have a minimum of 180 minutes (3 hours) of instructional engagement each day Students in 6th - 12th grade are required to have a minimum of 240 minutes (4 hours) of instruction engagement each day Instructional engagement time may be a combination of synchronous and asynchronous learning. * Please note: Daily synchronous touchpoints for PreK and Kinder should not be longer than 20 continuous minutes With the Live Learning opportunities provided combined with the asynchronous learning expectations as outlined on each teacher's weekly checklist, it is anticipated that students will exceed the required minimum of 180 minutes (3 hours) of daily learning in Grades K - 5 and 240 minutes (4 hours of learning) in Grades 6 - 12. Attendance Protocols There are a variety of attendance measures that will be implemented during the district-wide remote learning period: Students complete a brief daily survey stating what was accomplished in the particular subject and submit to their teacher. This will be available through each teacher’s Google Classroom. Teachers may also track engagement through Google Classroom assignment submissions and participation in online learning programs that are utilized. Attendance will be taken and recorded for those participating in the live learning opportunities through Zoom. Elementary students will be guided to check in with their Homeroom teacher or other designated teacher on their schedule. Elementary students must ensure they check in on the Google Attendance Form or through attending a live Zoom session each day. Secondary students (middle and high school) must check in with each subject every school day. Please see detailed attendance information on page 23. Attendance protocols are subject to change based on TEA guidance. Updates will be provided through the teacher’s Google Classroom and through BISD 4 correspondence to parents. Synchronous learning happens in real-time. What is typically done face to face is instead accomplished through video tools such as Zoom, allowing for modeling of concepts, discussion, small group targeted instruction, or question and answer time. For the initial remote learning period of 4 to 8 weeks, all BISD students and teachers will be conducting both synchronous and asynchronous learning opportunities. For those students/parents who opt for fully virtual instruction rather than face-to-face instruction after the initial remote period has concluded, they will be provided both synchronous and asynchronous learning opportunities. Synchronous "Live Learning" Opportunities include: Community building Relationships are foundational to learning and intentionally building community and a safe space to connect and learn is critical to start the year but also important to sustain the culture throughout the year. o Community check-in o Share celebrations of learning success o Discuss current events o Breakout groups o Show and tell Whole Group Lesson Use this time to introduce new ideas or content where you can solicit input from students and encourage interaction. o Introduce and/or model a concept o Provide clarification for student misunderstanding o Readers/writers workshop o Share a strategy o Launch projects or challenges o Question and Answer o Facilitated talk about posted discussion questions on the learning 5 Feedback + Guidance Create intentional time to connect and provide feedback to learners and ensure that peers can review and provide feedback and guidance as well. o Goal setting for the day, week, month, grading period, by end of year o 1:1 check in o Small Group instruction o Peer Feedback opportunities o Collaboratively review outcomes of submitted independent practice and rectify any misthinking Celebration of Learning Opportunities to make learning public and share progress is motivating and helps learners take ownership of their learning. o Exhibition of work o Showing student-created exemplars o Student presentations that foster peer understanding o Share and reflect on learning How will students know about the Live Learning Opportunities during our district-wide remote learning time? The district will be publishing the Live Learning Opportunities schedule district-wide so parents are aware of these opportunities. Through Google Classroom, teachers will post the Zoom link to their specific Live Learning time. It is suggested that teachers create a dedicated Zoom link for their particular subject for ease of student access. Please note: The District is not providing a fully synchronous remote model which replicates live school. Students and parents will still be engaged in the learning through asynchronous methods (outlined in the next section). In fact, many parents have stated that with their work schedules and daycare options, they will not have the opportunity to support their child until after work hours nor will their child be able to participate in most live opportunities during the school day. In situations such as that, the main way for teachers to connect with students will be through uploaded lesson modeling videos in Google Classroom and students completing work through Google Classroom and online learning programs. Students are not required to attend every live opportunity, but we do want to make live opportunities fully available to our students and parents to take advantage of when they can. 6 Student and Parent Responsibilities for Live Learning (Synchronous) Opportunities During the Remote Learning Period ● Be proactive in acquiring a device during the designated device check-out times on campus. Seek to acquire additional devices to support live learning opportunities such as unused smartphones that can access the Zoom opportunities using home WiFi or district-provided WiFi hotspots. ● Review the Live Learning schedule for your grade level/campus posted in your teacher's Google Classroom. You do not need to attend every live session that is offered. Prioritize attending the sessions where you need the most support. ● Be actively engaged in the live learning opportunities. Utilize the live learning times to ask questions at the appropriate time or submit your needs/questions through Google Classroom. ● Follow the behavior norms for attending live learning sessions. Students who purposefully disrupt the learning will receive a warning then will not be allowed to participate. Student choices and actions will have consequences. ● Follow the attendance protocols and ensure that you are counted as present for the day using one or more of the systems in place. ● Review the Weekly Checklist provided by your teacher in their Google Classroom. Understand what is expected for you to accomplish during the week and dedicate yourself to completing the work and submitting on time. Take some time to plan out what you need to accomplish each week in each of your classes. ● If a certain amount of time or certain modules are required to be completed in online learning programs, schedule your time so that you can reach or surpass the requirements. ● Put forth your best effort and self-monitor good
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