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

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.

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

 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.

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 study habits. You are responsible for your learning and your success.

● Your teachers understand that you may have to share a device with others in your home. It is okay to work on assignments after school hours and submit them in the evening if needed. Please try to have assignments submitted by 10:00 PM on the due date.

Terminology and Clarifications of Responsibilities

In the Live Learning schedules outlined below, several terms are utilized which may need clarification:

SEL (Social Emotional Learning) "Lunch Bunch" - Elementary Campuses

The intent of the elementary "SEL Lunch Bunch" time is to provide a way for students who are at home and isolated from social contact to eat lunch remotely with other caring adults and their peers in a Zoom setting if they desire. Our SEL supervisors and campus staff will work together to support this time with appropriate activities, talking points, etc. to foster socialization and build community.

SEL (Social Emotional Learning) time - Middle and High School

During face-to-face (F2F) instruction, this will occur during an Advisory period. For the remote learning period, the SEL supervisors will be providing links to videos and activities students can do independently during SEL time or any time they wish to access it. The campus will also be offering some live SEL sessions for students to join.

RTI/Small Group Interventions

This time will be utilized to work with identified groups of students in each grade level needing extra help. Through campus data reviews, campuses will determine which students need additional help and will reach out to the specific students/parents to ensure they are able to connect at the appropriate intervention time.

PLEASE NOTE: The Live Learning Opportunities are provided for parents and students to take advantage of when they desire. It is not mandatory for a student to attend every live learning opportunity, but particularly for those who are struggling, Live Learning is an important way to help support the learning.

Zoom CHAMPS Expectations

● Students participating in a Zoom must adhere to CHAMPS Expectations. ● CHAMPS is part of our Safe and Civil Schools Foundations Program (a positive proactive approach to discipline). CHAMPS is an acronym designed to help students understand the expectations for a class activity:

C = Conversation Which level voice the students may use during the task Level 0 = Silent. No talking. Level 1 = Whisper Voice Level 2 = Conversational Voice Level 3 = Presentation Voice Level 4 = Outside voice

H = Help How students signal for help during a task

A = Activity What is the task or objective

M = Movement How much movement the students are allowed during the activity

P = Participation What students do or sound like that demonstrates they are participating Zoom

S = Success The end result when a student follows the program

● Zoom Classroom CHAMPS Expectations. See poster. Zoom Classroom CHAMPS Expectations C = 0 H = Raise Your Hand button A = Zoom Classroom Instruction M = None P = S.L.A.N.T S = SUCCESS

● “SLANT” is an acronym that stands for Sit up, Lean Forward and Listen, Ask and Answer Questions, Nod & Note Key Information, and Track the Speaker. See poster. S.L.A.N.T.

Zoom Netiquette:

● Students’ microphone should remain on mute until you are given permission to talk. ● If you need assistance or would like to ask a question or offer a comment, use the raise your hand button and wait for the teacher to call on you. ● Students should have minimal movement during the Zoom. Movement is distracting to others in the group. ● Students are expected to use appropriate language on all online learning platforms. ● Inappropriate language, gestures, or clothing can result in a student being dismissed from an online lesson and the camera and/or microphone being disabled for future use. ● Bullying or Cyberbullying of any kind will not be tolerated during Zoom or any online learning. Doing so will result in disciplinary action.

Zoom Netiquette Slide Presentation Grades 3 - 12 Zoom Netiquette Slide Presentation Grades PreK - 2 Zoom CHAMPS Expectations Slide Presentation Zoom MAC Expectations Slide Presentation

Student On-line Learning Expectations:

● The student will watch the following video to learn about Google Classroom. https://youtu.be/VOOnCwWZxX4 ● The student will participate in discussion posts, chat box, or virtual discussions as directed by the teacher. ● The student discussions should be consequential and full of content. For example, simply responding “me too,” or “thanks,” doesn’t include content. ● The student will use good grammar and spelling when posting online. Use the spell check feature. ● The student will complete required tasks in a timely manner. ● The student will be proactive with a back-up plan in case internet access is not available in his/her regular place of study. ● The student will preplan for testing situations to ensure uninterrupted span of time. ● The student will not plagiarize the work of others and claim it as their own. Cite sources using the writing style guide required for your field of study (e.g., American Psychological Association’s manual for social science). Use the latest edition.

PreKPreK Live Live Learning Learning Opportunities Opportunities Schedule Schedule

Live Learning Opportunities Schedule

PreK

Times PreK 3 yr. olds PreK 4 yr. olds Times PreK 3 yr. olds PreK 4 yr. olds 9:00 – 9:30 Morning Meeting (SEL) – 9:30 – 10:00 Morning Meeting (SEL) – 11:00 – 11:30 SEL Lunch Bunch – 11:30 – 12:00 SEL Lunch Bunch – 12:00 – 12:30 Read Aloud – 12:30 – 1:00 Read Aloud – 3:00 – 3:30 Relationship Building/Check Ins/Review the Day –

13 13 13

Elementary Live Learning Opportunities Schedule Elementary Live Learning Opportunities Elementary Live Learning Opportunities Schedule

Schedule

Kindergarten & 1st Grade

st Kindergarten & 1 Grade

st  9:25 am -10:10 am Kindergarten ELAR Live &Zoom 1 (w/IntegratedGrade Social Studies)   9:2510:15 am am -10:10 – 11:05 am am ELARGoogle Live Classroom Zoom (w/Integrated Assignments Social (suggested Studies) time for  10:15 am – 11:05 am Google students Classroom to complete Assignments assignments (suggested independently) time for  11:05 am – 11:50 am studentsFine Arts/PE/ to complete Library Liveassignments Lesson independently)   11:0512:00 am pm – - 12:3011:50 pmam FineLunch Arts/PE/ Bunch/ Library SEL Time Live Lesson   12:0012:40 pm pm --12:30 1:25 pmpm LunchMath Bunch/Live Zoom SEL Lesson Time   12:401:30 pmpm -- 2:151:25 pmpm MathGoogle Live Classroom Zoom Lesson Assignment (Independent work)   1:302:20 pm pm - 2:15– 3:05 pm pm GScience/oogle Classroom Social Studies Assignment Alternating (Independent Live Lessons work)   2:203:10 pm pm – – 3:05 4:10 pm pm Science/RTI Intervention/Relationship Social Studies Alternating Building Live Lessons  3:10 pm – 4:10 pm STUDENT RTI EXPECTATIONS Intervention/Relationship CHECKLIST Building Students Parents STUDENTSTUDENT EXPECTATIONS EXPECTATIONS CHECKLIS CHECKLISTT Your learning matters! We can do this if we work together! Students Parents  Check yoYoururYour Google learning learning Classroom matters! matters! daily  ReWeviewWe can thecan do grade do this this level ifif we Week work workly together!Checklist together! every  Make sure you are working in your quiet space Monday to see your child’s expectations for the  Check(turn yooffur the Google TV/radio Classroom while you daily complete  Reweekview the grade level Weekly Checklist every  Makeassignments/lesson) sure you are working in your quiet space  MondayProvide toyour see child your with child’s the expectations supplies needed for the to  (turnAttend off onlinethe TV/radio “live” learning while you lessons complete daily unless weekcomplete assignments assignments/lesson)unable to do so; watch recorded lesson in  ProvideKeep open your communication child with the supplies with school needed staff to via  AttendGoogle online classroom “live” if learning unable tolessons attend daily live unless completeClass Dojo/Remind assignments and the campus FB page  unableComplete to do lesson so; watch activities/assignments recorded lesson in each  KeepContact open teachers communication during office with hours school to staff get helpvia Googleday classroom if unable to attend live Classwhen Dojo/Remind needed for technology and the campus or classroom FB page support  CompleteContinue lessonto utilize activities/assignments online programs (EdGalaxy, each  ContactCheck your teachers child ’sduring Google office Classroom hours to to get monitor help dayMyOn, Social Studies Weekly, Accelerated whentheir neededprogress for and technology remind your or classroom student about support due  ContinueReader) to utilize online programs (EdGalaxy,  Checkdates your child’s Google Classroom to monitor  MyOn,Ask for Social help whenStudies you Weekly, need it A ccelerated  theirHelp progress your child and find remind a place your where student work about can be due  ReaderRemember) to charge your device and Mifi each datescompleted with minimal distractions  Asknight for help when you need it  HelpAsk your child questionsfind a place about where their work learning can be for  Remember to charge your device and Mifi each completedthe day & celebratewith minimal their distractions progress night  Ask your child questions about their learning for the day & celebrate their progress

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ElementaryElementary Live Learning Live Opportunities Learning Opportunities Schedule Elementary Live LearningSchedule Opportunities Schedule

2nd & 3rd Grade

nd rd 2 – 3 Grade

st  8:30 am – 9:20 am Kindergarten Google Classroom & 1 Grade Assignments (suggested time for students to complete assignments independently)   9:259:25 am am -10:10 -10:10 am am MathELAR Live Zoom (w/IntegratedLesson Social Studies)  10:15 10:15 am am – 11:05– 11:05 am am FineGoogle Arts/PE/ Classroom Library Assignments Live Lesson (suggested time for students to complete assignments independently)  11:05 am – 11:50 am Google Classroom Assignments (independent work)  11:05 12:00 am pm – 11:50-12:30 am pm LunchFine Arts/PE/ Bunch/ LibrarySEL Time Live Lesson  12:00 pm -12:30 pm Lunch Bunch/ SEL Time  12:40 pm- 1:25 pm ELAR Live Zoom (w/Integrated Social Studies)  12:40 pm- 1:25 pm Math Live Zoom Lesson  1:30 pm -2:15 pm Google Classroom Assignment (independent work)  1:30 2:20 pm pm -2:15 – 3:05 pm pm Science/Google Classroom Social Studies Assignment Alternating (Independent Live Lesso nswork)  2:20 3:10 pm pm – 3:05– 4:10 pm pm RTIScience/ Intervention/ Social Studies Relationship Alternating Building Live Lessons  3:10 pm – 4:10 pm RTI Intervention/Relationship Building STUDENTSTUDENT EXPECTATIONS EXPECTATIONS CHECKLIST CHECKLIST Students STUDENT EXPECTATIONS CHECKLIST Parents Your learningStudents matters! We can do thisParents if we work together!

YourYour learning learning matters! matters! WeWe can can do do this this ifif we work work together! together!  Check your Google Classroom daily  Review the grade level Weekly Checklist every  MakeCheck sure your you Google are working Classroom in your daily quiet space  ReMondayview the to grade see your level child’s Week lyexpectations Checklist every for the  (turnMake off sure the you TV/radio are working while you in your compl quietete space Mondayweek to see your child’s expectations for the assignments/lesson)(turn off the TV/radio while you complete  weekProvide your child with the supplies needed to  Attendassignments/lesson) online “live” learning lessons daily unless  Providecomplete your assignments child with the supplies needed to  unableAttend to online do so; “live” watch learning recorded lessons lesson daily in Google unless  completeKeep open assignments communication with school staff via classroomunable to if do unable so; watch to attend recorded live lesson in  KeepClass open Dojo/Remind communication and the with campus school FB staff page via  CompleteGoogle classroom lesson activities/assignments if unable to attend live each day  ClassContact Dojo/Remind teachers duringand the office campus hours FB topage get help  ContinueComplete to lesson utilize activities/assignments online programs (EdGalaxy, each  Contactwhen needed teachers for during technology office hoursor classroom to get help MydayOn, Social Studies Weekly, Accelerated Reader) whensupport needed for technology or classroom support  AskContinue for help to when utilize you online need programs it (EdGalaxy,  CheckCheck your your child child’s ’sGoogle Google Classroom Classroom to to monitor monitor  RememberMyOn, Social to chargeStudies your Weekly, device Accelerated and Mifi each theirtheir progress progress and and remind remind your your student child about about due due nightReader ) datesdates  Ask for help when you need it  HelpHelp your your child child find find a aplace place where where work work can can be be  Remember to charge your device and Mifi each completedcompleted with with minimal minimal distractions distractions night  AskAsk your your child child questions questions about about their their learning learning for for thethe day day & & celebrate celebrat etheir their progres progresss

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Elementary Live Learning Opportunities Elementary Live LearningSchedule Opportunities Schedule

4th & 5th Grade

st • 8:30 am – 9:20 am KindergartenGoogle Classroom & 1 Assignments Grade (suggested time for students to complete assignments independently)  9:25 am -10:10 am ELAR Live Zoom (w/Integrated Social Studies) • 9:25 am -10:10 am Supplemental Online Programs (independent work)  • 10:15 10:15 am – am 11:05 – 11:05 am am ELARGoogle Live Zoom Classroom (w/Integrated Assignments Social (suggested Studies) time for • 11:05 am – 11:50 am Math studentsLive Zoom to Lessoncomplete assignments independently) • 12:00 11:05 pm -12:30 am – 11:50pm am LunchFine Bunch/ Arts/PE/ SEL LibraryTime Live Lesson • 12:40 12:00 pm- 1:25pm - 12:30pm pm GoogleLunch Classroom Bunch/ SELAssignment Time (independent work) • 1:30 pm12:40 -2:15 pm -pm 1:25 pm Fine Arts/Math PE/Live Library Zoom LessonLive Lesson • 2:20 pm1:30 – pm 3:05 -2:15 pm pm Science/Google Social Classroom Studies AssignmentAlternating (LiveIndependent Lessons work) • 3:10 pm2:20 – pm 4:10 – pm3:05 pm RTI Intervention/Science/ Social Relationship Studies Alternating Building Live Lessons  3:10 pm – 4:10 pm RTI Intervention/Relationship Building

STUDENTSTUDENT EXPECTATIONS EXPECTATIONS CHECKLIS CHECKLISTT Students Parents YourYour learning learning matters! matters! WeWe can can do do this this ifif we work work together! together!

 Check your Google Classroom daily  Review the grade level Weekly Checklist every  Make sure you are working in your quiet space Monday to see your child’s expectations for the (turn off the TV/radio while you complete week assignments/lesson)  Provide your child with the supplies needed to  Attend online “live” learning lessons daily unless complete assignments unable to do so; watch recorded lesson in  Keep open communication with school staff via Google classroom if unable to attend live Class Dojo/Remind and the campus FB page  Complete lesson activities/assignments each  Contact teachers during office hours to get help day when needed for technology or classroom support  Continue to utilize online programs (EdGalaxy,  Check your child’s Google Classroom to monitor MyOn, Social Studies Weekly, Accelerated their progress and remind your student about due Reader) dates  Ask for help when you need it  Help your child find a place where work can be  Remember to charge your device and Mifi each completed with minimal distractions night  Ask your child questions about their learning for the day & celebrate their progress

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Middle School Live Learning Opportunities Schedule

Time Monday Tuesday Wednesday Thursday Friday

9:00 Math ELAR Math ELAR Math Weekly Wrap-Up

Science Social Social 10:00 Science Science Weekly Studies Studies Wrap-Up 11:00 - PE or PE or PE or PE or PE or 11:45 Fine Arts Electives Fine Arts Electives Electives

11:45 - SEL SEL SEL SEL SEL 12:15

ELAR Weekly 1:00 ELAR Math ELAR Math Wrap-Up

Social Social Social Studies 2:00 Science Science Studies Studies Weekly Wrap-Up

3:00 Electives Fine Arts Electives Fine Arts Fine Arts

3:45 - Intervention Intervention Intervention Intervention Intervention 4:15

Students in 6th - 12th grade are required to have a minimum of 240 minutes (4 hours) of instructional engagement each day.

Instructional engagement time may be a combination of synchronous and asynchronous learning.

17 High School Live Learning Opportunities Schedule

Time Monday Tuesday Wednesday Thursday Friday

7:45 Fine Arts Electives Fine Arts Electives Electives

ELAR 8:30 Science ELAR Science ELAR Weekly Wrap-Up Math 9:30 Math Social Studies Math Social Studies Weekly Wrap-Up 10:30 Athletics Fine Arts Athletics Fine Arts Athletics

Foreign Foreign Foreign Foreign 11:30 Electives Language Language Language Language Science 12:45 ELAR Science ELAR Science Weekly Wrap-Up Social Studies 1:45 Social Studies Math Social Studies Math Weekly Wrap-Up

2:45 SEL Intervention SEL Intervention SEL

Students in 6th - 12th grade are required to have a minimum of 240 minutes (4 hours) of instructional engagement each day.

Instructional engagement time may be a combination of synchronous and asynchronous learning.

Asynchronous learning occurs through online platforms, such as Google Classroom or through online learning programs, and can occur offline as well. Asynchronous learning allows the learners to move at their own time, place, and pace.

Asynchronous Learning will involve:

 Teaching New Skills or Content

New skills will be modeled/taught through teacher-created or curated videos:

o Teachers will create a mini video lesson covering specific concepts that we want all students to learn and post through the teacher's Google Classroom o The lesson should provided guided practice and modeling for students and be aligned with the required work students will complete o Teachers may model a strategy or concept through the video lesson o Teachers may record a morning greeting with the charges for the day/week o Teacher may record a daily read-aloud of a chapter of a children’s book (for all ages)

 Practicing Skills and Implementation of the Learning

Students will demonstrate proficiency through dedicated practice of the learning by:

o Accessing the posted Weekly Schedule through their teachers' Google Classroom to understand the learning expectations each week o Viewing videos posted in Google Classroom that model/describe the lesson concept o Completing and submitting the posted assignments through their teachers' Google Classroom o Practicing skills through designated assignments or pathways in district online learning programs o Dedicating time to independent practice to improve critical skills such as independent reading time each day and practicing math facts 19

 Personalizing Learning

Teachers will guide students through a variety of learning activities to complete tasks at their own pace based on their grasp of the concept and their own context. Some examples include:

o Curate videos, articles, practice activities for learners to engage and go deeper on a specific skill, concept, and practice o Use hyperdocs to link to a variety of resources that you want students to engage in o Create weekly Choice Boards from which students will select assignments/ activities; this helps promote student voice and choice with clear parameters

 Fostering Project-based Learning

Teachers may provide structure and opportunities to engage in interdisciplinary projects to learn and apply new knowledge and skills:

o Inquiry/Passion projects o Research/ Investigate o Create and construct meaning

 Reflection

Time will be allowed for students to reflect on goals, new learning, and needs:

o Goal-setting and progress monitoring checkpoints o Self assessment o Review feedback o Revision as needed

How will students know about the Asynchronous, self-paced learning expectations during our district-wide remote learning time?

Once student schedules are complete, teachers will be able to create their Google Classroom(s) and generate the code(s) to share with their roster of students. Unless the teacher is teaching vastly different content among the different class periods, it is acceptable to create one Google Classroom for a particular subject. For example, a teacher who is charged with 3 sections of 7th grade Math may elect to create one Google Classroom for those students where they will access the 7th grade Math lessons and work. This same teacher may also have several sections of 8th grade Math to teach, and that will necessitate a different Google Classroom set up which contains the appropriate grade level materials aligned with the TEKS.

Campuses will be publishing the Google Classroom codes for each teacher via a variety of methods which may include posting on the campus windows as one would do with schedules at the start of the school year, emailing to parents or emailing directly to students for those who have district email accounts, posting in a campus digital newsletter sent to parents, posting on the campus social media site. Teachers will be carefully monitoring their Google Classroom participants and will immediately remove any student who is not assigned in their rolls.

Within each teacher's Google Classroom will be their posted Weekly Checklist showing the required activities, live learning opportunities, recorded lessons from the teacher or outside resource, discussion questions, project timelines, and any assessments that may be given.

Sample Weekly Checklist

Once school begins and students have joined the appropriate Google Classroom(s) for their teacher(s), the teachers will post a Weekly Checklist by Monday morning each week. The checklist will give an overview of what will be covered during the week, the assignment names and due dates, discussion questions to ponder during the week about the learning, and Zoom links to the Live Learning opportunities. The Checklist is to better help the student understand what is required of him/her for the week in each particular class.

Attendance Protocols

Students participate daily by completing instructional tasks, answering questions, submitting assignments, completing projects, or submitting pictures of assignments and tasks. Students are also encouraged to actively participate in the Live Learning opportunities for any additional support and answers to questions they may have.

There are a variety of attendance measures that will be implemented during the district-wide remote learning period:

 Students complete a brief daily survey as part of the Google Attendance Form stating what was accomplished in the particular subject and submit to their teacher. This will be available through each teacher’s Google Classroom.  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 either through the Google Attendance Form in each subject or through attending the subject's live Zoom session.  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.  Students may also connect with teachers through email, Remind, Class Dojo, or other parental contact platforms.  Students are required to be engaged daily with work; students who do not demonstrate engagement on a given day are marked absent. The attendance will count toward determining course credit.

Attendance protocols are subject to change based on TEA guidance. Updates will be provided through the teacher’s Google Classroom and through BISD correspondence to parents.

Student and Parent Responsibilities for Asynchronous (Self-paced) Learning Opportunities During the Remote Learning Period

● Every Monday, 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.

● Access and view the posted lesson videos and assignments in your teacher's Google Classroom to help support your understanding of the concepts being taught.

● Put forth your best effort and self-monitor good study habits. You are responsible for your learning and your success.

● 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 feedback/grades submitted by your teacher in Google Classroom. Follow the guidance/feedback provided if revision is needed. You will receive feedback at least once per week from your teachers.

● Submit your assignments on time and complete. Your assignment submissions are one way you will be counted as present for attendance purposes.

● Make Every Moment Matter MORE - you are responsible for your success. The time and effort you put into your learning will make a difference in your future education and career success. If you are not strong with reading, take the time to practice reading every day. If math facts are not your strength, take time every day to practice them and apply your knowledge. 24

Beaumont ISD has developed guidelines and expectations to insure a strong, smart start for the 20 - 21 school year. This plan will cover technology integration, and virtual learning expectations for students. Teachers should cover the materials during the first week of school with their students to prepare them for integrated technology lessons and virtual learning.

Google Classroom Tours Each teacher will give a Google Classroom Tour to each of their students. Teachers will go over content, calendars, and expectations with the students during a Live Learning opportunity the first week of school.

1. Teachers will play the following video, FriEdTechnology Google Classroom How To for Students, during the first week of school and upload it to their Google Classroom for students to reference later. https://youtu.be/VOOnCwWZxX4

2. Teachers will conduct the Chromebook Scavenger Hunt with their students during the first week of school: https://drive.google.com/drive/u/0/folders/1Btipb0uU44zGz_4YYmc5II27zug3cCkA The district will also share the activity with parents on the BISD Banner (target date for publication: Aug. 10)

Student Online Learning Expectations Beaumont ISD has created a series of Presentations to share with students during the first week of school. These presentations are created as a guide for teachers to lead their students through a discussion about the topic, or share with students the district guidelines.

PreK - 1st Grade Online learning Expectations presentations Zoom MAC https://docs.google.com/presentation/d/17fs7QalEIKb- HvCbrUu5JpPrrDL_gcZN4473t363OUc/edit?usp=sharing

Zoom Netiquette https://docs.google.com/presentation/d/1eg7CTq- NTmyQ1f0tTLqCBvgIBBf4AFCo4JKSuj4J5kk/edit?usp=sharing

2nd Grade - High School Online Learning Expectations Presentations Network Usage and Safety Guidelines https://docs.google.com/presentation/d/1uDhYGC8rukcheRYgpW6nyyesxKcsuwzZC6U9HBj0Y 04/edit?usp=sharing

Zoom CHAMPS - 2nd Grade - Middle School https://docs.google.com/presentation/d/1jrma3RtxX3PtUY17SmF0a07gurQfZVZZ08UBeAf7OD I/edit?usp=sharing

Zoom Netiquette https://docs.google.com/presentation/d/1MjeApVJWKy9aM48WqxkvPotp6dr9WXmJeJ4QaYc ZuUI/edit?usp=sharing

Public Health Elementary Video on Handwashing https://live.myvrspot.com/iframe?v=fN2Q2ZjJjYzFlYmE3ZWJjNDM0YjViNDQzYjdiOTZlYzE

Protocol for Resolving Technical Issues

● First, make sure it’s not a browser issue (e.g., Google Chrome). Then, try a different browser to see if this resolves the problem. If this works, then you need to either update your regular browser or clear its history, cookies, and cache. ● Once you update your browser or other browsers don’t work, make sure it isn’t your computer. Restart your computer. If the error persists, try logging in from a different computer to see if you receive the same error message. ● Read log error messages and record problem specifics and forward this to your instructor. Take a screenshot, if possible, to illustrate the exact problem. Your teacher will seek assistance from tech support and respond to you within 24 hours. ● Seek assistance from your peers. They can help you, too! ● Once the problem has been resolved, refresh/reload the Web page. If you do not refresh the web page, then the system will remember and display the exact same page (with errors) you were looking at the last time you logged in.

Zoom Student Dress Code Expectations

● Students participating in a Zoom must be dressed in school appropriate attire. No low cut blouses, strapless tops etc. Adhere to Student Code of Conduct.

No Cyberbullying

Cyberbullying is defined as bullying that is done through the use of an electronic communication device, including through the use of a cellular or other type of telephone, a computer, a camera, electronic mail, instant messaging, text messaging, a social media application, an internet website, or any other internet-based communication tool. BISD does not tolerate cyberbullying as stated in the Students Acceptable Use Policy, and the Student Code of Conduct. Teachers will manage their online environment with students to prevent or discourage cyberbullying. Teachers will report any cyberbullying to their campus administrators. BISD has tools in place to monitor and prevent students from cyberbullying. These tools Do Not replace the teacher from monitoring students behavior online.

GLOSSARY

CHAMPS - assists classroom teachers to design (or fine tune) a proactive and positive classroom management plan that will overtly teach students how to behave responsibly. All BISD elementary and middle schools use CHAMPS to guide students in knowing classroom, and school behavior expectations.

Cyberbullying - is a form of bullying or harassment using electronic means. BISD does not tolerate cyberbullying as stated in the Students Acceptable Use Policy, and the Student Code of Conduct. Teachers will manage their online environment with students to prevent or discourage cyberbullying. Teachers will report any cyberbullying to their campus administrators. BISD has tools in place to monitor and prevent students from cyberbullying. These tools Do Not replace the teacher from monitoring students behavior online.

Google Classroom - The primary purpose of Google Classroom is to streamline the process of sharing files between teachers and students. Google Classroom is the way the BISD teachers will communicate with students during virtual learning times. Teachers may choose to continue to use Google Classroom during face to face learning.

Netiquette - is short for "Internet etiquette." Just like etiquette is a code of polite behavior in society, netiquette is a code of good behavior on the Internet. This includes several aspects of the Internet, such as email, social media, online chat, web forums, website comments, multiplayer gaming, and other types of online communication. BISD teachers are responsible for demonstrating good netiquette at all times with students, as well as help students develop good netiquette skills.

Zoom - provides videotelephony and online chat services through a cloud-based peer-to-peer software platform and is used for teleconferencing, telecommuting, distance education, and social relations. BISD teachers will use Zoom to provide online lessons, small group instruction, and Q & A time for students.