DEFINITIONS OF LEARNING STRUCTURE - Chicago Public …

 Douglas Taylor Elementary SchoolSY21 Remote Learning PlanExpectations and Policies Taylor Vision Statement: As a Literacy and Magnet Cluster School, Douglas Taylor Elementary will involve the total community including students, parents, and staff in creating and implementing an educational program that emphasizes reading and writing that will enable each student the ability to develop his or her potential to the fullest extent possible.Priority 1: InstructionPriority 2: Balanced Assessment and GradingPriority 3: Supportive and Equitable Approaches to DisciplineImplement high-quality curricula to ensure all students have a coherent academic experience and provide all students grade-level learning, standards aligned instruction, regardless of their starting points.Use assessments that meaningfully connect to the curriculum and provide teachers with the information needed to help students access priority grade-level work. Integrate universal Social-Emotional Learning (SEL) skills instruction across curriculum using SEL monthly themes and resources to model and reinforce positive behavior and interpersonal skills. DEFINITIONS OF LEARNING STRUCTUREFull Time Remote ModelA model where students and staff participate in remote learning instruction daily. Grade levels have different asynchronous and synchronous instructional minutes distributions, but students will be in synchronous and asynchronous learning each day of the week.DEFINITIONS OF LEARNING ENGAGEMENT STRUCTURESSynchronous LearningSynchronous learning is when class interactions happen in real time, at the same time. Students may virtually attend class together via video conference, livestream or chat. Synchronous does not have to mean whole group learning; teachers can and should use synchronous time for small group instruction or other practices that allow for maximum student engagement. As a district, we will use Google Meet for synchronous meetings. Asynchronous LearningAsynchronous learning is when students interact via the digital platform or hard copy materials without real-time interaction. Students engage in class materials and complete work at their own pace, typically within a given timeframe, often using discussion boards to drive peer-to-peer engagement. During asynchronous portions of the day, teachers should be available to students. Teachers can use this time to answer questions, facilitate additional small group instruction, lead structured interventions, or host office hours.Engagement in Google ClassroomStudentsTeachersParent SupportEvery student is expected to join google classroom for all courses and know how to contact each teacherStudents are expected to check google classroom daily for announcements Students must provide a parent email for google classroomTeachers must use the Aspen created Google Classroom for each of their classesTeachers will update Google Classroom daily and only post assignments through Google classroommust Create a gmail account and share with teachersAssignments: All assignments will be given through Google ClassroomStudentsTeachersParent SupportStudents are expected to complete all assignments by deadlines set by the teacher.Students are responsible for advocating for themselves when struggling with completing an assignment. Assignments must be submitted in format required by teacherPost all assignments in Google classroomAssessments are aligned to scope and sequence and monitor students’ mastery levelClear expectations for success and the routes to get thereProvide feedback and opportunity for revisionsUse a variety of assessment formats to surface student thinking, valuing process and productHave email added to their child’s Google ClassroomsResourcesResourcesResourcesFor students who have received a CPS-issued device, please refer to the following guidance to get started:Chromebook Quick Start Guide | Spanish | Google ClassroomCheckpoint Student Assessment systemCPS Library of Ebookscrear una cuenta de gmail nuevaAprendizaje Remoto--Guía para PadresGoogle Meets ExpectationsStudentsTeachersParent SupportTeachers will review expectations for Google Meets with their classes, but students should observe the following as general rules:Students are on time to Google Meet and mute their microphones upon joining the meetStudents remain muted unless otherwise directed by teachers Students demonstrate engagement in google meets by being responsive in some form (chat, thumbs up/down) Students are encouraged to keep web-cams on during synchronous learning. If you choose not to, consider using an avatar or a picture of something in which you are interested. If you choose to turn on your camera, students must be appropriately dressed When a student is unmuted, no distractions are heard in the background.Students only use chat when directed to do so and keep the chat lesson focusedStudents are expected to be in Meet for the entirety of synchronous learning portionStudents leave Google Meet when the meeting is overInterrupting a class in session by joining without permission is a violation of the CPS Student Code of Conduct. Students are strictly prohibited from entering a google meets that they are not invited to attend. Additionally students are prohibited from recording or screenshotting classroom google meets.Must be synchronously available to students for the entire duration of the instructional dayUtilize webcam while in Google MeetsRecord Google Meets and posts them for students to view on their ownDuring asynchronous time teachers should provide additional small group instruction, provide structured intervention, be available to support students in asynchronous tasks, or host formal office hours for families and students.Know your student’s schedule Help student find a quiet location in house for student to attend remote learningDo not join Google Meet with student Google MeetGoogle Meet for TeachersResourcesResourcesResourcesPearDeckNoRedInkOther CPS ToolsAttendance During Remote LearningJust as during a normal school day, students will be expected to attend and participate in each of their classes. Teachers will use a variety of methods and activities to engage students during each class period. Students must participate in activities to be marked present for the class.AttendanceStudentsTeachersParent SupportTo be marked present, students must:Log into synchronous learning, either Google Meets or Google ClassroomRemain engaged and active through the duration of all synchronous learning portions of the class periodTo mark attendance, teachers are expected to:All teaching staff must read this document in full. There is also a tutorial on how to use Google to make phone calls home to parents.Take attendance in ASPEN at the start of class period Update attendance in ASPEN at the end of the class/day based on student participationParents should know their student’s scheduleEnable the “Attendance” alerts in Parent PortalResourcesResourcesResourcesCPS Attendance GuideTutorial on making calls via GoogleGrading PolicyIn line with ISBE guidance, we will return to our regular grading system during remote learning this year, which means standard letter grades will be issued based on mastery of content. All grading expectations set forth in the Professional Grading Standards and Grading Practice Guidelines for Chicago Public Schools Teachers must be honored. Teachers should only issue an F for an individual assignment if: The teacher provided supports to the student to successfully complete the assignment. (This includes DL and EL modifications)If the student submitted the assignment to the best of their ability, the teacher provided meaningful feedback in a timely manner on the assignment and offered the opportunity to re-take or improve the assignment grade.Missing Work If a student missed class, they should be allowed to submit assignments for normal grading at a later date. Students should not be penalized on assignments for missing synchronous learningInstructionTeachers are to provide direct support to students during the entire instructional day. During asynchronous time, teachers should provide additional small-group instruction, structured intervention, support for students in asynchronous tasks and formal office hours for families and students. The expectations above account for a full instructional day. This does not mean that students should be in a six-hour Google Meet call with an educator lecturing the entire time. Instead, the day should be split into instructional “chunks” to allow for both synchronous and asynchronous learning aligned to the guidance provided above. See the Grade Level Consideration Supplement for model schedules. An important shift for remote learning is to encourage students and teachers to use their webcams whenever possible. It is expected that when teachers are providing synchronous instruction, their camera should be on. If educators do not feel comfortable streaming video from their home, or need a device with a camera, they should work with their administrator in order to meet this expectation. An educator may stream lessons from the school building rather than their home. Synchronous learning is when class interactions happen in real time, at the same time. Students may virtually attend class together via video conference, livestream or chat. Synchronous does not have to mean whole-group learning; teachers can and should use synchronous time for small group instruction or other practices that allow for maximum student engagement. As a district, we will use Google Meet for synchronous meetings.Asynchronous learning is when students interact via the digital platform or hard copy materials without real-time interaction. Students engage in class materials and complete work at their own pace, typically within a given timeframe, often using discussion boards to drive peer-to-peer engagement.Remote learning should be a blend of synchronous contact and asynchronous study/work.During asynchronous portions of the day, teachers should be available to students. Teachers can use this time to answer student questions, facilitate additional small group instruction, lead structured interventions, or host office hours. In order to ensure effective communication and interaction between students and teachers, the following practices should be prioritized. Prioritize two-way communication when in synchronous meetings; use the face-to-face time to check in with students, encourage sharing and discussion, and engage in collective problem-solving.Keep assignments and directions simple.Make short recordings of instructions and examples for students to view when needed.Ensure your schedule allows students to take regular breaks from synchronous meetings. Students (and teachers) need to get up, move away from the computer, move around and stretch.Divide your class into groups for targeted, small-group instruction to encourage more active participation from all students.Differentiate assignments in Google Classroom to personalize learning opportunities.For a list of sites, apps and extensions that facilitate synchronous and asynchronous learning, please visit this site and use the Search By Task function.Example of a 60 Minutes Period {6th-8th}Welcome Ritual--Free Write and Check-inSynchronous (Provide students with a writing prompt, share a short video, ask students to respond in chat/Google doc/Jamboard etc.)Whole Class InstructionSynchronousIndependent/Collaborative Work (Students work on a shared document/project, participate in discussion, peer edit, etc.)Synchronous/Closing ActivitySynchronousIndependent Reading/Writing (Explore) Independent PracticeMulti-disciplinary ProjectAsynchronous5 minutes15 minutes 15 Minutes5 minutes 20 minutes Synchronous Asynchronouswith TechnologyAsynchronous without TechnologyPrioritize learning that requires collaboration, multiple perspectives, and the discussion of ideas. Synchronous learning is ideal for tasks that allow the teacher to diagnose learning needs in the moment and provide immediate feedback, such as:Dedicated time for social-emotional development focused on identity, relationships, and communityWhole-class or small-group discussion (introducing new learning or summarizing previous learning)Opportunities to demonstrate learning (student presentations, role-play, short writing assignments)Interactive activities such as virtual labs, simulations, or reasoning about shared tasks/promptsSmall-group (differentiated as needed) problem-solving, activities, or discussionPrioritize purposeful learning that can be completed individually or with peers on different schedules. It is easier to disengage during asynchronous learning so it is essential to maximize relevance and supportive structures for peer accountability.Asynchronous learning with technology is ideal for tasks that require technology for active engagement without direct support from a teacher, such as:Watching a short video (teacher recorded read-aloud, lecture, mini-lesson, presentation, etc.)Use of ed tech products to support differentiated needsLow/No stakes diagnostic assessmentsSelf-assessment (google forms, Checkpoint, etc.)Peer-Feedback (providing comments through Google Docs, Google Jamboard, etc.)Demonstration of learning through creation (video, Google Slides, etc.)Asynchronous learning without technology is ideal for tasks that allow students to individually create, explore, or apply their thinking. These tasks may have more flexible deadlines than others and they should not require in-the-moment feedback for completion, such as: Independent readingSkill practice/developmentLong-term projectsWritten reflection on previous learningLearning menus offering a range of activities that promote student choiceLonger writing assignmentsGoal setting for upcoming learningInterventions Classroom LevelCounselor LevelBehavioral Health Team ................
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