Distance Learning in RUSD 2020-21 Presentation to Board of Education - - PowerPoint PPT Presentation
Distance Learning in RUSD 2020-21 Presentation to Board of Education August 5, 2020 Bill MacDonald, Ed. D. Marty Flowers Associate Superintendent, Associate Superintendent, Elementary Education and Secondary Education and 1 Educational
Presentation to Board of Education August 5, 2020
Bill MacDonald, Ed. D. Associate Superintendent, Elementary Education and Educational Services Marty Flowers Associate Superintendent, Secondary Education and Educational Services
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Framing An Unprecedented Crisis Distance Learning Spring 2020 What We Have Learned Teacher and Parent Feedback Senate Bill 98 Research Based Best Practices Distance Learning Workgroups Distance Learning 2020-21 Elementary Secondary Special Education Targeted Student Groups
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To prevent the spread of COVID-19 RUSD announced school closures on Friday, March 13, 2020. On March 19, 2020, RUSD teachers launched Distance Learning, transitioning their instruction online in a heroic effort to continue teaching and learning during the crisis. When school closures were extended, RUSD engaged in three days of professional development, articulation, and collaborative planning on April 13, 14, and 15 to prepare teachers to potentially finish the year in distance learning. On April 16, Distance Learning was relaunched with specific instructional recommendations and a better understanding of best practices.
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School closures were ultimately extended to the end of the 2019-2020 school year. Due to a surge in COVID-19 cases in late June, on July 8th, 2020, the RUSD Board voted to begin the 2020-21 school year in a hybrid, partial students in school model. On July 17th, the Governor ordered that counties on the California COVID- 19 County Monitoring List, such as Placer County, must be off the watch list for 14 days prior to reopening in person for school. As a result, the Rocklin Unified School District will open the 2020-21 school year in Distance Learning.
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Parent and Teacher Survey Results (DL1.0/2.0) - 4015 parents / 431 staff 42% of parents very satisfied or satisfied with distance learning. 84% of parents stated that students were independent 70%+ of the time. All agreed that motivation was the greatest factor on student learning. 60% of teachers were very satisfied
distance learning. 67% of teachers stated that students were independent 70%+ of the time. What worked: LMS, video lessons,
and small group instruction.
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SB 98 Requirement for Distance Learning
When offering distance learning, school districts must ensure the following:
person instruction.
individualized education program.
3, and 240 minutes for grades 4-12.
day.
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In a short period of time, a great deal of research, guidance, and recommendations have been shared with school districts. The RUSD team reviewed the following research: Supporting Learning in the COVID-19 Context (PACE) Stronger Together (CDE) Distance Learning Considerations (CDE) Addressing Unfinished Learning After COVID-19 (Council of Great City Schools) Priority Instructional Content (Student Achievement Partners)
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Policy Analysis for California Education (PACE) is an independent, non-partisan research center led by faculty directors at Stanford University, the University of Southern California, the University of California Davis, the University of California Los Angeles, and the University of California Berkeley. PACE bridges the gap between research, policy, and practice.
RECOMMENDATIONS TO DISTRICT LEADERSHIP: ❏ Conduct an after-action review and needs assessment. ❏ Set instructional priorities and help develop viable curricula. ❏ Develop and communicate clear roles and expectations. ❏ Support educator well-being and professional learning. ❏ Reconceptualize educator roles and team structures. ❏ Assess student well-being and develop systems to respond to greater student needs.
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Policy Analysis for California Education (PACE) is an independent, non-partisan research center led by faculty directors at Stanford University, the University of Southern California, the University of California Davis, the University of California Los Angeles, and the University of California Berkeley. PACE bridges the gap between research, policy, and practice.
RECOMMENDATIONS TO EDUCATORS: ❏ Prioritize interaction and collaboration in synchronous learning
❏ Conduct regular formative assessments and provide prompt feedback to students and families. ❏ Provide regular, individualized contact for each student. ❏ Focus on accelerating learning of grade-level content.
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Considering the feedback and research and anticipating reopening, the following workgroups (or “Summer Sandboxes”) were convened around important topics:
Social-Emotional Learning Toolkit
(Melanie Patterson)
Equity Toolkit
(Amanda Bannister & Ann Feliz)
Health & Safety (w. PBIS)
(Lisa Phillips)
Distance Learning 20- 21 (TK-6)
(Bill MacDonald & Kaili Bray)
Learning Loss / Initial Assessment (Ann Feliz & Kaili Bray) Distance Learning 20- 21 (7-12)
(Scott Collins & Marty Flowers)
Special Education: RUSD Best Practices
(Stacy Barsdale & Beth Davidson)
Special Education: IEP Requirements
(Stacy Barsdale & Beth Davidson)
English Learner (TK-6)
(Sarah Soares)
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Who: 25 Participants - TK-6 Teachers, Special Educators, Instructional Coaches, Principals, Program Specialists, and District Administrators. When: Summer 2020 What: Identify best practices and provide recommendations for the development
Guiding Questions: ○ What did we learn from distance learning in the spring? What worked? What didn’t? ○ What are best practices for distance learning? How will be they be incorporated in the next iteration of distancing learning - version 20-21? ○ What additional training will be provided to teachers to support them in implementing Distance Learning 20-21?
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Building Relationships/Maintaining Student Engagement
#1 The focus of the first several weeks should be on developing a sense of class community and norms for engagement and participation. #4 Isolation and exposure to stressors related to COVID-19 have increased student social- emotional needs. Lessons and activities should be intentional about addressing this need. #3 Timely and regular feedback should be provided not
who are critical partners. #2 Daily live interactions with students and parents are necessary to engage, encourage, inspire, educate, and inform.
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Curriculum and Instruction
#1 Identify instructional priorities for the 2020-21 school year - emphasize essential standards for the current grade level. #4 Provide multiple modalities and opportunities for students to interact and respond. Use UDL for DL. #3 During synchronous time, prioritize 1:1 interactions, small group instruction, and student
#2 Focus on accelerating learning
Resist remediating, rather scaffold grade level standards as needed.
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Assessment / Demonstration of Learning
#1 Quickly assess learning loss, identify standards needing support, and provide scaffolding support and additional instruction as required. #4 Create and solicit non- traditional demonstrations of learning such as the creation of learning “artifacts”: videos, posters, engineering projects, blogs, etc. #3 Provide multiple
demonstrate learning: live, digital quizzes/assessments, project-based, self-scored rubrics. #2 Provide regular and timely feedback/grades to students on live and independent work and class participation.
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Grade Level Guidance
TK-3rd Letters & Sounds Phonemic Awareness Phonics (BPST) Sight Words
Online Assessments
2nd-6th ELA Reading Math (3rd+) K-2nd Reading Fluency & Comprehension Freckle Assessment & Adaptive Practice
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Communication and Support for Students & Parents
#1 Frontload parents with information including daily schedules, expectations for online learning, and methods of
#4 Establish clear roles and boundaries for parents. Engage them as partners/coaches to support their child’s learning at home. #3 Create a consistent routine and schedule so that parents and students know what to expect. #2 Train students and parents on the selected LMS and digital tools the class will utilize. Keep it simple and consistent.
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Organization and Scheduling
#1 Teachers should establish a clear and consistent daily/weekly schedule so all stakeholders know what to expect and when. #4 Ensure that parents/students have the knowledge, training, and technology to engage in learning. Remove barriers. #3 Utilize one standard LMS and a defined set of digital tools so that they can be learned and mastered. #2 Strive for alignment in schedules across grade levels and schools so PE/VAPA/Intervention can be integrated and families have consistent breaks/lunches.
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A Day in the Life of Distance Learning - Elementary
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Professional Development and Teacher Collaboration
#1 Collaborate with grade level peers to provide content (live or asynchronous), family outreach, feedback, and material
#4 Maximize professional development days and prioritize PLC Mondays for training, collaboration, and articulation. #3 Create a distance learning resource “Ed Camp” style where teachers could post videos/examples in specific topic areas. #2 Create on demand and/or regular “drop in” professional development around distance learning topics.
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Based on the recommendations of the Distance Learning workgroup, the following actions will be taken: 1. Development of a Distance Learning 2021 Resource/Toolkit and professional development series.
Social-Emotional Learning during pre-service work days.
collaborate with peers to share expertise, develop lessons/activities the workload.
development opportunities for teachers and classified staff support staff.
hardware, software, and supporting Distance Learning at home.
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Who: Twenty-four 7-12 Teachers, Instructional Coaches, Principals, and District Administrators. What: Identify best practices and provide recommendations for the development
Guiding Questions: ○ What did we learn from distance learning in the spring? What worked? What didn’t? ○ What are best practices for distance learning? How will be they be incorporated in the next iteration of distancing learning? ○ What additional training will be provided to teachers to support them in implementing Distance Learning?
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Building Culture & Community
Lead: Justin Cutts, Louise Cranston, Jennifer Gamble, Jamie Bryant, Jerica Siska, Wendy Crawford
Schoology Organization
Lead: Scott Collins, Jennifer David, Darren Baham, Wendy Sherrill, Meredith Kane
Content Delivery
Lead: Bill Kimmel, Megan Pappas, Bill Keisling, Monica Sullivan Harter, Paul Werner, Shawn Robin
Student Practice & Feedback
Lead: Amanda Bannister, Darren Fix, Rebecca Redding, Ryan O’ Donnell, Lisa Gack, Amy Bentley
Assessment
Lead: Beth Davidson, Whitney Rhoda, Colin O’Haire, Joel Williams, Sarah Vickers, Leah Seabrook
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In Distance Learning, building student connections is more challenging and thus needs to be a greater focus than in a traditional learning environment. With an emphasis on developing the whole child, teachers must build community to achieve effective learning. Students will come into digital classrooms with some anxiety but won’t have the comfort of knowing the teacher. All other needs won’t be met without first focusing on building positive relationships. Student engagement is a key tool in connecting with students.
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Building Culture & Community
#1 Building Relationships:
Context/Assignments #4 Building Engagement
community
connection #3 Focus on the Whole Child Students need to see teachers as real people with strengths and weaknesses. Communicate struggles and successful coping strategies. For many, it is helpful when they can see you and hear your voice (video). #2 Building Community
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Additional Resources
Fostering a Strong Community in a Virtual Classroom “Meet the Teacher/ Back to School Newsletter” “Fun” Weekly Video Weekly Journal Prompts
“Good Job” Meme Examples Online Classroom Culture Action Plan
20 fun games to play on Zoom Games to start a video conference Ice Breaker Games 50+ ways to use Flipgrid in your classroom
Padlet
Use Bitmoji and Slides to Create a Fun Classroom
Make Mindfulness part of the daily/weekly routine
Student check in Daily Check-ins example Building Positive Conditions for Learning at Home: Strategies and Resources for Families and Caregivers
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Effective communication, logical organization, and consistency of materials and resources is vital to the learning experience for our students, families, and support staff; especially in a distance learning environment. Moreover, training all stakeholders on Schoology--our chosen Learning Management System--and related digital applications is critically important at this time.
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Schoology Organization
#1 Effective Communication
reach multiple modalities
questions by communicating to all
written communication
#3 Stakeholder Training
your students various tools/tips.
Parents
#2 Logical Organization
multiple times in multiple ways
resources CONSISTENCY of course routines and uniformity across the site (i.e. whole school has same agenda style/location)
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targets.
week that guides the learning.
Blueprint for Building a Hyperdoc unit for Remote Learning
Learning Target Template
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(Learning that occurs at the same time - In Sync)
(Learning that occurs “out of sync”)
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WHY?
Student practice and feedback are essential elements of student learning. Students need multiple, low-stakes opportunities to practice new skills, and students need feedback on these attempts in order to further develop and refine their
and timely. While educators are familiar with providing multiple guided and independent practice opportunities and providing students informal and formal feedback in a brick and mortar classroom, transferring practice and feedback online may be
learning process, so we must find ways to transfer practice and feedback online.
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Group Practice
small group synchronous sessions
Meet with small group of students for 15- 20 min for instruction or intervention. Tools: Google Meet or Zoom
guided practice with interactive whiteboard
how to video
Whole group or small group use shared source for collaborative brainstorm or practice. Tools: Google Suite (Jamboard, Slides, Docs), Schoology Conference Interactive Whiteboard, Kami, Ziteboard*, or Explain Everything*
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Individual Practice
interactive notebook
Shared source between teacher and student via a hyperdoc. Tools: Google Slides (sample) or Doc or Kami
check for understanding
In the moment questions posed to students so teacher can use results to adjust instruction. Tools: Google Meet chat, Edpuzzle, Kahoot*, Nearpod*, PearDeck*, or Socrative*
interactive worksheet
Make existing (or new) documents interactive so students type, draw, write, or record responses on individual copy. Tools: Kami or Google Slides
interactive content delivery
Through periodically embedded slides (multiple choice, matching,
drawing, short answer, drag and drop), students practice skills
taught via PowerPoint or Google Slides presentation or video. Tools: PearDeck*(sample), Nearpod*, or Edpuzzle.
video response to prompt
Students respond to prompts from teacher via a video of themselves or their screen. Tools: Flipgrid or Screencastify
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Feedback - Teacher to Student
mastery-oriented formative assessment
Specific feedback aimed to help student improve performance and mastery of skills/concepts through comments or rubrics (single-point rubric) (rubrics in Schoology). Efficiency tip. Tools: Google Suite, Schoology, Turnitin.com (voice comments)
in gradebook
Comments in the “overall” column of the gradebook that appear in the “overall” grade section of the “gradebook/grade report”
performance feedback on assignment
Comments to give context for a grade. For assignments completed in adopted publisher’s site, copying comments into Schoology or adding a note in Schoology directing students to the publisher site for feedback can be helpful. Tool: Schoology
positive reinforcement
Acknowledging students’ efforts and accomplishments provides students reassurance and motivation. This can be done with email, Schoology badges, digital certificates, or comments within assignments. Tools: Google Suite or Schoology
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Feedback - Teacher to Families
High efficiency: Weekly email to all families (use Bcc) sharing information about assignments for the week, what students are expected to do and where specific feedback can be found. Low efficiency: Email individual student’s family with a link to Schoology and suggestion to check student grade and comments on assignments. Tool: Gmail
comments on assignment
Using assignments (HyperDoc) via Google Drive Assignments comment on the assignment itself also appears as a comment in Schoology
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For Educators, assessments are essential to monitor student progress, provide valuable data, and know what to
accountability, feedback on the learning, and providing
assessment provides consistent feedback on their child's performance
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College Preparatory Math (CPM) Guidance for Remote Instruction
Giving normal quizzes and tests has potential problems. Are they worth giving if you cannot be sure that the work submitted is solely that of the student? Moving to a system of online testing does not solve the integrity problem, so that is not a solution either. This is an opportunity to think differently about assessment, and to explore new ways for students to demonstrate their knowledge and understanding. Be open to projects, videos, or portfolios as a way for students to be assessed. Focus on what students know, and not on what they do not know yet. If at all possible, could grading this year be different as well? Is pass/no pass an option?
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Behind the Curtain Intro to Question Types Creating Questions Part I Creating Questions Part 2
Schoology Tutorial Group Access Code: KR68-QVXR-M3VSN
Join this group for access to all Schoology related resources
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Example Math Corrective Question Bank Tutorial Using a Bank for a Test/Quiz* Reader’s Digest Reference
*Unfortunately, Schoology has not made banks available for assessments, but it is available for tests and quizzes which have similar, but less options, for question types.
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Using EdPuzzle for Formative Assessments
Schoology (start video at 2:50)
Creating, Using, and Sharing Schoology Rubrics
Video:
Grading Features in Schoology
A great way to give customized feedback to students on submitted assignments. Video includes student view at the end! Curated List: Outside Tools for
Formative Assessment
Providing Feedback & Utilizing Formative Assessments
RUSD Distance Learning 3.0
For Students: How to View Teacher Feedback in Schoology (video)
Video: Google Tools for Formative Assessment
Extra: Using Unsplash Images on your Google Slides
How to Do Formative Assessment in Distance Learning
Highlighted Tip: Focusing on just a few allows students to experience tools they’re used to, while also ensuring that checking for learning doesn’t get boring (Edutopia).
Video & Link Resource:
Creating a Comment Bank for Grading in Schoology
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○ Pro-tip: Let the students know that you’re checking Turnitin.
avoid students being able to find the answers on Google/Quizlet/etc.
that way you can monitor them for extra screens/phone usage*.
likelihood of academic dishonesty since students are often producing something original. This also cuts down on students sharing with each
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Sample Middle School Student Schedule for Distance Learning *Specific times may be adjusted 8:00 - 8:30 Teacher office hours (available as needed) 8:30 - 9:27 ELA 9:30 - 10:17 Science Break 10:25 - 11:12 Math 11:15 - 12:02 History Lunch 1:33 - 2:20 PE 2:23 - 3:10 Elective 3:10 - 3:40 Teacher office hours (available as needed) Sample High School Schedule for Distance Learning *Specific times may be adjusted by WHS/RHS **VHS schedule is slightly different 7:15 - 7:45 Teacher office hours (available as needed) 7:45 - 9:05 Math 9:20 - 10:45 Elective or PE 10:50 - 12:45 History plus Intervention time Lunch 1:20 - 2:40 Science 2:40 - 3:10 Teacher office hours (available as needed)
Based on the recommendations of the Secondary Distance Learning workgroup, the following actions will be taken: 1. Final Development of the Secondary Distance Learning 20-21 Resource Guide and professional development series.
department heads who will then review with Professional Learning Communities (PLCs) during pre-service work days.
Emotional Learning during pre-service work days.
to share expertise, develop lessons/activities the workload.
software, and supporting Distance Learning at home.
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Who: 37 Participants - Teachers, Related Service Providers, Classified Staff, Principals, and District Administrators. What: Identify Best Practices and recommendations for providing special education and related services for students with IEP’s. When: Summer 2020 Guiding Questions: ○ What are Best Practices for providing services for students in all learning formats (Rocklin Virtual Campus, Distance Learning, and Hybrid Model)? ○ How do we improve participation and engagement for our students? ○ How can we clarify expectations and improve consistency in services across programs/sites? ○ What professional development and ongoing support is needed for staff?
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Best Practices
#1 Daily live interactions with teacher, students and/or parents to increase participation and engagement. #4 Curriculum, software, and professional development for online learning added to improve access. #3 Individual Distance Learning Plans with structured and consistent schedules identifying all services and supports. #2 SB 98 required Temporary Emergency Plans added to Individual Education Plans (IEP’s) through an Amendment.
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RUSD will provide additional supports for our English Learners, Foster and Homeless Youth, and Socio-Economically Disadvantaged students, including:
input on serving and supporting students and families
○ Weekly parent/guardian office hours and information sessions hosted in multiple languages. ○ Parent trainings on various digital platforms in multiple languages. ○ Translation services in multiple languages . ○ Site based homeless and foster youth liaisons. ○ Ongoing screening and individualized outreach.
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RUSD will provide additional supports for our English Learners students and their families during Distance Learning. These supports will include:
will address ELD standards at targeted English proficiency levels
Learner (EL) support staff
English proficiency level groups
instruction and support for our students and families
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Teachers, school site leaders, and district staff will monitor the performance and participation of students during Distance Learning 20-21 and beyond. Metrics will include:
data.
Improvement Science/Continuous Improvement methods will be utilized to address identified problems and pilot small changes to improve Distance Learning approaches. Multi-Tiered System of Supports will be used to address student and families needs, including referrals for Tier II/III support in academic, social-emotional and behavior.
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Per the California Governor’s order on July 17th, counties on the state watch list such as Placer, must be off the watch list for 14 days prior to reopening in person. Once RUSD can resume in person instruction during the first nine weeks (quarter), we will pivot to the approved hybrid model. All RUSD school have been preparing for this contingency:
and state regulations are followed to the greatest extent.
be followed when students return in person including self-screening, positive case protocols, and contact tracing.
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RUSD staff is committed to working together to overcome the challenges presented by the COVID-19 pandemic. We embrace the possibilities in this crisis and will continue to adapt our approaches to better meet the needs of students and families. We will continue to provide options for learning that match the needs
county health departments. We look forward to our students returning to our school as soon as it is possible and a safe to do so.
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