The goal for Distance Learning is the continuity of quality instruction which includes review of previously taught concepts, new material focused around essential standards and enrichment opportunities. This instruction is delivered through a variety of ways, to reduce as much academic loss as possible and to support student learning during this time.
This instructional plan is a product of the collaboration with our employee associations to support students and staff during the school closure.
PVPUSD DISTANCE LEARNING INSTRUCTIONAL PLAN
Goal: Our goal is for teachers and students to actively engage with each other throughout this distance learning program. Students will also maintain retention of previously taught concepts while introducing new material and concepts. Teaching and learning should be focused around the core essential standards for each course/grade level.
Timeline: Until further notice, likely through the end of the school year
Guidelines for Remote Instruction (CA Department of Education):
CA Department of Education Guidance on Distance Learning
Communication
Communication to parents and students regarding work and assignments should take place via individual teachers via the following methods:
Communication to families/students should happen at the end of the week (for the next week) or the start of the week to lay out expectations (required vs. optional) and when instruction is happening.
Instructional Program
Examples of how synchronous video conferences can be utilized:
Examples of how asynchronous teaching can be utilized:
Special Education teachers, psychologists, counselors and other providers—will provide in person support to students as close to what is written into the IEP. Guidance from the California Department of Education as well as the Federal Department of Education will be followed in order to provide equitable and appropriate education for our students with special needs. Unless otherwise mutually agreed upon, meetings shall be virtual using an online platform such as Teams or Zoom. Special Education teachers will work collaboratively with core content teachers to accommodate and/or adapt lessons as necessary to meet the needs of students’ Individualized Education Programs (IEPs) in a digital learning environment and ensure that lessons and activities are appropriate as documented in students’ IEPs.
What to cover
At this time, teachers should focus on essential standards for their grade/content area to ensure that students are learning the most pertinent standards for that course/grade level.
Recommended time for learning opportunities:
This recommendation includes all content via synchronous or asynchronous activities. Live sessions and independent assignments are included in the recommended time. Teachers may also provide optional enrichment activities as well. This does not include PE, Music and any other additional offerings for students.
TK-K: 60 minutes per day
Grades 1-2: 90-120 minutes per day
Grades 3-5: 150 minutes per day
Grades 6-8: 2.5 - 3 hours per week, per class*
Grades 9-12: 3-4 hours per week, per class*
*grades 6-8 is approximately 30-45 minutes per class, per day; grades 9-12 is approximately 45 minutes per class per day
Independent reading may also be recommended:
Flexibility and support for students
It is imperative that students are given flexibility and support during this time. That should include: flexible deadlines, make up opportunities, alternative assessments, alternative times, feedback and opportunities to redo, and above all else, compassion and grace for students during this time. Here are some helpful reminders:
Grading and Feedback to Students
High School: Letter grades will be issued for end semester 2. Students will be able to choose an alternate grade for individual classes before a specified date. If students do not choose the alternate grade before the deadline, the grades will default to a letter grade. More information will follow on grading specifics.
Intermediate School: Letter grades will be issued for end of Trimester 3. Students will be able to choose an alternate grade for individual classes before a specified date. If students do not choose an alternate grade before the deadline, the grades will default to a letter grade. More information will follow on grading specifics.
Elementary: Report cards will remain standards based with some amendments to reflect the standards covered through the rest of the year. Grade level meetings will be held to determine how the report card should be amended. Comments should be included. More information will follow on grading specifics.
Assessment during distance learning will look different than the traditional classroom. Things to consider when grading and assessing students:
Professional Development
Attendance
Work Hours
Access to Campus
Staff Meetings/Staff Collaboration
Technology
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