Format and Schedule

The ASD continuous learning program will be based on a flexible asynchronous schedule of learning with weekly opportunities for synchronous meetings to support student social-emotional development, peer connectivity, as well as to assist students in need of additional support.

Synchronous Learning

While teachers may work directly with students and families to provide additional synchronous support, the following scheduled meeting will occur:

• K-5 teachers are required to have one class meeting per week of roughly 40 minutes (though the schedule allows flexibility for a session to exceed this).

• K-5 PE and Music teachers at each school will create a “pop-in” schedule to visit with students within the first 5 minutes or the last 5 minutes of the general education classroom teachers’ Zoom meetings. The schedule will be an A/B schedule so that the specialists are not in the same meetings together, i.e. Music in 1st Grade Teacher A Zoom, PE in 1st Grade Teacher B Zoom. The purpose of PE and Music teachers “popping in” to scheduled classroom meetings is to greet students and check in, not to provide five minutes of instruction.

• 3-5 Science teachers will join one 40 minute classroom Zoom session per week. The purpose of science teachers attending scheduled classroom meetings is to greet students and check in, not to provide instruction.

• 6-12 teachers are required to host one 40 minute advisory session per week.

These meeting will be held based on the following schedules*:

• K-5 Synchronous Meeting Schedule

• 6-8 Synchronous Meeting Schedule

• 9-12 Synchronous Meeting Schedule

*(Classroom meetings that must fall outside of planned times in order to accommodate staff and/or families require approval from the school administrator.)

Secondary teachers choosing to schedule optional class sessions during their scheduled time must include this in their weekly plan that is communicated to students each Monday.

Asynchronous Learning

Weekly schedules with clear learning expectations for the week will be delivered to families each Monday.

Guiding Principles

• The social emotional well-being of students and staff must remain at the forefront while shifting the learning program to continuous learning.

• The continuous learning program will be almost entirely delivered through online means based on a decision-making model from the non-profit organization, Instruction Partners. Deviations from this will be made on a student-by-student basis. This creates the greatest flexibility and safety for students, families, and staff.

• The continuous learning experience will be a mix of synchronous and asynchronous learning, though primarily asynchronous. This format creates the greatest flexibility for staff, students, and families to support continued learning.

• The critical learning outcomes for the remainder of the year will be established by the educators teaching the subjects based on the maximum time allowable per day and in alignment with the Washington State Learning Standards.

• The learning experience will be designed in consideration of time and accessibility for “most” students to be successful, recognizing that some will take less time and some will take more.

• Students requiring more time to complete and/or more ways to access the learning should be identified and provided with additional support from available staff, including paraeducators.

• The primary goal of monitoring student learning will be to provide feedback to students about their learning and to plan what’s next for learning; grading will be conducted in accordance with OSPI guidance.

• Staff members will prioritize the use of district-adopted curriculum to deliver the continuous learning program whenever possible. In instances where a resource is better suited to support asynchronous learning, staff shall gain approval from school administration and work to maintain consistency among courses and grade levels.