Distance Learning

During school closure, students will participate in meaningful learning experiences in each of their classes, even though they will not be physically present on campus. For students with IEPs, GIEPs, and 504s, the assigned case manager will continue to take the lead on facilitating and coordinating supports and services. Please refer to the Special Education, Gifted Education, and 504 Overview section regarding distance learning and meeting the needs of individual students.

High School Distance Learning Plan

Content and Timing:

• Students will be provided with a clear daily learning target for each week to ensure they know what learning they need to accomplish for the week.

• All learning tasks for each week will be posted on Canvas every Monday by 8:00 a.m., beginning on Monday, April 13th. This does not preclude a teacher from posting daily communication in addition to the Monday morning post.

• Total time for engagement in learning for each class, including reading, homework, and work towards long term assignments, should not exceed 45 minutes per day, per class. Students enrolled in AP classes should expect to complete the curriculum as outlined by the College Board and as such, may have additional time commitments.

• The following are office hours when teachers will be available for their students. These set times are established for student/teacher interaction but do not need to be synchronous instructional sessions. Teachers will communicate specific expectations for participation.

Teacher and Student Interactions:

• Teachers will design multiple learning tasks that complement each other in the development of understanding.

• Teachers use interactive features to introduce the lesson and/or to provide instructions, when appropriate. Students may be expected to participate in discussion posts.

• Teachers will provide an estimated duration for all learning activities. Teachers should expect that some students will take longer than anticipated.

• Teachers will clearly communicate deadlines for completing all assignments.

• Teachers will clarify in advance how students should contact them if they need assistance and will respond during scheduled times to all student inquiries. In addition,teachers will respond to student and parent emails/questions within 24 hours outside of office hours during the school week.

Assessment and monitoring progress:

• Teachers will use a variety of assessment tasks to inform instruction, improve learning, and report on student achievement participation.

• The departmental collaboration and prep time schedule may be adjusted, when necessary, to accommodate IEP and 504 meetings. In order to ensure that all students have scheduled access, teachers will maintain office hours whenever possible.

• Teachers will design assessment instruments and create environments that assist students in making good choices related to issues of integrity. This could include:

  • • Reminding students of the academic integrity policy;

    • Establishing clear expectations and guidelines for use of sources and collaboration and including them as part of the assessment task;

    • Post-assessment authentication through student reflection or teacher: student dialogue; or

    • Creating assessments that allow for student choice and development for how they will demonstrate learning.

• Non-graded formative and practice tasks:

  • • Students must complete assigned non-graded assessments that provide a check for understanding. These may include (but are not limited to) discussions, forms, and polls.

    • Teachers monitor student progress with ongoing and regular feedback.

    • Teachers will actively engage with the student, parents, counselor(s), learning specialist(s) (EL or Learning Support Teachers) and Administration to support students who are not producing evidence of learning.

• Graded assignments:

  • • Teachers will provide feedback to students at regular checkpoints on tasks that extend over multiple days/weeks.

    • Teachers will notify students and parents when content assignments and summative assessments will be graded. These may include (but are not limited to) electronic portfolios, electronic quizzes/tests, research projects, and writing assignments.

    • Students should be working on an individual course not to exceed 45-60 minutes per day, regardless of the academic level of the course. Teachers must recognize that not all students work at the same pace. AP courses may be an exception if students must complete curricula in preparation for the exam.

    • Clear instructions on where/how to turn in assignments will be provided to students.

Students Enrolled in Advanced Placement Courses:

All members of our high school communities connected with externally-assessed courses – AP teachers, students, and parents of AP students – are aware of the additional pressures related to this unexpected transformation of in-school instructional time to distance learning. On Friday, March 20, 2020, the College Board released a modified plan for AP Exam administration. The plan is explained here: https://apcentral.collegeboard.org/about-ap/news-changes/coronavirus-update

Given the recent release of information, teachers and the administrative team will develop a clear exam administration plan and will share it as soon as it is available.

Students who attend Eastern Center for Arts and Technology

All Cheltenham High School students who attend Eastern Center for Arts and Technology are responsible for engaging in their courses at Cheltenham High School as listed above and continue their course of study at the Eastern Center for Arts and Technology. Please review the Eastern Center for Arts and Technology Continuity of Education Plan for student expectations and program specific contact information.