In thinking about how best to offer instruction in either a remote or hybrid model, we have utilized the following to shape our plans:

• Overall, synchronous learning is seen to be more effective than fully asynchronous design (Maryland State Department of Education, 2020)

• Small group intervention and one-on-one tutoring is more closely associated with better learning outcomes than specific curriculum or intervention used (Lake, Inns & Slavin, 2017)

  • • As such, when students are not in school, the time may be better used in small group or tutoring sessions than whole class synchronous classes or asynchronous learning (Maryland State Department of Education, 2020)

• NWEA predicts shutdowns will have less impact on learning in reading than in math

• Younger students struggle more with distance learning than older students, even when synchronous design is implemented (Musgrove & Musgrove, 2004)

• Mental and emotional well-being has psychological and ultimately academic impacts (Suldo, Gormley, DuPaul & Anderson-Butcher, 2014)

Since we are beginning the year in a remote setting (starting on the 24^th of August), we are focused first on ensuring a strong start to the year, building on lessons learned from four months of remote instruction last year. Below are our guiding principles for remote instructions:

• All students have access to rigorous, grade-level work and a range of content areas and enrichment classes.

• In remote instruction, we maximize time with students by focusing on the big ideas, key concepts or skills of the lesson.

• We revise our scope and sequences and pacing calendars to reflect major grade-level standards and content required for the upcoming grade.

• We believe that remote instruction should provide students with quality instruction that leverages tools as a means to engage students while keeping the cognitive load on them.

• We thoughtfully use tools as a way to enhance instruction by considering which tool best supports the learning process and objective.

• We set clear expectations for both academics and behavior to ensure that students are set up for success.

• Consistency and predictability are essential to the remote environment for students and families.

• We believe that socio-emotional learning, community and relationship building are just as important, if not more important, than during in-person learning.

• We are mindful of the various needs of our scholars, so we adjust and differentiate as needed.

• Groups should be consistent in order to form meaningful relationships and maximize instructional time. We will do this with flexibility to leverage small groups in response to students’ needs.

Curriculum & Instruction

We are not anticipating any changes to our curriculum. Our schools will continue using AF Navigator for Math and a combination of Amplify’s CKLA for grades K–2 and Expeditionary Learning for grades 3–8. Similarly, there are no planned curricular changes for students with disability or ELLs.

We have made adjustments to our scope and sequences for grades K–8 in both ELA and Math that allow for the following:

• Additional time for small group instruction with students

• Greater flexibility for remediation of content

• Pacing and instructional changes that will work in either a remote or in-person setting

• More progress monitoring and time to administer new online assessments

Additionally, we have made addressing the social-emotional learning needs of our students a high priority for the 2020-21 school year. Each school will provide daily opportunities for students to engage in morning meeting/advisory for this purpose, regardless of whether remote or in-person. Students must feel safe and supported, both socially and emotionally, no matter how they return to school this year, whether virtually or in-person. Therefore, we will start each school day focused on community and joy. Morning Meeting will start the day with a positive experience, encouraging students to take ownership of, and have belonging in, their homeroom communities. The curriculum for Morning Meeting will include time to build communication, cooperation, and collaborative skills, and preserve time to discuss social injustices and process trauma related to COVID-19.

The 25 minutes of Morning Meeting has been built into the schedule for all grades. Each grade band (K–2, 3–5, 6–8) will have a different scope and sequence for the year that covers new topics and themes every 2–4 weeks. These themes include, but are not limited to:

• Social + Emotional Awareness

• Empathy

• Grief and Loss

• Race and Racism

• Identity

• Community

Lastly, 6–8 graders will also have extended opportunities to discuss Race and Racism during bi-weekly classroom-based conversations. 3–5 graders will also participate in these conversations with a modified curriculum and will have it built into their Morning Meeting scope and sequence. Appendix 7 outlines are current thinking for this curriculum and details, week by week, the themes and topics students will cover.

Assessment

Monitoring and tracking student progress is critical to ensuring all our students learn and grow during this challenging year. We are incorporating online assessments tailored to our curricula to track student progress. Some assessments will be more frequent, while others have been swapped. This is so that we can best support our students. For more on the assessments your child will take this year, please reach out to your school.

Technology

Given the on-going nature of remote instruction, and the realities of a hybrid model we intend to employ for the 2020-21 school year, we ‘ve ensured a 1:1 student to technology ratio for this year. We have Chromebooks available for all students and tablets for our youngest learners. We are also providing support and training to families experiencing issues with remote learning technology and Google Classroom. Please reach out to your school's administration if you are having trouble with your technology or are in need of replacement technology.