Instructional Model

Our instructional model will be different during this unprecedented time. The length of our teachers’ work days will be flexible, customizable, and pared down considerably, as many of them are juggling the same responsibilities as our NRSD families. They are not expected to hold traditional school hours. Teachers should focus on practices and specific areas of the curriculum that are most critical to students’ long-term success and are best suited for remote learning. Educators’ primary role will be one of support for students and families as they explore topics in more depth and navigate changes in their day-to-day lives.

In accordance with state guidance, Nashoba educators will support students to engage in meaningful and productive learning for approximately half the length of a regular school day [in total]. This learning will take place via a combination of educator-directed learning and student self-directed learning (Riley).

Teachers and students will follow the remote learning structure below:

  1. Plans ahead of time. Post a weekly learning plan on SeeSaw (K-2) or Google Classroom (3-12). This plan should be posted by Monday morning of each week to allow families to organize their weekly schedules.

  2. Opportunities for students to connect with one or more educators multiple times per week. Connections are often made in a variety of ways, such as email, phone, GoogleMeet, pre-recorded video, and teacher feedback on student work.

  3. Access to academic and social-emotional content directed by educators, which should focus on reinforcing skills and routines already taught this school year and applying and deepening those skills.

  4. Time each day for physical activity based on recommendations from educators.

  5. Additional daily time for further enrichment activities that foster students’ curiosity and allow them to pursue their interests (Riley).

Feedback and Grading

To the extent practicable, teachers will provide feedback on student work completed at home. Teachers should let building administrators know if a student is not consistently accessing remote learning opportunities.

In the Nashoba Regional School District, elementary school students will continue to be assessed using standards-based report cards. At the middle school level, no letter grades will be issued for the third trimester. Students will continue to be assessed using standards-based report cards. At the high school, all remote learning work that is completed in the fourth quarter will be credit/no credit (Riley).

Strategies for Two-way Connections

In their guidance around Remote Learning, the Massachusetts Department of Elementary and Secondary Education has prioritized meaningful connections with educators and peers as a primary means of supporting students.

It is well-documented that meaningful relationships can insulate children from the effects of trauma and serve as a buffer against toxic stress. Particularly for students who value their relationships with educators and peers at school, maintaining regular connections that provide an opportunity for supportive two-way interaction is critical.

A quality remote learning program will ensure that opportunities for connection are woven throughout core instruction and enrichment opportunities. Separate group or individual check-ins focused on students’ social-emotional health and well-being are also highly encouraged for all students.

Recommended strategies that facilitate these two-way connections include:

  • Starting blocks of synchronous (“live”) lessons with “morning meeting” or “opening circle” activities designed to build connections.

  • Synchronous weekly advisory group meetings led by an advisory teacher or student leader.

  • Regular teacher “office hours” and/or availability when students can drop in via computer or phone to get help with assignments and/or check-in with their teacher.

  • Individual calls, including through Google account, to students from educators and staff to check on students’ well-being or to review feedback on student work.

  • Individual check-ins and/or feedback via Google Chat (in Google Classroom) or Google docs.

  • Recorded responses or feedback to student work via FlipGrid, Screencastify or similar tool.

  • Educator and/or facilitated peer questions and responses via Google Classroom Assignments.

  • Opt-in, interest-based peer groups, such as a book club, drawing workshop, sing-along group, etc. led by educators, paraprofessionals, or students.

  • Opt-in, topic-based peer groups, such as a tutorial session led by educators, paraprofessionals, or students.

  • Counselor-facilitated peer support groups organized around a common need.

  • Team educator check-ins with students (groups of adults communicating with students together)

Supporting Students with Disabilities

Within this framework we will work to provide specialized instructional opportunities and related services to students with disabilities to the greatest extent feasible. We recognize that there are multiple challenges in this area, and we know that we will not be able to solve all challenges in the short term as we work to find practical solutions to support all learners. Please know that while it may not be possible to provide services in the same manner they would be provided pursuant to students’ plans if school were open, our goal will be that each child will receive individualized instructional materials, supplemental programming and related services through remote learning opportunities during this time of national emergency

Special educators can have particularly close connections with their students; therefore, communication with families and a continued connection with the school during this challenging time is of paramount importance. Many of our special education teachers have already been in contact with parents and caregivers. In some cases, students have reached out and connected with their teacher during this time. If they haven’t already, special educators will be reaching out to all families and caregivers next week to check in and discuss times for continued communication. They will be collaborating with related service providers, general educators, and others who support your student to ensure that recommendations for activities are appropriate and accessible.

We know our high needs students require direct instruction by our educators that we can not replicate virtually or remotely, however, we will continue to communicate frequently with families to support them during this time. The collaboration will continue during this period of school closure. As always, families should not hesitate to contact their student’s special educator or team chair with any questions or concerns.

Supporting English Learners

English Learner (EL) teachers will be reaching out to NRSD families in the EL program to discuss their plan to offer remote learning and to provide support to students and their families. EL teachers will be collaborating with general educators and others who support EL students to ensure that recommendations for activities are appropriate and accessible. The collaboration will continue during this period of school closure. As always, families should not hesitate to contact their student’s EL teacher with any questions or concerns. Nashoba is here for families, and staff want to support families.

Technology Tools

At this time teachers should use technology tools and apps that are familiar to our students and easy to use. Nashoba educators have access to the entire suite of Google tools. Because these tools are regularly used with students, many educators will likely use Google Classroom and other G Suite tools with which they are familiar. Additionally, for our younger students who may need families to share information with them, Google Sites and SeeSaw are tools that Nashoba teachers use to share activities and information with students and families.

The administration has invested much time researching and exploring all opportunities for remote learning to engage our students to the fullest extent, keeping in mind that student safety, security, privacy, and their civil rights are a top priority. Similarly, we ask everyone in our school community to recognize that video conferences through GoogleMeet will be taking place in the homes of the educators and students who participate in the calls and to be mindful of everyone’s right to privacy. To that end, we remind our students to dress appropriately and choose an appropriate location in their home from which to participate in any and all remote learning opportunities, particularly those with a video component. Parents/ guardians should take all precautions to safeguard personal or private information that they do not wish to be disclosed. Additionally, for privacy reasons, video conferencing sessions between students and teachers cannot be recorded.

Please refer to our Remote Learning Opportunities Disclaimer

Families should reach out to their student’s teachers if they need assistance with accessing remote learning activities.

Student Data Privacy

Families are seeing and hearing a lot of information about digital tools that are being used in other districts. While Nashoba encourages the use of digital tools in remote learning, families need to take into account student safety and student data privacy. Many software companies offer “free” apps and software, but teachers should be wary and exercise caution. Student data can be used for marketing and other purposes and personally identifiable information (PII) about students may be revealed. Nashoba is a member of the Massachusetts Student Data Privacy Alliance, which legally vets all online learning tools used within the district.

Nashoba’s Library of Online Tools

To view a list of online educational tools that have been approved for use at Nashoba CLICK HERE. Select the icon of any tool to read more information. Please note that a Privacy Status of “Not applicable” means that the digital tool does not require a student login and therefore does not collect information from students.

References

This plan was adapted from plans created by Lexington and Medway Public Schools.

Riley, Jeffrey C. and the MA Department of Elementary and Secondary Education. Remote Learning Recommendations During COVID-19 School Closures 26 March 2020. https://massteacher.org/-/media/massteacher/files/coronavirus/remote-learning-recommendations.pdf?la=en