TECHNOLOGY

Instructors need to decide what works best for them and communicate the expectations to both students and parents. To keep these expectations in check, instructors should make sure due dates and expectations are clearly expressed in writing. Communicating clear due dates with submission deadlines is extremely important to assist teachers and students in planning for their remote learning days.

Creating engaging assignments

Remote learning can be hard on students who may lack the discipline for self-motivated learning. An engaging internet-based curriculum could include videos, activities, and interactive assignments. There are two types of remote learning assignments:

1. Asynchronous assignments – These assignments can be completed by students at any time anywhere, individually. Students do not need to work with other students for synchronous activities, so they’re able to complete all assignments alone.

2. Synchronous activities – These assignments allow students to interact with each other in the digital world. Interactive learning can be done with something as simple as a Google Doc, but teachers can move into a higher level of interactivity with the use of videoconferencing opportunities.

Both of these types of learning whether remote or in person will always be embedded or added to the districts approved LMS application Schoology by teachers for students to work with.

Our district purchased Schoology LMS for grades K-12 to bring all learners, parents, and teachers onto one platform. We have reviewed all of the comments sent to us by parents through our surveys and one thing was clear you want one platform used by all your learners and uniformity on how teachers were getting the resources to you. As a parent whether you have one, two or more children the platform will be exactly the same regardless of grade level the application will be familiar all through their educational time here in RSU 39. Schoology comes with a downloadable parent mobile app for your phone so constant communication with parents can be done using Schoology throughout the day and students as well.

An LMS system is very important for security and safety reasons especially during remote learning. We at RSU 39 take your child's safety very seriously. Schoology is a leading LMS platform that allows for any type of material or media to be available to students simply by logging into the platform at school, at home, or even away at other locations. Our goal here in RSU 39 is to partner with parents to make things simple and easy for you by having only one type of platform for your child and for yourself. This makes it so much easier to know where to find information, assignments, and to communicate with your child's teacher. You will have the peace of mind knowing that if your learner(s) have an RSU 39 issued computer they will be safe and secure inside our LMS. During the regular school day where they attend in-person or during remote learning it will not matter, their device will be filtered and allow them only to access LMS platforms until the school day is over.

If you request that you want your learner(s) device to only be used for educational purposes in grades k-8 then reach out to Technology & Data Services at support@rsu39.org and let us know that and we can make the device only usable for educational purposes access of the district LMS, and nothing else. If your child is in high school, we can make it so they can only access the schools LMS to do homework but after school hours make it so that they still can only use for educational approved sites. This means if you want facebook, twitter, tik-tok, YouTube, Netflix, AppleTV, or any other site inaccessible you just need to reach out to our Technology Department help-desk and we can do this for you easily.

During a period of e-learning, students must be able to communicate with teachers and get the educational support that they need. District and school leaders also need to ensure that they have a communication channel with students and families if important information needs to be shared. Here are a few ways that communication will play a role:

1. District-provided email and communication plans detailing policies and procedures. The Principals in each building will provide clear expectations for instructors when students are engaged in a remote learning environment. Teachers will set up office hours for students, and parents via an online video conferencing platform (Google Meet-preferred due to the fact that it logs students email addresses so basically extra added security to access the meetings), or the video-conferencing that is available inside the district's LMS, Schoology-not recommended). This not only protects the instructors, but also the students and their families. Keeping communication plans transparent while keeping everyone safe is important for internet-based education. RSU 39 schools have a clear policy or procedure for student, parent, and teacher communication during remote learning sessions to offer support when a student is struggling.

2. Two-way communication between students/teachers or parents/faculty during school hours. Just as school staff is available to students and their families during normal school hours on campus, we will ensure that staff is accessible online to their remote learners. RSU 39 realizes that the need for communication is amplified when students aren’t able to access teachers face-to-face. When a person can’t be seen, it’s important that they are heard. Teachers can make themselves available through our district's Learning Management System (Schoology), or through group calls using remote meeting technology, such as Google Meets-preferred or messaging through the in parent accounts inside of our LMS Schoology (Skool-uh-gee).

3. Communication for teachers and Technology staff. Teachers may also need tech support and communication when they work remotely. An open line of communication between staff and the Technology & Data Services department and administrators is key to keeping the remote learning program running smoothly until the teachers and students can reconvene on campus.

Technology and Connectivity

RSU 39 provides 1:1 technology for students in grades Prek-12. The district has purchased additional MiFi devices (hotspots) for distribution to families, and staff when reliable home internet access is not available. RSU 39 has purchased "Schoology", a safe and secure virtual learning platform to support enhanced online instruction for all students RSU 39 in 2021-2022 and beyond.

Digital Resources

Whether learning takes place primarily in an online environment or face-to-face, expanded digital resources will ensure students have consistent access to high quality learning tools. Staff will continue to receive training and support in applying blended learning strategies, which involve a mix of teacher-directed and self-directed learning. Expanded digital reading materials and intervention supports at the elementary levels will enable students at these grades to benefit from supplemental learning tools beyond what their teachers provide on a daily basis.

The  guidelines  provided  below  are  designed  to  assist  teachers  in  developing  their distance learning experiences.

1. Know your students’ technological capabilities and what support is available to them.
   It’s important to know what kind of online learning work is possible for students to  do  while  away from  school,  and  to  develop  fair  and  reasonable  accommodations for those students who may not be able to complete all work online. This is a time to utilize tools that students are familiar with rather than introducing new technological platforms.

2. Utilize the online learning management system Schoology.
   Just as students know they can find you in your classroom or your office, they should know where to find you and your coursework online. Your hub should have links to essential content, the best way(s) to reach you, and a calendar or pacing  guide  for  coursework.  What’s  important  is  that  students  don’t  have  to  struggle to find what they need to know and be able to do. A great test: Can you tell your students where to go online by sending them a single link?  Yes, if you use the district's online Learning Management System-Schoology!

3. Communicate often, clearly, and consistently.
   Consider how you typically communicate with students and, if possible, use the same space and vehicle that you would have used when school was open. This is  what  students  will  be  expecting.  Did  you  message your students through Schoology?  Send  announcements via our learning management system. Do  the  same  now.  Communicate  daily.  Keep  your  communications  focused, clear, and simple with actionable tasks and items students need to know.

4. If possible, gather students for synchronous meetings.
   When  it  comes  to  student  engagement  and  learning,  relationships  online  matter as much as, if not more than, in person. During times when school is closed,  students  might  be  able  to  gather  for  synchronous  learning  times  via  video chat tools like Google Meet. If school is closed it’s reasonable to suggest meeting in an online space at a set time. You  should  also  offer Office Hours for students to connect with you individually. Post your availability prominently in Schoology K-12 (see #2). 

5. Create opportunities for asynchronous connection.
   When school is closed it’s still possible to connect students to one another asynchronously. Teachers may use  LMS  discussion  forums  in Schoology ​to  allow for student responses and dialogue during a set time period, knowing that students might not all be online  at  the same  exact  time.  Post  a  prompt  based on a reading or playlist previously assigned, and give students a set timeframe to post and respond to each other. For group projects, students can leverage  tools  like  Google  Drive  to  collaborate  asynchronously, and of course Schoology. Using your iPads to record your lessons and place in Schoology is great for quarantined students remember not all are asymptomatic we have to try to provide an education equitably.

6. When it comes to content, be a curator, not a dumper.
   Consider how much content you will deliver by considering how to organize and present it to your students. Schoology helps a lot with this. Consider this, “When we dump a lot of information  on  a  person  at  once,  we  are  working  against  their  brain.”  As  we  address deeper learning in RSU 39 we know that c​ognitive load theory suggests  that  the  brain  can  only  take  in  so  much  at  once.  “When  we’re  presented with a whole bunch of information, our brains have to ignore some in order to process the rest. Eventually, if too much keeps coming at us, we reach the  point  of  cognitive  overload,  where  we  get  more  than  we  can  handle.” Consider leveraging screencasting tools like ​Screen-O-Matic or FlipGrid to help create simple, short tutorials  that  show  students  how  to  navigate  online  spaces,  how  to  use  a  certain tool, or how to digest online content. 

7. Think creatively and strategically about assessment.
   Assessment is one of the most challenging aspects for teachers new to online learning.  An  effective way  to  check  for  understanding  online  is  to  use  asynchronous formative assessments. One example is Google Forms , where you can create short interactive quizzes for students based on online content you create or curate. Proctoring a test can be impractical in online learning. We encourage teachers  to  imagine  more  project-based  summative  assessments  where  students individually or collaboratively complete writing assignments, design infographics,  make presentations  via  video,  or  complete  oral  assessments  via  video chat.

8. Be intentional and explicit about timing and pacing.
   Design concise, organized weekly plans for your students with clear deadlines and explanations  of  coursework.  Schoology and Google Classroom integrates a calendar and they work perfectly for this. Be mindful of volume and pacing. If you and your students are new to online learning, you will all need extra time to learn how to find things and do them well. More isn’t always better; it’s sometimes just more. Give  students  more  time  to  do  fewer, richer  assignments  rather  than  try  to  assign and collect work at every opportunity.

9. Ask students for feedback.
   A common question from teachers moving online is, “How will I know how my students  are  doing?”  In  traditional  classrooms,  teachers  are  constantly  paying  attention to students and responding to implicit needs about the learning environment,  often  passively  or  subconsciously.  In  an  online  setting,  it's  important to intentionally design channels to receive that same type of feedback.  Beyond  observing  their  contributions  to  online  discussions  and  how/when they’re turning in assignments, proactively seek their insights about online learning. Two simple questions to start: What is working for you in this mode  of  learning?  What’s  not  working?  Leverage  a  Google  Form  or  another  survey tool, or simply send an email and invite responses. Listen to what students say and make tweaks to your planning as needed. Integrate feedback as part of your own learning process​.   

10. Create opportunities for personalization.
    Just  as  we  differentiate  for  learners  in  the  classroom,  so  should  we  create  multiple learning pathways in online spaces. Online learning gives students the opportunity to learn at different paces, something Khan Academy and RazKids discovered early and emphasized in their video content. Online learning is also an opportunity to give students voice and choice.

11. Recognize the importance of student support.
    Student  support  in  online  spaces  looks  different  than  in  a  physical  school  building. Make sure students are “showing up” and engaging in the learning process. Create moments throughout a week when students “check-in,” either by  turning  in  work,  meeting  with  you/others,  or contributing  to  online  discussion. Especially if school is closed during a difficult time, recognize this may  be  a  traumatic  time  for  students  or  colleagues.  Reach  out  to  students individually, check in with the students' other teachers, collaborate with administrators  on students  of  concern,  and  keep  parents  in  the  communications loop.

12. Keep parents informed.
    Consider  how  you  typically  communicate  with  parents.  Try  to  maintain  the  same routines if possible. Use the channels or vehicles that you typically use for parent communication. Recognize parents are trying to support their students and may need advice for helping students manage online learning. After all, if students  are  new  to  managing  their  own  learning  or  doing  online learning,  parents may feel they need their own tools to support students. Keep the communication  simple,  with  clear,  actionable  ways  parents  can  support  their  students.

13. Reflect on your role as a teacher in virtual spaces.
    It’s  important  to  help  students  connect  to  a  sense  of  purpose,  express  autonomy, and work towards mastery even in online spaces. Help students locate their intrinsic motivation and keep interest alive in your course. Consider your own role as a facilitator of learning rather than a holder of knowledge.

14. Connect with colleagues and share strategies that work.
    Be intentional about staying connected to colleagues, not just to communicate information,  but  to  support  each  other.  Share  with  each  other  specific  strategies that are working. Use the same tools you use to work with students to teach colleagues how you are structuring or designing learning experiences. When the school does reopen, we recommend meeting as a team to reflect on the  school’s  online  learning  plans  to  readjust  if  and  when  there  is  another  school closure. While not ideal, creating well laid out plans will help schools handle, if necessary, subsequent closures.

The transition to distance learning will be challenging for families. Parents will need to think  differently  about  how  to  support  their  children;  how  to  create  structures  and  routines that allow their children to be successful; and how to monitor and support their children’s learning. Some students will thrive with distance learning, while others may  struggle.  The  ten  guidelines  provided  below  are  intended  to  help  parents  think  about what they can do to help their children be successful within a distance learning environment.

1. Establish routines and expectations.
   At  school,  your  child  is  used  to  having  set  routines  for  lessons,  classes,  and  lunch. One way to help your child at home is to create a set routine, whenever possible.  We  suggest  students  begin  their  studies  at  8:00  am,  just  as  if  they  were at school. Keep normal bedtime routines for younger children and expect the same from your MS- and HS-aged students, too. (Don’t let them stay up late and sleep in!) We strongly encourage families to set these routines as soon as distance learning is implemented.

2. Define the physical space for your child’s study.
   Giving  students  a  dedicated  workspace  helps  them  stay  organized,  and  reinforces that they are in school-mode. Making sure the workspace is in a quiet environment  can  help  your  child  focus;  music,  television,  pets,  and  other  children can cause unnecessary distractions. We recommend this workspace be a public/family space, not in a child’s bedroom. It should be a place that can be quiet at times and have a strong wireless Internet signal, if possible. Above all,  it  should  be  a  space  where  parents  are  present  and  monitoring  their  children’s learning. 

3. Monitor communications from your child’s teachers.
   Teachers  will  communicate  with  parents,  when  and  as  necessary,  through  email. The frequency and detail of these communications will be determined by your  child’s  ages,  maturity,  and  their  degree  of  independence.  RSU 39  wants  parents to contact their child’s teachers. However, we ask parents to remember that teachers will be communicating with dozens of other families, if not 100+, and that communications should be essential, succinct, and self-aware. We also encourage  parents  to  have  their  children  explain  the  district's Learning  Management  Systems platform - Schoology. 

4. Begin and end each day with a check-in.
   Parents are encouraged to start and finish each day with a simple check-in. In the morning, ask:

   1. 1. • What are you learning today?

         • What are your learning targets or goals?

         • How will you spend your time?

         • What resources or support do you need?

5. Take an active role in helping your child process and own their learning.
   In the course of a regular school day at CCS or CHS, your child engages with other students  or  adults  dozens,  if  not  hundreds,  of  times.  These  social  interactions  are opportunities for processing, extending, and consolidating learning. Asking your child questions about their schoolwork is a great way to stay involved and during distance learning, it can be even more beneficial for your child's studies. Ask specific questions when you are asking your child about their assignments.

Here are some examples of specific questions: 

5. 1. 1. • • What is one interesting thing you learned today in [math]?

           • Can you show me how you solved your most challenging activity today?

           • What do you need help with today?

           • What is one thing that you know today that you didn't know yesterday?

Studies show that  students  learn  more  when  they  talk  about  or  explain  what  they are learning. So, don't worry if you don't understand all of the content in your  child's  lessons.  Letting  them  explain  it  to  you  is  an  opportunity  for  your  child to build confidence in what they've learned.

6. Encourage physical activity and/or exercise.
   In school, your child has natural breaks between classes, that's why reminding them to take breaks between assignments is a great idea. We recommend five to fifteen minutes of off-screen breaks per hour, as well as a few "recess" breaks for younger students.

RSU 39’s  physical  education  teachers  will  recommend  activities  or  exercises,  but it is important for parents to model and encourage exercise, too! Break-time  is  a  perfect  time  to be  physically  active;  encourage  your  child  to  stand up and stretch, take a walk outside, or play catch for 15 minutes. It can do wonders  in  maintaining  academic  focus.  You  may  even  want  to consider  planning extra time outdoors in the evenings.

7. Remain mindful of your child’s stress or worry.
   One thing is for certain: RSU 39 is implementing this plan in response to unique circumstances. This can be a time of uncertainty everyone and it is imperative  for you to help your children manage the worry, anxiety, and range of emotions they  may  experience.  Difficult  though  it  may be,  do  your  best  not  to  transfer  your stress or worry to your children. They will be out of sorts, whether they admit it or not, and need as much normal routine as parents can provide.

8. Keep  your  children  social,  but  set  rules  around  their  social interactions.

If RSU 39 implements this Distance Learning Plan, the initial excitement of school being closed will fade  quickly  when  students  start  missing  their  friends,  classmates,  and  teachers.
Social  interaction  is  an  important  part  of  your  child's  well-being,  and  during  distance learning, they may be experiencing less than normal. Please remind your child to reach out to their classmates and friends from school. Having your child meet friends in person when possible is one way for them to have social interactions  and  a  break  from  screen  time.  And  even  though  you  will  be  working to balance screen time with school and social interactions, reaching out by phone, video chat, or email (grades 6-12), the younger grades can chat in Schoology if their teacher wants to create an area to allow them to blog/post to each other in a controlled, safe, supervised environment. These are great ways for them to stay socially connected with friends and class