Information for Teachers

Grade 1-12 Teacher Responsibilities for Distance Learning:

Distance-learning days COUNT towards 180 required days of attendance. Days are fully-paid work days
If you teach a class of students or provide one-on-one or small group services, you will conduct distance learning
All normal-operating instructional requirements for all teachers remain:
- lesson planning/submission continues as normally scheduled
- Instruction will be delivered for every class that you teach
- assignments will be created, pushed out via Google Classroom, collected, graded, and recorded in Genesis
Some type of daily communication/check-in with students (or parents at the elementary level) via either district email or via Google Meet/Hangout or via Google Classroom is required
Teachers must be available to students/parents during student contact time (8:30-11:30 AM & 1:00-1:45 PM).
Use of Google Classroom is mandatory for all teachers in Grades 1-12
Student expectations for online learning should be posted in your Google Classroom
Your building administrator(s), supervisor (for ELA, Math/Science) & department chair (WHS only) must be added as teachers to your classroom
All teachers will engage primarily through asynchronous learning in all assigned courses. Asynchronous work must be posted by 8:30 AM every day in your Google Classroom. All teachers must create, record (using Loom or corresponding digital tool) and post at least one asynchronous video of instruction of at least 15 minutes in duration per week per course/subject that is posted to their Google Classrooms. The asynchronous recorded lesson is to be an original creation by the teacher and should incorporate all best instructional practices for that content area such as the use of exemplars, anchor charts where applicable, etc.. Please refer to these additional asynchronous learning guidelines:
- Keep Posting Daily Updates to Google Classroom, including: the agenda of what is expected to be completed; links to resources, notes, slide decks, and copies distributed to students , screencasts of lessons and lectures whenever possible.
- Ensure every student has at least two other classmates within Google classroom (using @wboe.net gmail accounts) they can contact in case they need assistance or additional information.
- Screencast your lectures and reviews whenever possible and post the link to your Classroom. Screencasts work well for many purposes, not just a lecture or tutorial.
- Preload handouts, instructional materials, guided notes, links, etc. into your Classroom in a materials section.
- Figure out how you are going to check in with your virtual students. The goal with these checkpoints is both to ensure students are following along and to share the responsibility of building and caring for the learning community with the rest of the class. It is essential that you check in with the remote students.
- Clarify expectations for students/families, even if it seems redundant, including attendance, participation, work load, communication if absent, etc.
- When recording a lesson, select a non-descript area of your house to conduct the lesson. Remove anything that may serve as a potential distraction.
All teachers are encouraged to incorporate synchronous learning as well. Volunteers at each building will be requested. If using live/synchronous learning, please plan ahead - on the day before, you must communicate the time that students must log in that next day (Ex.- Tomorrow (Fri), we will be doing our live mini-lesson for Grade 3 Math at 9 AM. Use the shared invite in Google Hangout/Meet to join). As a result of your synchronous lesson, you will adjust the amount of asynchronous work students are required to do. Please refer to these additional synchronous learning guidelines:
- Select a non-descript area of your house to conduct the lesson. Remove anything from the screen/background that may serve as a potential distraction.
- Determine length of the lesson. Holding attention online for too long is difficult. Consider this ahead of time.
- Login ahead of students and greet them when they enter “class.”
- Set up Chat parameters.
- Call roll to bring class to order. You can ask them to say here or type “here” in chat. Take attendance up front.
- Establish some shared norms, such as: mute your mic when not speaking, say your name before you participate (sometimes it’s hard to tell who is speaking).
- Remind students that the same tech rules apply to a virtual classroom as to the physical classroom. No taking or posting images/video of classmates and instructors to the web or to Social Media without permission.
- Preview your objectives for the virtual class and any expectations you have of them during the live lesson (notes, participation, response online after class, etc.)
- Start your presentation, discussion, lesson, etc.
- Try to create as many opportunities as possible for student participation
- At the end of the lesson, be deliberate about next steps and expectations. This may seem overly-redundant. Just remember: this will be a monumental shift for students and they will need all the support they can get.

ECDC Teacher Responsibilities for Distance Learning:

Distance-learning days COUNT towards 180 required days of attendance. Days are fully-paid work days
If you teach a class of students or provide one-on-one or small group services, you will conduct distance learning
All normal-operating instructional requirements for all teachers remain:
- lesson planning/submission continues as normally scheduled
- Instruction will be delivered for every class that you teach
- assignments will be created, pushed out via Google Classroom, Zoom, Class Dojo and collected
Some type of daily communication/check-in with parents via either district email or via Google Meet/Hangout or via Class Dojo or Zoom is required
Teachers must be available to students/parents during student contact time (9 - 12 PM, and 2:30 - 3:30 PM)
Use of Google Classroom (for Kindergarten) and Zoom and Class Dojo (Pre-K) is mandatory for all teachers in Grades 1-12
Students without internet access will be provided with academic packets - Instructional packets will include a daily activity for Math and Language Arts Literacy
Parents will be informed of the date for second distribution of academic packets. The first section of the academic packet will cover the time period of May 4, 2020 through May 15, 2020 while the second section of the packet will cover the time period from May 18, 2020 through June 15, 2020.
Parent reports will be prepared and distributed through Teaching Strategies Gold
Teachers will enter comments to identify the skills that were focused on during the 2nd Checkpoint/marking period, and skills that parents can continue to work on with their child.

Grade 1-12 Grading Procedures During Distance Learning:

Teachers will continue to record grades for assignments and assessments as a part of the academic record to inform instruction and student progress towards proficiency of the learning standards
Daily formative assessment work (quizzes and all iterations of classwork) should continue to be assigned, graded and recorded in the Genesis Gradebook
Each class/course must have a minimum of 2 formative assessment entries per week recorded in the Genesis Gradebook
Starting from the week of April 3rd, each teacher should have 22 formative assessments per class recorded in their Genesis Gradebook by the end of the week of June 22, 2020 (11 weeks of study, two recorded assignments per week = 22).
Unit competencies will not be administered to any student in any subject area
Dr. Hackett will be reviewing mid-cycle grades with building principals during the week of May 11 to identify students in danger of failing classes for the year.
Trimester 3 Report Cards will be scored using formative assessment data only
MP4 Report Cards will be calculated using all formative assessment data along with all existing summative assessment data. Final grade calculations for the year remain as is: the final grade is the numerical grade average on the last day of actual schooling and represents the student’s cumulative learning journey.
High School seniors who are credit deficient will have their cases individually examined to determine possible next steps. On a case-by-case basis, an alternative course assessment with higher category weighting may be created and administered.
***Parents of students who are unable to actively engage in learning and are unable to complete and submit the majority of assignments due to extenuating circumstances shall communicate in writing with their child’s teachers and administrators. Where appropriate and with approval, an “N/A” or “I” will be assigned on the report card with the opportunity to make up work at a later date as determined by the building administration.***

Synchronous Learning
- Synchronous learning is the kind of learning that happens in real time. This means that you and your students interact in a specific virtual place, through a specific online medium, at a specific time
- Methods of synchronous online learning include video conferencing, live chatting, and live-streaming lessons

Asynchronous Learning
- Asynchronous learning is more flexible in that you provide materials for reading, lectures for viewing, assignments for completing, and assessments for evaluation all within a flexible time frame for students.
- Methods of asynchronous online learning include self-guided lesson modules, streaming video content, virtual libraries, posted lecture notes, and exchanges across discussion boards or social media platforms.

Understanding

the Difference:

Synchronous

versus

Asynchronous

Daily Teacher Schedule

ECDC

Teacher Work Schedule

Parent/Student Weekly Schedule

ECDC Professional Development

& Corresponding PD Article

Elementary

8:30-11:30: Student Contact

11:45-12:45: Lunch

1:00-1:45: Student Contact

2:00-3:30: Prep Period/Meetings

Secondary

7:05-8:30: Prep Period/Meetings

8:30-11:30: Student Contact

11:45-12:45: Lunch

1:00-1:45: Student Contact

1:45-2:20: Prep Period/Meetings

During a distance learning period, building administrators will meet virtually through Google Meeting with staff members.

For All Staff Meetings, building leaders will set up a Google Calendar invite. To join, click on the calendar invite and then click on "Join Hangouts Meet" to connect. If you have issues connecting via computer, you can connect through telephone call.

For Department/Grade Level Meetings, Department Chairs or Assistant Principals will set up the calendar invite.

Teacher Daily Meeting Schedule

Note that this schedule is subject to change based on the needs of the building and district.

Monday

All Staff Meeting

Tuesday

Optional Ed Tech PD

Wednesday

Department/Grade Level Meetings & PLCs

Thursday

Optional All Staff Meeting

Friday

Optional Dept/Grade Level Meeting

Staff

Absences

If a teacher is unable to be available online, they are expected to call out via Aesop. Failure to do so will result in disciplinary action, up to (and including) loss of pay for the day in question.
In the event that a staff member is unable to complete their assigned duties due to an extended illness or emergency, they (or a family member) should reach out to school administration as soon as possible to notify them.
- DCs/Building Administrators will be responsible for posting in Google Classroom as needed in place of the teacher
- If needed, the staff member should file for FMLA to cover their absence

Expectations

for

Educere

Teachers

Weekly emails to students and parents to document current progress.
1. This should include feedback on their progress, especially if they are attempting to catch up or are falling behind
2. For students that are behind, find out why they are behind and assist
Continual reminders that you are present to facilitate the class, including helping students find out why they are failing assignments and removing any potential barriers to learning
Use Google Meeting so that students can show you their Educere portal
Update administrators on a weekly basis regarding every student’s progress

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