Remote Learning Plan

Grades 3-5

Available resources to engage students: Examples of remote learning resources available for staff to use at the upper elementary grade level include the following:
- Approved district technologies including but not limited to Google Hangouts Meet, group video or audio conference call software to engage with students.
- Gmail for connecting with families and students.
- Textbooks and ancillary material available electronically
- Printed, scanned, or electronically shared lessons, materials, projects, readings, etc.
- Google Classroom and Actively Learn for online learning platforms.
- The items above can be used to deliver lessons, provide individual student support, provide resources that include instructional material and student assignments, connect students to each other as well as with a teacher, and to provide feedback to students on their work.
Focus of Remote Learning Lessons: At the upper elementary level, remote learning lessons will focus primarily on reviewing and deepening skills and understanding of content already taught with a few lessons focused on introducing new skills and content. This means that most of the lessons will focus on review, and teachers are asked to have at least 70% of their remote learning lessons focused on reviewing and deepening students' skills and knowledge of material already taught. Elementary teachers are also asked to have no more than 30% of their remote learning lessons focus on new skills and new content as aligned with the applicable curriculum framework.
Length of remote learning day for upper elementary students: Not to exceed 2 hours in total per day.
General Guidelines for the Length of time a student would be expected to spend on each subject:
- For ELA and math, a student would be expected to spend no more than 30 minutes per day on each subject. For a week this would be no more than 150 minutes that a student would be expected to spend on each subject.
- For social studies and science, related arts (art, physical education, and music), a student would be expected to spend no more than 50 minutes per week on each subject.
- Also, students will be provided with 50 minutes of self-directed learning time per week. The student can choose how to use this time and what they would like to explore.
- Staff are asked to develop lessons that will not exceed these time limits.
Feedback to students: Teachers will provide feedback to students on progress made towards relevant standards and/or learning goals as determined by the educator based on a review of student work completed at home.
Student grading: For the fourth quarter, students will be graded using two broad statements: “progressing towards expectations” or “not progressing towards expectations” as opposed to the way student work has graded earlier this year prior to the closure.
- At the midpoint of term four, teachers will provide a list of students who are not meeting standards to administration. Administration will then reach out to parents/guardians to determine whether learning opportunities were equitable during the closure, specifically keeping in mind home access to the internet, problems with technology, the variety of disability, health, and language challenges that could occur.
- Before providing a student with a “not progressing toward expectations” grade in any course, teachers will provide a list of students who did not meet the standards set for a passing grade to administration. Administration will again investigate to determine whether the learning opportunities were equitable as described above. Upon concluding the investigation, administration will confer with the teacher to determine what grade will be assigned.

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Grades 3-5

Available resources to engage students: Examples of remote learning resources available for staff to use at the upper elementary grade level include the following:

Approved district technologies including but not limited to Google Hangouts Meet, group video or audio conference call software to engage with students.

Gmail for connecting with families and students.

Textbooks and ancillary material available electronically

Printed, scanned, or electronically shared lessons, materials, projects, readings, etc.

Google Classroom and Actively Learn for online learning platforms.

The items above can be used to deliver lessons, provide individual student support, provide resources that include instructional material and student assignments, connect students to each other as well as with a teacher, and to provide feedback to students on their work.

Length of remote learning day for upper elementary students: Not to exceed 2 hours in total per day.

General Guidelines for the Length of time a student would be expected to spend on each subject:

For ELA and math, a student would be expected to spend no more than 30 minutes per day on each subject. For a week this would be no more than 150 minutes that a student would be expected to spend on each subject.

For social studies and science, related arts (art, physical education, and music), a student would be expected to spend no more than 50 minutes per week on each subject.

Also, students will be provided with 50 minutes of self-directed learning time per week. The student can choose how to use this time and what they would like to explore.

Staff are asked to develop lessons that will not exceed these time limits.

Feedback to students: Teachers will provide feedback to students on progress made towards relevant standards and/or learning goals as determined by the educator based on a review of student work completed at home.

Student grading: For the fourth quarter, students will be graded using two broad statements: “progressing towards expectations” or “not progressing towards expectations” as opposed to the way student work has graded earlier this year prior to the closure.