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Remote Remote Learning Learning Guidebook for ParentsGuidebook for Parents
2020-21
2
District-Wide Remote Learning Period Protocols 3
Instructional Engagement Time Requirements/Attendance Protocols 4
Synchronous "Live Learning" Opportunities 5 - 6
Synchronous Students and Parent Responsibilities 7
Terminology and Clarifications of Responsibilities 8
Zoom CHAMPS Expectations 10 - 11
Zoom Netiquette 12
Elementary Live Learning Schedules 13 - 16
Middle School Zoom Live Learning Schedule 17
High School Zoom Live Learning Schedule 18
Asynchronous "Self-Paced" Learning Opportunities 19 - 21
Weekly Checklist 21 - 22
Attendance Protocols 23
Asynchronous Students and Parent Responsibilities 24
Strong, Smart Start Resources 25 - 26
Resolving Technical Issues/Dress Code/Cyberbullying 27
Glossary 34
Published by the Beaumont ISD Office of Curriculum & Instruction - August 2020
3
Students will engage in both synchronous and asynchronous learning
opportunities throughout the initial remote learning time period:
Synchronous learning denotes specific scheduled live opportunities where the class is
able to meet together in a platform such as Zoom under the direction of the teacher to
review concepts, work collaboratively, and ask questions. A variety of scheduled live
opportunities will be offered, but it is not required that students participate in all of
them. The district understands challenges parents and students may have with work
schedules, daycare setups, and shared devices. We encourage students to participate
in as many live learning opportunities as possible to help build their instructional
knowledge and alleviate isolation by connecting with their teachers and peers in a
learning environmemt.
Asynchronous learning is where students will be progressing at their own pace through
the content which will be accessed through each teacher's Google Classrom. Teachers
will post a Weekly Checklist in their Google Classroom by each Monday morning which
briefly describes the weekly required activities, live learning opportunities, recorded
lessons from the teacher or outside resource, discussion questions, project timelines,
and any assessments that may be given. Students will have the opportunity to view
posted learning videos, complete assignments posted in Google Classroom, and then
submit completed assignments. They will additionally be guided to complete work on
specific online programs in some content areas.
4
Instructional Engagement Time Requirements:
Students in PreK - 5th grade are required to have a minimum of 180 minutes (3 hours)
of instructional engagement each day
Students in 6th - 12th grade are required to have a minimum of 240 minutes (4 hours)
of instruction engagement each day
Instructional engagement time may be a combination of synchronous and asynchronous
learning.
* Please note: Daily synchronous touchpoints for PreK and Kinder should not be longer than
20 continuous minutes
With the Live Learning opportunities provided combined with the asynchronous learning
expectations as outlined on each teacher's weekly checklist, it is anticipated that students will
exceed the required minimum of 180 minutes (3 hours) of daily learning in Grades K - 5 and
240 minutes (4 hours of learning) in Grades 6 - 12.
Attendance Protocols
There are a variety of attendance measures that will be implemented during the district-wide
remote learning period:
Students complete a brief daily survey stating what was accomplished in the particular
subject and submit to their teacher. This will be available through each teacher’s
Google Classroom.
Teachers may also track engagement through Google Classroom assignment
submissions and participation in online learning programs that are utilized.
Attendance will be taken and recorded for those participating in the live learning
opportunities through Zoom.
Elementary students will be guided to check in with their Homeroom teacher or other
designated teacher on their schedule. Elementary students must ensure they check in
on the Google Attendance Form or through attending a live Zoom session each day.
Secondary students (middle and high school) must check in with each subject every
school day. Please see detailed attendance information on page 23.
Attendance protocols are subject to change based on TEA guidance. Updates
will be provided through the teacher’s Google Classroom and through BISD
correspondence to parents.
5
Synchronous learning happens in real-time. What is typically done face to face is instead accomplished through video tools such as Zoom, allowing for modeling of concepts, discussion, small group targeted instruction, or question and answer time. For the initial remote learning period of 4 to 8 weeks, all BISD students and teachers will be conducting both synchronous and asynchronous learning opportunities. For those students/parents who opt for fully virtual instruction rather than face-to-face instruction after the initial remote period has concluded, they will be provided both synchronous and asynchronous learning opportunities.
Synchronous "Live Learning" Opportunities include:
Community building
Relationships are foundational to learning and intentionally building community and a safe space to connect and learn is critical to start the year but also important to sustain the culture throughout the year.
o Community check-in o Share celebrations of learning success o Discuss current events o Breakout groups o Show and tell
Whole Group Lesson
Use this time to introduce new ideas or content where you can solicit input from students and encourage interaction.
o Introduce and/or model a concept o Provide clarification for student misunderstanding o Readers/writers workshop o Share a strategy o Launch projects or challenges o Question and Answer o Facilitated talk about posted discussion questions on the learning
6
Feedback + Guidance
Create intentional time to connect and provide feedback to learners and ensure that peers can review and provide feedback and guidance as well.
o Goal setting for the day, week, month, grading period, by end of year o 1:1 check in o Small Group instruction o Peer Feedback opportunities o Collaboratively review outcomes of submitted independent practice and rectify
any misthinking
Celebration of Learning
Opportunities to make learning public and share progress is motivating and helps learners take ownership of their learning.
o Exhibition of work o Showing student-created exemplars o Student presentations that foster peer understanding o Share and reflect on learning
How will students know about the Live Learning Opportunities
during our district-wide remote learning time?
The district will be publishing the Live Learning Opportunities schedule district-wide so parents
are aware of these opportunities. Through Google Classroom, teachers will post the Zoom link
to their specific Live Learning time. It is suggested that teachers create a dedicated Zoom link
for their particular subject for ease of student access.
Please note: The District is not providing a fully synchronous remote model which replicates
live school. Students and parents will still be engaged in the learning through asynchronous
methods (outlined in the next section). In fact, many parents have stated that with their work
schedules and daycare options, they will not have the opportunity to support their child until
after work hours nor will their child be able to participate in most live opportunities during the
school day. In situations such as that, the main way for teachers to connect with students will
be through uploaded lesson modeling videos in Google Classroom and students completing
work through Google Classroom and online learning programs. Students are not required to
attend every live opportunity, but we do want to make live opportunities fully available to our
students and parents to take advantage of when they can.
7
Student and Parent Responsibilities for Live Learning
(Synchronous) Opportunities During the Remote Learning Period
● Be proactive in acquiring a device during the designated device check-out times on
campus. Seek to acquire additional devices to support live learning opportunities such
as unused smartphones that can access the Zoom opportunities using home WiFi or
district-provided WiFi hotspots.
● Review the Live Learning schedule for your grade level/campus posted in your
teacher's Google Classroom. You do not need to attend every live session that is
offered. Prioritize attending the sessions where you need the most support.
● Be actively engaged in the live learning opportunities. Utilize the live learning times to
ask questions at the appropriate time or submit your needs/questions through Google
Classroom.
● Follow the behavior norms for attending live learning sessions. Students who
purposefully disrupt the learning will receive a warning then will not be allowed to
participate. Student choices and actions will have consequences.
● Follow the attendance protocols and ensure that you are counted as present for the
day using one or more of the systems in place.
● Review the Weekly Checklist provided by your teacher in their Google Classroom.
Understand what is expected for you to accomplish during the week and dedicate
yourself to completing the work and submitting on time. Take some time to plan out
what you need to accomplish each week in each of your classes.
● If a certain amount of time or certain modules are required to be completed in online
learning programs, schedule your time so that you can reach or surpass the
requirements.
● Put forth your best effort and self-monitor good study habits. You are responsible for
your learning and your success.
● Your teachers understand that you may have to share a device with others in your
home. It is okay to work on assignments after school hours and submit them in the
evening if needed. Please try to have assignments submitted by 10:00 PM on the due
date.
8
Terminology and Clarifications of Responsibilities
In the Live Learning schedules outlined below, several terms are utilized which may need clarification:
SEL (Social Emotional Learning) "Lunch Bunch" - Elementary Campuses
The intent of the elementary "SEL Lunch Bunch" time is to provide a way for students who are
at home and isolated from social contact to eat lunch remotely with other caring adults and
their peers in a Zoom setting if they desire. Our SEL supervisors and campus staff will work
together to support this time with appropriate activities, talking points, etc. to foster
socialization and build community.
SEL (Social Emotional Learning) time - Middle and High School
During face-to-face (F2F) instruction, this will occur during an Advisory period. For the remote
learning period, the SEL supervisors will be providing links to videos and activities students can
do independently during SEL time or any time they wish to access it. The campus will also be
offering some live SEL sessions for students to join.
RTI/Small Group Interventions
This time will be utilized to work with identified groups of students in each grade level needing
extra help. Through campus data reviews, campuses will determine which students need
additional help and will reach out to the specific students/parents to ensure they are able to
connect at the appropriate intervention time.
PLEASE NOTE: The Live Learning Opportunities are provided for parents and
students to take advantage of when they desire. It is not mandatory for a
student to attend every live learning opportunity, but particularly for those who
are struggling, Live Learning is an important way to help support the learning.
9
00
10
Zoom CHAMPS Expectations
● Students participating in a Zoom must adhere to CHAMPS Expectations.
● CHAMPS is part of our Safe and Civil Schools Foundations Program (a positive
proactive approach to discipline). CHAMPS is an acronym designed to help students
understand the expectations for a class activity:
C = Conversation Which level voice the students may use during the task
Level 0 = Silent. No talking.
Level 1 = Whisper Voice
Level 2 = Conversational Voice
Level 3 = Presentation Voice
Level 4 = Outside voice
H = Help How students signal for help during a task
A = Activity What is the task or objective
M = Movement
How much movement the students are allowed during the
activity
P = Participation What students do or sound like that demonstrates they are
participating Zoom
S = Success The end result when a student follows the program
● Zoom Classroom CHAMPS Expectations. See poster. Zoom Classroom CHAMPS
Expectations
C = 0
H = Raise Your Hand button
A = Zoom Classroom Instruction
M = None
P = S.L.A.N.T
S = SUCCESS
11
● “SLANT” is an acronym that stands for Sit up, Lean Forward and Listen, Ask and
Answer Questions, Nod & Note Key Information, and Track the Speaker. See
poster. S.L.A.N.T.
12
Zoom Netiquette:
● Students’ microphone should remain on mute until you are given permission to talk.
● If you need assistance or would like to ask a question or offer a comment, use the raise
your hand button and wait for the teacher to call on you.
● Students should have minimal movement during the Zoom. Movement is distracting to
others in the group.
● Students are expected to use appropriate language on all online learning platforms.
● Inappropriate language, gestures, or clothing can result in a student being dismissed
from an online lesson and the camera and/or microphone being disabled for future
use.
● Bullying or Cyberbullying of any kind will not be tolerated during Zoom or any online
learning. Doing so will result in disciplinary action.
Zoom Netiquette Slide Presentation Grades 3 - 12
Zoom Netiquette Slide Presentation Grades PreK - 2
Zoom CHAMPS Expectations Slide Presentation
Zoom MAC Expectations Slide Presentation
Student On-line Learning Expectations:
● The student will watch the following video to learn about Google Classroom.
https://youtu.be/VOOnCwWZxX4
● The student will participate in discussion posts, chat box, or virtual discussions as
directed by the teacher.
● The student discussions should be consequential and full of content. For example,
simply responding “me too,” or “thanks,” doesn’t include content.
● The student will use good grammar and spelling when posting online. Use the spell
check feature.
● The student will complete required tasks in a timely manner.
● The student will be proactive with a back-up plan in case internet access is not available
in his/her regular place of study.
● The student will preplan for testing situations to ensure uninterrupted span of time.
● The student will not plagiarize the work of others and claim it as their own. Cite sources
using the writing style guide required for your field of study (e.g., American
Psychological Association’s manual for social science). Use the latest edition.
Live Learning Opportunities Schedule
PreK
13
13
PreK Live Learning Opportunities Schedule
Times PreK 3 yr. olds PreK 4 yr. olds
9:00 – 9:30 Morning Meeting (SEL)
9:30 – 10:00 Morning Meeting (SEL)
11:00 – 11:30 SEL Lunch Bunch
11:30 – 12:00 SEL Lunch Bunch
12:00 – 12:30 Read Aloud
12:30 – 1:00 Read Aloud
3:00 – 3:30 Relationship Building/Check Ins/Review the Day
13
PreK Live Learning Opportunities Schedule
Times PreK 3 yr. olds PreK 4 yr. olds
9:00 – 9:30 Morning Meeting (SEL)
9:30 – 10:00 Morning Meeting (SEL)
11:00 – 11:30 SEL Lunch Bunch
11:30 – 12:00 SEL Lunch Bunch
12:00 – 12:30 Read Aloud
12:30 – 1:00 Read Aloud
3:00 – 3:30 Relationship Building/Check Ins/Review the Day
10
Elementary Live Learning Opportunities Schedule
Kindergarten & 1st Grade
9:25 am -10:10 am ELAR Live Zoom (w/Integrated Social Studies) 10:15 am – 11:05 am Google Classroom Assignments (suggested time for
students to complete assignments independently) 11:05 am – 11:50 am Fine Arts/PE/ Library Live Lesson 12:00 pm -12:30 pm Lunch Bunch/ SEL Time 12:40 pm- 1:25 pm Math Live Zoom Lesson 1:30 pm -2:15 pm Google Classroom Assignment (Independent work) 2:20 pm – 3:05 pm Science/ Social Studies Alternating Live Lessons 3:10 pm – 4:10 pm RTI Intervention/Relationship Building
STUDENT EXPECTATIONS CHECKLIST Students Parents
Your learning matters!
Check your Google Classroom daily Make sure you are working in your quiet space
(turn off the TV/radio while you complete assignments/lesson)
Attend online “live” learning lessons daily unless unable to do so; watch recorded lesson in Google classroom if unable to attend live
Complete lesson activities/assignments each day
Continue to utilize online programs (EdGalaxy, MyOn, Social Studies Weekly, Accelerated Reader)
Ask for help when you need it Remember to charge your device and Mifi each
night
We can do this if we work together! Review the grade level Weekly Checklist every
Monday to see your child’s expectations for the week
Provide your child with the supplies needed to complete assignments
Keep open communication with school staff via Class Dojo/Remind and the campus FB page
Contact teachers during office hours to get help when needed for technology or classroom support
Check your child’s Google Classroom to monitor their progress and remind your student about due dates
Help your child find a place where work can be completed with minimal distractions
Ask your child questions about their learning for the day & celebrate their progress
10
Elementary Live Learning Opportunities Schedule
Kindergarten & 1st Grade
9:25 am -10:10 am ELAR Live Zoom (w/Integrated Social Studies) 10:15 am – 11:05 am Google Classroom Assignments (suggested time for
students to complete assignments independently) 11:05 am – 11:50 am Fine Arts/PE/ Library Live Lesson 12:00 pm -12:30 pm Lunch Bunch/ SEL Time 12:40 pm- 1:25 pm Math Live Zoom Lesson 1:30 pm -2:15 pm Google Classroom Assignment (Independent work) 2:20 pm – 3:05 pm Science/ Social Studies Alternating Live Lessons 3:10 pm – 4:10 pm RTI Intervention/Relationship Building
STUDENT EXPECTATIONS CHECKLIST Students Parents
Your learning matters!
Check your Google Classroom daily Make sure you are working in your quiet space
(turn off the TV/radio while you complete assignments/lesson)
Attend online “live” learning lessons daily unless unable to do so; watch recorded lesson in Google classroom if unable to attend live
Complete lesson activities/assignments each day
Continue to utilize online programs (EdGalaxy, MyOn, Social Studies Weekly, Accelerated Reader)
Ask for help when you need it Remember to charge your device and Mifi each
night
We can do this if we work together! Review the grade level Weekly Checklist every
Monday to see your child’s expectations for the week
Provide your child with the supplies needed to complete assignments
Keep open communication with school staff via Class Dojo/Remind and the campus FB page
Contact teachers during office hours to get help when needed for technology or classroom support
Check your child’s Google Classroom to monitor their progress and remind your student about due dates
Help your child find a place where work can be completed with minimal distractions
Ask your child questions about their learning for the day & celebrate their progress
Elementary Live Learning Opportunities Schedule
Kindergarten & 1st Grade
We can do this if we work together!Your learning matters!
STUDENT EXPECTATIONS CHECKLIST
14
10
Elementary Live Learning Opportunities Schedule
Kindergarten & 1st Grade
9:25 am -10:10 am ELAR Live Zoom (w/Integrated Social Studies) 10:15 am – 11:05 am Google Classroom Assignments (suggested time for
students to complete assignments independently) 11:05 am – 11:50 am Fine Arts/PE/ Library Live Lesson 12:00 pm -12:30 pm Lunch Bunch/ SEL Time 12:40 pm- 1:25 pm Math Live Zoom Lesson 1:30 pm -2:15 pm Google Classroom Assignment (Independent work) 2:20 pm – 3:05 pm Science/ Social Studies Alternating Live Lessons 3:10 pm – 4:10 pm RTI Intervention/Relationship Building
STUDENT EXPECTATIONS CHECKLIST Students Parents
Your learning matters!
Check your Google Classroom daily Make sure you are working in your quiet space
(turn off the TV/radio while you complete assignments/lesson)
Attend online “live” learning lessons daily unless unable to do so; watch recorded lesson in Google classroom if unable to attend live
Complete lesson activities/assignments each day
Continue to utilize online programs (EdGalaxy, MyOn, Social Studies Weekly, Accelerated Reader)
Ask for help when you need it Remember to charge your device and Mifi each
night
We can do this if we work together! Review the grade level Weekly Checklist every
Monday to see your child’s expectations for the week
Provide your child with the supplies needed to complete assignments
Keep open communication with school staff via Class Dojo/Remind and the campus FB page
Contact teachers during office hours to get help when needed for technology or classroom support
Check your child’s Google Classroom to monitor their progress and remind your student about due dates
Help your child find a place where work can be completed with minimal distractions
Ask your child questions about their learning for the day & celebrate their progress
Elementary Live Learning Opportunities Schedule
2nd & 3rd Grade
We can do this if we work together!Your learning matters!
STUDENT EXPECTATIONS CHECKLIST
11
Elementary Live Learning Opportunities Schedule
2nd – 3rd Grade 8:30 am – 9:20 am Google Classroom Assignments (suggested
time for students to complete assignments independently) 9:25 am -10:10 am Math Live Zoom Lesson 10:15 am – 11:05 am Fine Arts/PE/ Library Live Lesson 11:05 am – 11:50 am Google Classroom Assignments (independent work) 12:00 pm -12:30 pm Lunch Bunch/ SEL Time 12:40 pm- 1:25 pm ELAR Live Zoom (w/Integrated Social Studies) 1:30 pm -2:15 pm Google Classroom Assignment (independent work) 2:20 pm – 3:05 pm Science/ Social Studies Alternating Live Lessons 3:10 pm – 4:10 pm RTI Intervention/ Relationship Building
STUDENT EXPECTATIONS CHECKLIST Students Parents
Your learning matters!
Check your Google Classroom daily Make sure you are working in your quiet space
(turn off the TV/radio while you complete assignments/lesson)
Attend online “live” learning lessons daily unless unable to do so; watch recorded lesson in Google classroom if unable to attend live
Complete lesson activities/assignments each day Continue to utilize online programs (EdGalaxy,
MyOn, Social Studies Weekly, Accelerated Reader) Ask for help when you need it Remember to charge your device and Mifi each
night
We can do this if we work together! Review the grade level Weekly Checklist every
Monday to see your child’s expectations for the week
Provide your child with the supplies needed to complete assignments
Keep open communication with school staff via Class Dojo/Remind and the campus FB page
Contact teachers during office hours to get help when needed for technology or classroom support
Check your child’s Google Classroom to monitor their progress and remind your child about due dates
Help your child find a place where work can be completed with minimal distractions
Ask your child questions about their learning for the day & celebrate their progress
15
10
Elementary Live Learning Opportunities Schedule
Kindergarten & 1st Grade
9:25 am -10:10 am ELAR Live Zoom (w/Integrated Social Studies) 10:15 am – 11:05 am Google Classroom Assignments (suggested time for
students to complete assignments independently) 11:05 am – 11:50 am Fine Arts/PE/ Library Live Lesson 12:00 pm -12:30 pm Lunch Bunch/ SEL Time 12:40 pm- 1:25 pm Math Live Zoom Lesson 1:30 pm -2:15 pm Google Classroom Assignment (Independent work) 2:20 pm – 3:05 pm Science/ Social Studies Alternating Live Lessons 3:10 pm – 4:10 pm RTI Intervention/Relationship Building
STUDENT EXPECTATIONS CHECKLIST Students Parents
Your learning matters!
Check your Google Classroom daily Make sure you are working in your quiet space
(turn off the TV/radio while you complete assignments/lesson)
Attend online “live” learning lessons daily unless unable to do so; watch recorded lesson in Google classroom if unable to attend live
Complete lesson activities/assignments each day
Continue to utilize online programs (EdGalaxy, MyOn, Social Studies Weekly, Accelerated Reader)
Ask for help when you need it Remember to charge your device and Mifi each
night
We can do this if we work together! Review the grade level Weekly Checklist every
Monday to see your child’s expectations for the week
Provide your child with the supplies needed to complete assignments
Keep open communication with school staff via Class Dojo/Remind and the campus FB page
Contact teachers during office hours to get help when needed for technology or classroom support
Check your child’s Google Classroom to monitor their progress and remind your student about due dates
Help your child find a place where work can be completed with minimal distractions
Ask your child questions about their learning for the day & celebrate their progress
Elementary Live Learning Opportunities Schedule
4th & 5th Grade
We can do this if we work together!Your learning matters!
STUDENT EXPECTATIONS CHECKLIST
• 8:30 am – 9:20 am Google Classroom Assignments (suggested time for students to complete assignments independently)• 9:25 am -10:10 am Supplemental Online Programs (independent work)• 10:15 am – 11:05 am ELAR Live Zoom (w/Integrated Social Studies)• 11:05 am – 11:50 am Math Live Zoom Lesson• 12:00 pm -12:30 pm Lunch Bunch/ SEL Time• 12:40 pm- 1:25 pm Google Classroom Assignment (independent work)• 1:30 pm -2:15 pm Fine Arts/ PE/ Library Live Lesson• 2:20 pm – 3:05 pm Science/ Social Studies Alternating Live Lessons• 3:10 pm – 4:10 pm RTI Intervention/ Relationship Building
16
Math
Science
PE or Fine Arts
SEL
ELAR
SocialStudies
Electives
Intervention
ELAR
SocialStudies
PE or Electives
SEL
Math
Science
Fine Arts
Intervention
Math
Science
PE or Fine Arts
SEL
ELAR
SocialStudies
Electives
Intervention
ELAR
SocialStudies
PE or Electives
SEL
Math
Science
Fine Arts
Intervention
Math WeeklyWrap-Up
Social Studies Weekly
Wrap-Up
Science Weekly
Wrap-Up
PE or Electives
SEL
ELAR WeeklyWrap-Up
Fine Arts
Intervention
Middle SchoolLive Learning Opportunities Schedule
Students in 6th - 12th grade are required to have a minimum of 240 minutes (4 hours) of instructional engagement each day.
Instructional engagement time may be a combination of
synchronous and asynchronous learning.
MondayTime
9:00
10:00
11:00 -11:45
11:45 -12:15
1:00
2:00
3:00
3:45 -4:15
Tuesday Wednesday Thursday Friday
17
Students in 6th - 12th grade are required to have a minimum of 240 minutes (4 hours) of instructional engagement each day.
Instructional engagement time may be a combination of
synchronous and asynchronous learning.
High SchoolLive Learning Opportunities Schedule
Fine Arts
Science
Math
Athletics
ForeignLanguage
ELAR
Social Studies
SEL
Electives
ELAR
Social Studies
Fine Arts
ForeignLanguage
Science
Math
Intervention
Fine Arts
Science
Math
Athletics
Electives
ELAR
Social Studies
SEL
Electives
ELAR
Social Studies
Fine Arts
ForeignLanguage
Science
Math
Intervention
Electives
Science Weekly
Wrap-Up
ELAR Weekly
Wrap-UpMath
WeeklyWrap-Up
Athletics
ForeignLanguage
SEL
MondayTime
7:45
8:30
9:30
10:30
11:30
12:45
1:45
2:45
Tuesday Wednesday Thursday Friday
Social Studies Weekly
Wrap-Up
18
19
Asynchronous learning occurs through online platforms, such as Google Classroom or through online learning programs, and can occur offline as well. Asynchronous learning allows the learners to move at their own time, place, and pace.
Asynchronous Learning will involve:
Teaching New Skills or Content
New skills will be modeled/taught through teacher-created or curated videos:
o Teachers will create a mini video lesson covering specific concepts that we want all students to learn and post through the teacher's Google Classroom
o The lesson should provided guided practice and modeling for students and be aligned with the required work students will complete
o Teachers may model a strategy or concept through the video lesson o Teachers may record a morning greeting with the charges for the day/week o Teacher may record a daily read-aloud of a chapter of a children’s book (for all
ages)
Practicing Skills and Implementation of the Learning
Students will demonstrate proficiency through dedicated practice of the learning by:
o Accessing the posted Weekly Schedule through their teachers' Google Classroom to understand the learning expectations each week
o Viewing videos posted in Google Classroom that model/describe the lesson concept
o Completing and submitting the posted assignments through their teachers' Google Classroom
o Practicing skills through designated assignments or pathways in district online learning programs
o Dedicating time to independent practice to improve critical skills such as independent reading time each day and practicing math facts
20
Personalizing Learning
Teachers will guide students through a variety of learning activities to complete tasks at their own pace based on their grasp of the concept and their own context. Some examples include:
o Curate videos, articles, practice activities for learners to engage and go deeper on a specific skill, concept, and practice
o Use hyperdocs to link to a variety of resources that you want students to engage in o Create weekly Choice Boards from which students will select assignments/
activities; this helps promote student voice and choice with clear parameters
Fostering Project-based Learning
Teachers may provide structure and opportunities to engage in interdisciplinary projects to learn and apply new knowledge and skills:
o Inquiry/Passion projects o Research/ Investigate o Create and construct meaning
Reflection
Time will be allowed for students to reflect on goals, new learning, and needs:
o Goal-setting and progress monitoring checkpoints o Self assessment o Review feedback o Revision as needed
21
How will students know about the Asynchronous, self-paced learning
expectations during our district-wide remote learning time?
Once student schedules are complete, teachers will be able to create their Google
Classroom(s) and generate the code(s) to share with their roster of students. Unless the
teacher is teaching vastly different content among the different class periods, it is acceptable
to create one Google Classroom for a particular subject. For example, a teacher who is
charged with 3 sections of 7th grade Math may elect to create one Google Classroom for those
students where they will access the 7th grade Math lessons and work. This same teacher may
also have several sections of 8th grade Math to teach, and that will necessitate a different
Google Classroom set up which contains the appropriate grade level materials aligned with the
TEKS.
Campuses will be publishing the Google Classroom codes for each teacher via a variety of
methods which may include posting on the campus windows as one would do with schedules
at the start of the school year, emailing to parents or emailing directly to students for those
who have district email accounts, posting in a campus digital newsletter sent to parents,
posting on the campus social media site. Teachers will be carefully monitoring their Google
Classroom participants and will immediately remove any student who is not assigned in their
rolls.
Within each teacher's Google Classroom will be their posted Weekly Checklist showing the
required activities, live learning opportunities, recorded lessons from the teacher or outside
resource, discussion questions, project timelines, and any assessments that may be given.
Sample Weekly Checklist
Once school begins and students have joined the appropriate Google Classroom(s) for their
teacher(s), the teachers will post a Weekly Checklist by Monday morning each week. The
checklist will give an overview of what will be covered during the week, the assignment names
and due dates, discussion questions to ponder during the week about the learning, and Zoom
links to the Live Learning opportunities. The Checklist is to better help the student understand
what is required of him/her for the week in each particular class.
22
23
Attendance Protocols
Students participate daily by completing instructional tasks, answering questions, submitting
assignments, completing projects, or submitting pictures of assignments and tasks. Students
are also encouraged to actively participate in the Live Learning opportunities for any additional
support and answers to questions they may have.
There are a variety of attendance measures that will be implemented during the district-wide
remote learning period:
Students complete a brief daily survey as part of the Google Attendance Form stating
what was accomplished in the particular subject and submit to their teacher. This will
be available through each teacher’s Google Classroom.
Elementary students will be guided to check in with their Homeroom teacher or other
designated teacher on their schedule. Elementary students must ensure they check in
on the Google Attendance Form or through attending a live Zoom session each day.
Secondary students (middle and high school) must check in with each subject every
school day either through the Google Attendance Form in each subject or through
attending the subject's live Zoom session.
Teachers may also track engagement through Google Classroom assignment
submissions and participation in online learning programs that are utilized.
Attendance will be taken and recorded for those participating in the live learning
opportunities through Zoom.
Students may also connect with teachers through email, Remind, Class Dojo, or other
parental contact platforms.
Students are required to be engaged daily with work; students who do not
demonstrate engagement on a given day are marked absent. The attendance will
count toward determining course credit.
Attendance protocols are subject to change based on TEA guidance. Updates
will be provided through the teacher’s Google Classroom and through BISD
correspondence to parents.
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Student and Parent Responsibilities for Asynchronous (Self-paced)
Learning Opportunities During the Remote Learning Period
● Every Monday, review the Weekly Checklist provided by your teacher in their Google
Classroom. Understand what is expected for you to accomplish during the week and
dedicate yourself to completing the work and submitting on time. Take some time to
plan out what you need to accomplish each week in each of your classes.
● Access and view the posted lesson videos and assignments in your teacher's Google
Classroom to help support your understanding of the concepts being taught.
● Put forth your best effort and self-monitor good study habits. You are responsible for
your learning and your success.
● Follow the attendance protocols and ensure that you are counted as present for the
day using one or more of the systems in place.
● Review the feedback/grades submitted by your teacher in Google Classroom. Follow
the guidance/feedback provided if revision is needed. You will receive feedback at
least once per week from your teachers.
● Your teachers understand that you may have to share a device with others in your
home. It is okay to work on assignments after school hours and submit them in the
evening if needed. Please try to have assignments submitted by 10:00 PM on the due
date.
● Submit your assignments on time and complete. Your assignment submissions are one
way you will be counted as present for attendance purposes.
● Make Every Moment Matter MORE - you are responsible for your success. The time
and effort you put into your learning will make a difference in your future education
and career success. If you are not strong with reading, take the time to practice
reading every day. If math facts are not your strength, take time every day to practice
them and apply your knowledge.
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Beaumont ISD has developed guidelines and expectations to insure a strong, smart start for
the 20 - 21 school year. This plan will cover technology integration, and virtual learning
expectations for students. Teachers should cover the materials during the first week of school
with their students to prepare them for integrated technology lessons and virtual learning.
Google Classroom Tours
Each teacher will give a Google Classroom Tour to each of their students. Teachers will go over
content, calendars, and expectations with the students during a Live Learning opportunity the
first week of school.
1. Teachers will play the following video, FriEdTechnology Google Classroom How To for
Students, during the first week of school and upload it to their Google Classroom for students
to reference later.
https://youtu.be/VOOnCwWZxX4
2. Teachers will conduct the Chromebook Scavenger Hunt with their students during the first
week of school:
https://drive.google.com/drive/u/0/folders/1Btipb0uU44zGz_4YYmc5II27zug3cCkA
The district will also share the activity with parents on the BISD Banner (target date for
publication: Aug. 10)
Student Online Learning Expectations
Beaumont ISD has created a series of Presentations to share with students during the first
week of school. These presentations are created as a guide for teachers to lead their students
through a discussion about the topic, or share with students the district guidelines.
PreK - 1st Grade Online learning Expectations presentations
Zoom MAC
https://docs.google.com/presentation/d/17fs7QalEIKb-
HvCbrUu5JpPrrDL_gcZN4473t363OUc/edit?usp=sharing
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Zoom Netiquette
https://docs.google.com/presentation/d/1eg7CTq-
NTmyQ1f0tTLqCBvgIBBf4AFCo4JKSuj4J5kk/edit?usp=sharing
2nd Grade - High School Online Learning Expectations Presentations
Network Usage and Safety Guidelines
https://docs.google.com/presentation/d/1uDhYGC8rukcheRYgpW6nyyesxKcsuwzZC6U9HBj0Y
04/edit?usp=sharing
Zoom CHAMPS - 2nd Grade - Middle School
https://docs.google.com/presentation/d/1jrma3RtxX3PtUY17SmF0a07gurQfZVZZ08UBeAf7OD
I/edit?usp=sharing
Zoom Netiquette
https://docs.google.com/presentation/d/1MjeApVJWKy9aM48WqxkvPotp6dr9WXmJeJ4QaYc
ZuUI/edit?usp=sharing
Public Health
Elementary Video on Handwashing
https://live.myvrspot.com/iframe?v=fN2Q2ZjJjYzFlYmE3ZWJjNDM0YjViNDQzYjdiOTZlYzE
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Protocol for Resolving Technical Issues
● First, make sure it’s not a browser issue (e.g., Google Chrome). Then, try a different
browser to see if this resolves the problem. If this works, then you need to either
update your regular browser or clear its history, cookies, and cache.
● Once you update your browser or other browsers don’t work, make sure it isn’t your
computer. Restart your computer. If the error persists, try logging in from a different
computer to see if you receive the same error message.
● Read log error messages and record problem specifics and forward this to your
instructor. Take a screenshot, if possible, to illustrate the exact problem. Your teacher
will seek assistance from tech support and respond to you within 24 hours.
● Seek assistance from your peers. They can help you, too!
● Once the problem has been resolved, refresh/reload the Web page. If you do not
refresh the web page, then the system will remember and display the exact same page
(with errors) you were looking at the last time you logged in.
Zoom Student Dress Code Expectations
● Students participating in a Zoom must be dressed in school appropriate attire. No low
cut blouses, strapless tops etc. Adhere to Student Code of Conduct.
No Cyberbullying
Cyberbullying is defined as bullying that is done through the use of an electronic
communication device, including through the use of a cellular or other type of telephone, a
computer, a camera, electronic mail, instant messaging, text messaging, a social media
application, an internet website, or any other internet-based communication tool. BISD does
not tolerate cyberbullying as stated in the Students Acceptable Use Policy, and the Student
Code of Conduct. Teachers will manage their online environment with students to prevent or
discourage cyberbullying. Teachers will report any cyberbullying to their campus
administrators. BISD has tools in place to monitor and prevent students from cyberbullying.
These tools Do Not replace the teacher from monitoring students behavior online.
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GLOSSARY
CHAMPS - assists classroom teachers to design (or fine tune) a proactive and positive
classroom management plan that will overtly teach students how to behave responsibly. All
BISD elementary and middle schools use CHAMPS to guide students in knowing classroom, and
school behavior expectations.
Cyberbullying - is a form of bullying or harassment using electronic means. BISD does not
tolerate cyberbullying as stated in the Students Acceptable Use Policy, and the Student Code
of Conduct. Teachers will manage their online environment with students to prevent or
discourage cyberbullying. Teachers will report any cyberbullying to their campus
administrators. BISD has tools in place to monitor and prevent students from cyberbullying.
These tools Do Not replace the teacher from monitoring students behavior online.
Google Classroom - The primary purpose of Google Classroom is to streamline the process of
sharing files between teachers and students. Google Classroom is the way the BISD teachers
will communicate with students during virtual learning times. Teachers may choose to
continue to use Google Classroom during face to face learning.
Netiquette - is short for "Internet etiquette." Just like etiquette is a code of polite behavior in
society, netiquette is a code of good behavior on the Internet. This includes several aspects of
the Internet, such as email, social media, online chat, web forums, website comments,
multiplayer gaming, and other types of online communication. BISD teachers are responsible
for demonstrating good netiquette at all times with students, as well as help students develop
good netiquette skills.
Zoom - provides videotelephony and online chat services through a cloud-based peer-to-peer
software platform and is used for teleconferencing, telecommuting, distance education, and
social relations. BISD teachers will use Zoom to provide online lessons, small group
instruction, and Q & A time for students.