Distance Learning in RUSD 2020-21Presentation to Board of Education
August 5, 2020
Bill MacDonald, Ed. D.Associate Superintendent, Elementary Education and Educational Services
Marty FlowersAssociate Superintendent, Secondary Education and Educational Services
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Distance Learning in RUSD
FramingAn Unprecedented CrisisDistance Learning Spring 2020
What We Have LearnedTeacher and Parent FeedbackSenate Bill 98Research Based Best PracticesDistance Learning Workgroups
Distance Learning 2020-21Elementary SecondarySpecial EducationTargeted Student Groups
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An Unprecedented Crisis
To prevent the spread of COVID-19 RUSD announced school closures on Friday, March 13, 2020.
On March 19, 2020, RUSD teachers launched Distance Learning, transitioning their instruction online in a heroic effort to continue teaching and learning during the crisis.
When school closures were extended, RUSD engaged in three days of professional development, articulation, and collaborative planning on April 13, 14, and 15 to prepare teachers to potentially finish the year in distance learning.
On April 16, Distance Learning was relaunched with specific instructional recommendations and a better understanding of best practices. 3
An Unprecedented Crisis
School closures were ultimately extended to the end of the 2019-2020 school year.
Due to a surge in COVID-19 cases in late June, on July 8th, 2020, the RUSD Board voted to begin the 2020-21 school year in a hybrid, partial students in school model.
On July 17th, the Governor ordered that counties on the California COVID-19 County Monitoring List, such as Placer County, must be off the watch list for 14 days prior to reopening in person for school.
As a result, the Rocklin Unified School District will open the 2020-21 school year in Distance Learning.
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What We Have Learned - Surveys
Parent and Teacher Survey Results (DL1.0/2.0) - 4015 parents / 431 staff
42% of parents very satisfied or satisfied
with distance learning.
84% of parents stated that students were independent 70%+ of the time.
All agreed that motivation was the greatest factor on student learning.
60% of teachers were very satisfied
or satisfied with distance learning.
67% of teachers stated that students were independent 70%+ of the time.
What worked: LMS, video lessons,
online activities, and small group
instruction.
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What We Have Learned - Senate Bill 98
SB 98 Requirement for Distance Learning
When offering distance learning, school districts must ensure the following:
● A quality, challenging content aligned to grade level standards equivalent to in-
person instruction.
● Daily live interaction between certificated employees and students.
● Regular assessment, feedback, and grades for students.
● Special education, related services, and accommodations required by an
individualized education program.
● Designated and integrated instruction in English language development.
● Minimum daily minutes of 180 minutes for Kindergarten, 230 minutes for grades 1-
3, and 240 minutes for grades 4-12.
● Daily participation/attendance must be documented for each student on each school
day. 6
What We Have Learned - Research
In a short period of time, a great deal of research, guidance, and recommendations have been shared with school districts. The RUSD team reviewed the following research:
Supporting Learning in the COVID-19 Context (PACE)
Stronger Together (CDE)
Distance Learning Considerations (CDE)
Addressing Unfinished Learning After COVID-19 (Council of Great City Schools)
Priority Instructional Content (Student Achievement Partners) 7
Policy Analysis for California Education (PACE) is an independent, non-partisan research center led by faculty directors at Stanford University, the University of Southern California, the University of California Davis, the University of California Los Angeles, and the University of California Berkeley. PACE bridges the gap between research, policy, and practice.
RECOMMENDATIONS TO DISTRICT LEADERSHIP:
❏ Conduct an after-action review and needs assessment.
❏ Set instructional priorities and help develop viable curricula.
❏ Develop and communicate clear roles and expectations.
❏ Support educator well-being and professional learning.
❏ Reconceptualize educator roles and team structures.
❏ Assess student well-being and develop systems to respond to greater student needs. 8
Policy Analysis for California Education (PACE) is an independent, non-partisan research center led by faculty directors at Stanford University, the University of Southern California, the University of California Davis, the University of California Los Angeles, and the University of California Berkeley. PACE bridges the gap between research, policy, and practice.
RECOMMENDATIONS TO EDUCATORS:
❏ Prioritize interaction and collaboration in synchronous learning opportunities.
❏ Conduct regular formative assessments and provide prompt feedback to students and families.
❏ Provide regular, individualized contact for each student.
❏ Focus on accelerating learning of grade-level content.
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What We Have Learned - Workgroups
Considering the feedback and research and anticipating reopening, the following workgroups (or “Summer Sandboxes”) were convened around important topics:
Social-Emotional Learning Toolkit
(Melanie Patterson)
Equity Toolkit(Amanda Bannister & Ann Feliz)
Health & Safety (w. PBIS)(Lisa Phillips)
Distance Learning 20-21 (TK-6)
(Bill MacDonald & Kaili Bray)
Learning Loss / Initial Assessment
(Ann Feliz & Kaili Bray)
Distance Learning 20-21 (7-12)
(Scott Collins & Marty Flowers)
Special Education: RUSD Best Practices
(Stacy Barsdale & Beth Davidson)
Special Education: IEP Requirements
(Stacy Barsdale & Beth Davidson)
English Learner(TK-6)
(Sarah Soares)10
Who: 25 Participants - TK-6 Teachers, Special Educators, Instructional Coaches, Principals, Program Specialists, and District Administrators.
When: Summer 2020
What: Identify best practices and provide recommendations for the development of a Distance Learning 20-21 teacher resource and professional development.
Guiding Questions:○ What did we learn from distance learning in the spring? What worked?
What didn’t? ○ What are best practices for distance learning? How will be they be
incorporated in the next iteration of distancing learning - version 20-21?○ What additional training will be provided to teachers to support them in
implementing Distance Learning 20-21?
Distance Learning 20-21 - Elementary
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Building Relationships/Maintaining Student Engagement
Distance Learning 20-21 - Elementary
#1 The focus of the first several weeks should be on developing a
sense of class community and norms for engagement and
participation.
#4 Isolation and exposure to stressors related to COVID-19
have increased student social-emotional needs. Lessons and activities should be intentional
about addressing this need.
#3 Timely and regular feedback should be provided not
only to students but also to families, who are critical partners.
#2 Daily live interactions with students and parents are necessary
to engage, encourage, inspire, educate, and inform.
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The SEL Toolkit
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Curriculum and Instruction
Distance Learning 20-21 - Elementary
#1 Identify instructional priorities for the 2020-21 school year -
emphasize essential standards for the current grade level.
#4 Provide multiple modalities and opportunities for students to
interact and respond. Use UDL for DL.
#3 During synchronous time, prioritize 1:1 interactions, small group instruction, and student
collaboration. Flip the classroom.
#2 Focus on accelerating learning of grade-level content.
Resist remediating, rather scaffold grade level
standards as needed.
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Universal Design for Distance Learning
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Assessment / Demonstration of Learning
Distance Learning 20-21 - Elementary
#1 Quickly assess learning loss, identify standards needing support, and provide scaffolding support and
additional instruction as required.
#4 Create and solicit non-traditional demonstrations of
learning such as the creation of learning “artifacts”: videos, posters,
engineering projects, blogs, etc.
#3 Provide multiple opportunities for students to
demonstrate learning: live, digital quizzes/assessments, project-based,
self-scored rubrics.
#2 Provide regular and timely feedback/grades to students on live and
independent work and class participation.
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The Assessment Toolkit
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Grade Level Guidance
TK-3rdLetters & SoundsPhonemic AwarenessPhonics (BPST)Sight Words
Online Assessments
2nd-6thELA ReadingMath (3rd+)
K-2ndReading Fluency & Comprehension
Freckle Assessment & Adaptive Practice● ELA (3rd-6th+)● Math (1st-6th+)
“When working online, you have to treat communication like air; you have to pump it through the system.”
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Communication and Support for Students & Parents
Distance Learning 20-21 - Elementary
#1 Frontload parents with information including daily
schedules, expectations for online learning, and methods of ongoing communication.
#4 Establish clear roles and boundaries for parents. Engage
them as partners/coaches to support their child’s learning at
home.
#3 Create a consistent routine and schedule so that parents and
students know what to expect.
#2 Train students and parents on the selected LMS and digital tools
the class will utilize. Keep it simple and consistent.
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Organization and Scheduling
Distance Learning 20-21 - Elementary
#1 Teachers should establish a clear and consistent daily/weekly schedule so all stakeholders
know what to expectand when.
#4 Ensure that parents/students have the knowledge, training, and technology to engage in learning.
Remove barriers.
#3 Utilize one standard LMS and a defined set of digital tools so that
they can be learned and mastered.
#2 Strive for alignment in schedules across grade levels and schools so PE/VAPA/Intervention
can be integrated and families have consistent breaks/lunches.
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A Day in the Life of Distance Learning - Elementary
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Professional Development and Teacher Collaboration
Distance Learning 20-21 - Elementary
#1 Collaborate with grade level peers to provide content (live or asynchronous), family outreach,
feedback, and material curation. Share the load.
#4 Maximize professional development days and prioritize
PLC Mondays for training, collaboration, and articulation.
#3 Create a distance learning resource “Ed Camp” style
where teachers could post videos/examples in specific topic
areas.
#2 Create on demand and/or regular “drop in” professional development around distance
learning topics.
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Next Steps - Elementary
Based on the recommendations of the Distance Learning workgroup, the following actions will be taken:
1. Development of a Distance Learning 2021 Resource/Toolkit and professional development series.
2. Professional Development for teachers on Distance Learning, Social-Emotional Learning during pre-service work days.
3. Immediate and ongoing opportunities for teachers to collaborate with peers to share expertise, develop lessons/activities the workload.
4. Ongoing synchronous and asynchronous professional development opportunities for teachers and classified staff support staff.
5. Web based resources and training for students and parents on hardware, software, and supporting Distance Learning at home.
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Who: Twenty-four 7-12 Teachers, Instructional Coaches, Principals, and District Administrators.
What: Identify best practices and provide recommendations for the development of a Distance Learning 20-21 teacher resource and professional development.
Guiding Questions:○ What did we learn from distance learning in the spring? What worked?
What didn’t? ○ What are best practices for distance learning? How will be they be
incorporated in the next iteration of distancing learning?○ What additional training will be provided to teachers to support them in
implementing Distance Learning?
Distance Learning 20-21 - Secondary
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CommitteesBuilding Culture & Community
Lead: Justin Cutts, Louise Cranston, Jennifer Gamble, Jamie Bryant, Jerica Siska, Wendy Crawford
Schoology Organization Lead: Scott Collins, Jennifer David, Darren Baham, Wendy Sherrill, Meredith Kane
Content Delivery Lead: Bill Kimmel, Megan Pappas, Bill Keisling, Monica Sullivan Harter, Paul Werner, Shawn Robin
Student Practice & FeedbackLead: Amanda Bannister, Darren Fix, Rebecca Redding, Ryan O’ Donnell, Lisa Gack, Amy Bentley
Assessment Lead: Beth Davidson, Whitney Rhoda, Colin O’Haire, Joel Williams, Sarah Vickers, Leah Seabrook
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BUILDING CULTURE & COMMUNITYWHY?
In Distance Learning, building student connections is more
challenging and thus needs to be a greater focus than in a
traditional learning environment. With an emphasis on developing
the whole child, teachers must build community to achieve
effective learning. Students will come into digital classrooms with
some anxiety but won’t have the comfort of knowing the teacher.
All other needs won’t be met without first focusing on building
positive relationships. Student engagement is a key tool in
connecting with students.26
Building Culture & Community
Distance Learning 20-21 - Secondary
#1 Building Relationships: - Teacher to Student- Peer to peer
- Relational Activities- Before direct focus on academics- Periodically during the year
- Relational Context/Assignments
#4 Building Engagement- Get students to interact with each
other and their teacher- Create excitement about content- Get students to interact as a school
community- Build a school community and
connection
#3 Focus on the Whole ChildStudents need to see teachers as real people with strengths and weaknesses. Communicate struggles and successful coping strategies. For many, it is helpful when they can see you and hear your voice (video).
#2 Building Community - Class culture- Procedures- Online norms, expectations
- School to Home communication- Beginning of school year- On a regular basis
- Teacher to Teacher
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BUILDING CULTURE & COMMUNITYAdditional Resources
Fostering a Strong Community in a Virtual Classroom
“Meet the Teacher/ Back to School Newsletter”“Fun” Weekly VideoWeekly Journal Prompts● Sample 1● Sample 2● Sample 3
“Good Job” Meme Examples
Online Classroom Culture Action Plan● Sample 1● Sample 2● Do’s and Don’ts of online discussions
20 fun games to play on Zoom
Games to start a video conferenceIce Breaker Games50+ ways to use Flipgrid in your classroom● Sample 1● Sample 2● Sample 3
Padlet● Sample 4● Sample 5
Use Bitmoji and Slides to Create a Fun Classroom
● How to video
● Example
Make Mindfulness part of the daily/weekly routine
● Flyer
Student check in
Daily Check-ins example
Building Positive Conditions for Learning at Home: Strategies and
Resources for Families and Caregivers
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SCHOOLOGY ORGANIZATIONWHY?
Effective communication, logical organization, and
consistency of materials and resources is vital to the
learning experience for our students, families, and support
staff; especially in a distance learning environment.
Moreover, training all stakeholders on Schoology--our
chosen Learning Management System--and related digital
applications is critically important at this time.29
Schoology Organization
Distance Learning 20-21 - Secondary
#1 Effective Communication- Daily/Weekly Agendas- Emails- Schoology Updates- Schoology Discussions- Screencastify
- “All of the Above” to reach multiple modalities
- Answer common questions by communicating to all
- Consider video as well as written communication
#3 Stakeholder Training
● Start with a pre-Unit, teaching your students various tools/tips.
● Share “How to” resources with Parents
#2 Logical Organization- Embed Agenda at the top of Page
- Clarity of Due Dates: communicate
multiple times in multiple ways
- Use Folders to intuitively organize
resources
CONSISTENCY of course routines and
uniformity across the site (i.e. whole
school has same agenda style/location)
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SCHOOLOGY ORGANIZATION
Additional Resources
● Designing Your LMS to Make Distance Learning Better
● Cool shortcuts and How To’s on gradebook
● Setting Notifications on Schoology App
● Uploading File Format on Schoology (for students using mobile devices) 31
CONTENT DELIVERYWHY?
Content delivery should be guided by an
emphasis on student engagement and
designed with focus on clarity and
efficiency.
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CONTENT DELIVERYWHAT?
● Prioritize essential content
● Include daily or weekly learning
targets.
● Have a single Hyperdoc for each
week that guides the learning.
● Consistent structured intervention.
● Develop communication Protocols
Blueprint for
Building a
Hyperdoc unit for
Remote Learning
Learning
Target
Template
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CONTENT DELIVERYHOW?
Synchronous Tools (Learning that occurs at the same time - In Sync)
● Zoom Breakout Sessions
● Annotating with Kami
● Google Jamboard
Asynchronous Tools
(Learning that occurs “out of sync”)
● Edpuzzle
● Screencastify
● Schoology Discussions
● Schoology Student Completion Rules
● Hyperdocs
● Flipgrid
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CONTENT DELIVERYAdditional Resources
● Do’s and Don'ts of Online Discussions
● Making a Course Online 101
● Zoom & Google Meet Expectations
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STUDENT PRACTICE & FEEDBACKWHY?
Student practice and feedback are essential elements of student learning.
Students need multiple, low-stakes opportunities to practice new skills, and
students need feedback on these attempts in order to further develop and refine their
skills. As Dr. Douglas Reeves shares, effective feedback is fair, accurate, specific
and timely.
While educators are familiar with providing multiple guided and independent
practice opportunities and providing students informal and formal feedback in a
brick and mortar classroom, transferring practice and feedback online may be
unfamiliar. Nonetheless, practice and feedback continue to be paramount to the
learning process, so we must find ways to transfer practice and feedback online. 36
STUDENT PRACTICE & FEEDBACKGroup Practice
small group
synchronous
sessions
Meet with small group of students for 15-
20 min for instruction or intervention.
Tools: Google Meet or Zoom
guided practice
with interactive
whiteboardhow to video
Whole group or small group use shared
source for collaborative brainstorm or practice.
Tools: Google Suite (Jamboard, Slides,
Docs), Schoology Conference Interactive
Whiteboard, Kami, Ziteboard*, or Explain
Everything*
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STUDENT PRACTICE & FEEDBACKIndividual Practice
interactive
notebook
Shared source between teacher and student
via a hyperdoc. Tools: Google Slides
(sample) or Doc or Kami
check for
understanding
In the moment questions posed to students so teacher can
use results to adjust instruction. Tools: Google Meet chat,
Edpuzzle, Kahoot*, Nearpod*, PearDeck*, or Socrative*
interactive
worksheet
Make existing (or new) documents interactive so
students type, draw, write, or record responses on
individual copy. Tools: Kami or Google Slides
interactive
content delivery
Through periodically embedded slides (multiple choice, matching,
drawing, short answer, drag and drop), students practice skills
taught via PowerPoint or Google Slides presentation or video.
Tools: PearDeck*(sample), Nearpod*, or Edpuzzle.
video
response to
prompt
Students respond to prompts from teacher via a
video of themselves or their screen. Tools:
Flipgrid or Screencastify 38
STUDENT PRACTICE & FEEDBACKFeedback - Teacher to Student
mastery-oriented
formative
assessment
Specific feedback aimed to help student improve performance
and mastery of skills/concepts through comments or rubrics
(single-point rubric) (rubrics in Schoology). Efficiency tip. Tools:
Google Suite, Schoology, Turnitin.com (voice comments)
overall feedback
in gradebook
Comments in the “overall” column of the gradebook that appear
in the “overall” grade section of the “gradebook/grade report”
section. Tool: Schoology (“How to” Gradebook Comments)
performance
feedback on
assignment
Comments to give context for a grade. For assignments
completed in adopted publisher’s site, copying comments into
Schoology or adding a note in Schoology directing students to
the publisher site for feedback can be helpful. Tool: Schoology
positive
reinforcement
Acknowledging students’ efforts and accomplishments provides
students reassurance and motivation. This can be done with
email, Schoology badges, digital certificates, or comments
within assignments. Tools: Google Suite or Schoology39
STUDENT PRACTICE & FEEDBACKFeedback - Teacher to Families
High efficiency: Weekly email to all families (use Bcc)
sharing information about assignments for the week,
what students are expected to do and where specific
feedback can be found.
Low efficiency: Email individual student’s family with a
link to Schoology and suggestion to check student
grade and comments on assignments. Tool: Gmail
comments on
assignment
Using assignments (HyperDoc) via Google
Drive Assignments comment on the assignment
itself also appears as a comment in Schoology
gradebook. Or comment in the Google Doc
itself. Tools: Google Suite and Schoology
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ASSESSMENTSWHY?
For Educators, assessments are essential to monitor
student progress, provide valuable data, and know what to
reteach. For Students, assessment is vital for
accountability, feedback on the learning, and providing
opportunities to demonstrate mastery. For Parents,
assessment provides consistent feedback on their child's
performance 41
WHAT?
● Consider Equity and
Access
● Focus on formative
rather than summative
● Small assessments with
fewer questions
● Flexible due dates or
grace periods
ASSESSMENTS
College Preparatory Math (CPM)
Guidance for Remote Instruction
Giving normal quizzes and tests has potential problems. Are
they worth giving if you cannot be sure that the work submitted
is solely that of the student? Moving to a system of online
testing does not solve the integrity problem, so that is not a
solution either.
This is an opportunity to think differently about assessment,
and to explore new ways for students to demonstrate their
knowledge and understanding. Be open to projects, videos, or
portfolios as a way for students to be assessed. Focus on what
students know, and not on what they do not know yet. If at all
possible, could grading this year be different as well? Is
pass/no pass an option? 42
Behind the Curtain Intro to Question Types Creating Questions Part I Creating Questions Part 2
Schoology Assessment Tools
Schoology Tutorial Group Access Code: KR68-QVXR-M3VSNJoin this group for access to all Schoology related resources
ASSESSMENTSHOW?
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Schoology Assessment Tools Part II
Example Math Corrective Question Bank Tutorial Using a Bank for a Test/Quiz*
Reader’s Digest Reference
*Unfortunately, Schoology has not made banks available for assessments, but it is available for tests and quizzes which have similar, but less options, for question types.
ASSESSMENTSHOW?
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Using EdPuzzlefor FormativeAssessments
- How to Create EdPuzzle Assignments in Schoology (start video at 2:50)- Common Sense Review
Creating,Using, and
SharingSchoology
Rubrics
Video:Grading Features in
SchoologyA great way to give customized feedback
to students on submitted assignments.
Video includes student view at the end!
Curated List: Outside Tools forFormative Assessment
Providing Feedback & Utilizing Formative
AssessmentsRUSD Distance Learning 3.0
For Students:How to View Teacher
Feedback in Schoology(video)
Video: Google Tools forFormative Assessment
Extra: Using Unsplash Images on your Google Slides
How to Do Formative
Assessment in Distance
LearningHighlighted Tip: Focusing on just a few
allows students to experience tools they’re used to, while also ensuring that checking for learning doesn’t get boring (Edutopia).
Video & Link Resource:Creating a
Comment Bankfor Grading
in Schoology45
Addressing Academic Honesty
in Online Assessment● Utilize Turnitin tools within Schoology to reduce plagiarism on
assignments. [WHS Turnitin Guide] [Turnitin LTI Assignment Tutorial]○ Pro-tip: Let the students know that you’re checking Turnitin.
● If you are using a test bank, change a few words in the question to
avoid students being able to find the answers on Google/Quizlet/etc.
● You can also have Google Meet activated while students are testing,
that way you can monitor them for extra screens/phone usage*.
● Moving toward authentic, project based assessment reduces the
likelihood of academic dishonesty since students are often producing
something original. This also cuts down on students sharing with each
other and simply copying answers. 46
A Day in the Life of DL - Secondary
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Sample Middle School Student Schedule for Distance
Learning
*Specific times may be adjusted
8:00 - 8:30 Teacher office hours (available as needed)
8:30 - 9:27 ELA
9:30 - 10:17 Science
Break
10:25 - 11:12 Math
11:15 - 12:02 History
Lunch
1:33 - 2:20 PE
2:23 - 3:10 Elective
3:10 - 3:40 Teacher office hours (available as needed)
Sample High School Schedule for Distance Learning
*Specific times may be adjusted by WHS/RHS
**VHS schedule is slightly different
7:15 - 7:45 Teacher office hours (available as needed)
7:45 - 9:05 Math
9:20 - 10:45 Elective or PE
10:50 - 12:45 History plus Intervention time
Lunch
1:20 - 2:40 Science
2:40 - 3:10 Teacher office hours (available as needed)
Next Steps - Secondary
Based on the recommendations of the Secondary Distance Learning workgroup, the following actions will be taken:
1. Final Development of the Secondary Distance Learning 20-21 Resource Guide and professional development series.
2. Secondary administration will share/review the Resource Guide with department heads who will then review with Professional Learning Communities (PLCs) during pre-service work days.
3. Professional Development for teachers on Distance Learning, Social-Emotional Learning during pre-service work days.
4. Immediate and ongoing opportunities for teachers to collaborate with peers to share expertise, develop lessons/activities the workload.
5. Ongoing synchronous and asynchronous professional development opportunities for teachers and classified staff support staff.
6. Web based resources and training for students and parents on hardware, software, and supporting Distance Learning at home. 48
Special Education Workgroup
Who: 37 Participants - Teachers, Related Service Providers, Classified Staff, Principals, and District Administrators.
What: Identify Best Practices and recommendations for providing special education and related services for students with IEP’s.
When: Summer 2020
Guiding Questions:○ What are Best Practices for providing services for students in all learning
formats (Rocklin Virtual Campus, Distance Learning, and Hybrid Model)?○ How do we improve participation and engagement for our students?○ How can we clarify expectations and improve consistency in services
across programs/sites?○ What professional development and ongoing support is needed for staff? 49
Best Practices
Distance Learning 20-21 - Special Education
#1 Daily live interactions with teacher, students and/or parents to
increase participation and engagement.
#4 Curriculum, software, and professional development for online
learning added to improve access.
#3 Individual Distance Learning Plans with structured and
consistent schedules identifying all services and supports.
#2 SB 98 required Temporary Emergency Plans added toIndividual Education Plans
(IEP’s) through an Amendment.
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Provide More for Targeted Student Groups
RUSD will provide additional supports for our English Learners, Foster and Homeless Youth, and Socio-Economically Disadvantaged students, including:
● Virtual Back to School Fair to provide supplies, community resources, and elicit input on serving and supporting students and families
● Increased mental health services and referrals to community organizations● Access to needed technologies and nutrition services● Increased communication with families through:
○ Weekly parent/guardian office hours and information sessions hosted in multiple languages.
○ Parent trainings on various digital platforms in multiple languages.○ Translation services in multiple languages .○ Site based homeless and foster youth liaisons.○ Ongoing screening and individualized outreach. 51
Provide More for Targeted Student Groups
RUSD will provide additional supports for our English Learners students and their families during Distance Learning. These supports will include:
● Uninterrupted Designated English Language Development (ELD) blocks that will address ELD standards at targeted English proficiency levels
● Content area support and integrated ELD throughout the day with our English Learner (EL) support staff
● Use of current assessment data in order to reclassify or place EL students into English proficiency level groups
● “Newcomer” hours in order for EL support staff to provide an extra layer of instruction and support for our students and families
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Progress Monitoring
Teachers, school site leaders, and district staff will monitor the performance and participation of students during Distance Learning 20-21 and beyond. Metrics will include:
● Feedback from teachers, parents, students.● Student engagement in assignments and synchronous lessons.● Student achievement, including diagnostic, formative and summative assessment
data.● Daily attendance including monitoring social-emotional wellness.
Improvement Science/Continuous Improvement methods will be utilized to address identified problems and pilot small changes to improve Distance Learning approaches.
Multi-Tiered System of Supports will be used to address student and families needs, including referrals for Tier II/III support in academic, social-emotional and behavior.
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The Looming Pivot to Hybrid
Per the California Governor’s order on July 17th, counties on the state watch list such as Placer, must be off the watch list for 14 days prior to reopening in person.
Once RUSD can resume in person instruction during the first nine weeks (quarter), we will pivot to the approved hybrid model. All RUSD school have been preparing for this contingency:
● Creating alternate class lists that divide students into “A” and “B” groupings.● Developing health and safety procedures and protocols to insure that county
and state regulations are followed to the greatest extent. ● Preparing detailed communications to families about the procedures that will
be followed when students return in person including self-screening, positive case protocols, and contact tracing.
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Closing - The Road Ahead
RUSD staff is committed to working together to overcome the challenges presented by the COVID-19 pandemic. We embrace the
possibilities in this crisis and will continue to adapt our approaches to better meet the needs of students and families.
We will continue to provide options for learning that match the needs of the Rocklin community and meet the guidelines of the state and
county health departments.
We look forward to our students returning to our school as soon as it is possible and a safe to do so.
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