Distance Learning

in MBUSD

2020-21

This document reflects the collaborative work of the MBUSD Steering Committee, Secondary Subcommittee, and Elementary Subcommittee for presentation to the

MBUSD Board of Trustees on July 29, 2020. This is a living document that will be revised and expanded as laws change. The District will augment with additional details as they become available.

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Table of Contents

MBUSD INSTRUCTIONAL VISION .............................................................................................. 3

DISTANCE LEARNING IN MBUSD .............................................................................................. 4

Definition of Remote or Distance Learning 4

Number of School Days and Minimum Instructional Minutes for 2020-21 School Year 4

Learning Requirements (AB-77 43503) 4

Attendance 5

Communication 6

Additional Communication Expectations 6

Instructional Materials 7

Pick-Ups – Novels, Textbook, Manipulatives, and Supplies 7

Comprehensive Online Curriculum 8-9

Grades – Returning to 2019 Grading Practices 9

Assessment – Evidence of Student Learning and Progress Monitoring 10

and Assessment Etiquette

Assessment – Special Education 11

Professional Learning for Teachers and Staff 12

STUDENT EXPECTATIONS ........................................................................................................... 13

Responsibility and Integrity 13

Online Etiquette 13

PARENT ENGAGEMENT AND SUPPORT ............................................................................... 14

Parent Learning 14

Parent Feedback 14

Technology Tips and Support 14

Suggested Technology Needs for Teachers 14

SCHEDULE IDEAS FROM INSTRUCTIONAL GROUPS ....................................................... 15

Mira Costa – Draft Possible Schedule 15

MBMS – Draft Possible Schedule 16

Elementary – Draft Possible Schedule 16

Special Day Class 17

Learning Resource Center/Learning Center 18

Resource Class (in academic areas) – Secondary Level 18

Related Services 19-20

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LOWER ELEMENTARY CURRICULUM AND INSTRUCTION (TK-1) .............................. 21

Teaching and Learning 21

English Language Arts 21

History-Social Science Framework and Standards 22

Social Justice Standards 22

Mathematics 22

Science – Next Generation Science Standards (NGSS) 22-23

Physical Education 23

Visual and Performing Arts (VAPA) 23

Social and Emotional Learning 23

UPPER ELEMENTARY CURRICULUM AND INSTRUCTION (2-5) .................................. 24

Teaching and Learning 24

English Language Arts 24

History-Social Science Framework and Standards 25

Social Justice Standards 25

Mathematics 25

Science – Next Generation Science Standards (NGSS) 26

Physical Education 26

Visual and Performing Arts (VAPA) 27

Social and Emotional Learning 27

MIDDLE SCHOOL CURRICULUM AND INSTRUCTION (6-8) .......................................... 28

Teaching and Learning 28

Grade 6 Humanities 28

Mathematics 29

Science 29

History-Social Science Framework and Standards 29

Social Justice Standards 29

Physical Education 30

Visual and Performing Arts 30

Social and Emotional Learning 30

MIRA COSTA CURRICULUM AND INSTRUCTION (9-12) ................................................ 31

Teaching and Learning 31

High School Textbooks and Resources 31

Instruction (Delivery) 31

Demonstrate Progress (Check) 32

Demonstrate Learning (Assess) 32

Engage and Connect 32

Academic Integrity 33

Grades 33

Make-up work / Flexibility 33

Social and Emotional Learning 33

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MBUSD INSTRUCTIONAL VISION

The fundamental purpose of the MBUSD is to ensure that all students learn at high levels. Within

our Personalized Learning Framework, we take collective responsibility to help each child grow

academically, socially, and emotionally and use evidence of learning to ensure student success.

Personalized Learning Framework Elements

Know Your Learners – Intentionally take steps to study our students in

order to teach them well.

Voice and Choice – Invite, respect, and consider student perspectives, preferences, and

opinions. Provide learners with options regarding the ways in which they engage, revise,

and expand their learning.

Flexibility – Promote flexibility of groups, environment, access, and mindset.

Data Informed – Use evidence of student learning to make decisions about teaching and

learning.

Integration of Digital Tools – Integrate technology purposefully and responsibly as tools

for differentiating instruction, providing meaningful feedback, and promoting creativity,

collaboration, & efficiency.

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DISTANCE LEARNING in MBUSD

Definition of Distance Learning Instruction in which the student and instructor are in different locations, including interacting through the use of a computer and communications technology, as well as delivering instruction and check-in time with the teacher; may include the use of print materials, instructional videos, and other learning experiences that rely on computer or communications technology (cdc.gov).

Number of School Days and Minimum Instructional Minutes for 2020-2021 School Year

● Days of school offered = 180 days ● Minimum school day, as defined by AB-77, is as follows:

○ TK / Kindergarten 180 min. (3 hours) ○ 1st - 3rd Grade 230 instructional minutes (3 hours 50 minutes) ○ 4th - 12th Grade 240 instructional minutes (4 hours)

● Total instructional time based on “time value” of synchronous & asynchronous activities/assignments

Learning Requirements (AB-77 43503) Distance learning shall include all of the following:

● Access for all pupils to connectivity and devices adequate to participate in the educational program and complete assigned work.

● Daily, live interaction with certificated employees and peers for purposes of instruction, progress monitoring, and maintaining school connectedness through internet or telephonic communication, or by other means permissible under public health orders.

● Content aligned to grade level/course standards that is provided at a level of quality and intellectual challenge substantially equivalent to in-person instruction.

● Academic and other supports designed to address the needs of pupils who are not performing at grade level, or need support in other areas, such as English learners, pupils with exceptional needs, pupils in foster care or experiencing homelessness, and pupils requiring mental health supports.

● Special education, related services, and any other services required by a pupil’s individualized education program (IEP) with accommodations necessary to ensure that IEP can be executed.

● Designated and integrated instruction in English language development for English learners, including assessment of English language proficiency, support to access curriculum, the ability to reclassify as fully English proficient.

● Nutritionally adequate meals provided for pupils who are eligible for free and reduced-price meals.

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Attendance

Compulsory education requirements apply for the 2020–21 school year (AB-77 43504). Daily participation, in whole or in part, for which distance learning is provided must be documented. A pupil who does not participate in distance learning on a school day shall be documented as absent.

Daily participation may include, but is not limited to: ● evidence of participation in online activities ● completion of regular assignments ● completion of assessments ● contacts between teachers and pupils or parents or guardians.

MBUSD must ensure that a weekly engagement record is completed for each pupil documenting synchronous or asynchronous instruction for each whole or partial day of distance learning, verifying daily participation, and tracking assignments.

At a minimum, MBUSD will determine Aeries attendance codes to indicate when a student is present, when a student partially attended but did not receive the equivalent of the minimum required time value for a class, and when a student did not attend class.

Each school will regularly communicate with parents and guardians regarding pupil’s academic progress. A plan for tiered reengagement strategies for all pupils who are absent from distance learning for more than three school days, or 60 percent of instructional days in a school week shall include, but is not limited to:

● verification of current contact information for each enrolled pupil ● daily notification to parents or guardians of absences and partial participation ● outreach from the school to determine pupil needs including connection with health and social

services as necessary and, when feasible, transitioning the pupil to full-time in-person instruction

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Communication

District, schools, and teachers will have a clear, consistent, concise, and accessible communication plan that prioritizes student connection to trusted school personnel. Family access to information is imperative in a home learning format.

Tk-2 Seesaw, Class Dojo, and Google Classroom will be the primary tools used to communicate assignments. Additional communication may come through websites, newsletters, emails, phone calls, and Aeries.

3-12 Google Classroom will be the primary tool used to communicate assignments. Additional communication may come through websites, newsletters, emails, phone calls, and Aeries. Google Calendar will be utilized as a primary organizational tool for student planning (month/week-at-a-glance).

Additional Communication Recommendations

TK-5

● Teaching and learning will adhere to consistent schedule ● Teacher Teams will communicate/post general classroom information such as: “week-at-a-

glance”, standards to be covered, video links, assessment, etc. ● Prior to the school day, and in a consistent manner, daily assignments and due dates will

be communicated

6-12

Communicate to parents regarding class content ● Assignments posted in the same place and at a consistent time

○ Posting assignments - Assignments given that are due the next time the class meets

will be posted by the end of the previous class day; no later than 3:30 p.m. (e.g.

Period 1 meets on Monday, assignment posted by 3:30 PM on Monday due the

next time the class meets), and the due time for submission will be at the beginning

of the next time the class meets.

○ Assignments with longer than one class period to complete will be due at 11:59 pm on the due date.

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Instructional Materials

All schools are subject to the Williams standards, including the sufficiency standard. ● Sufficiency of instructional materials is defined in Ed Code 1240(c)(2)(B) to mean that each pupil has

sufficient textbooks and instructional materials in the four core areas as defined by Section 60119. ● Ed Code 60119(c)(1) states that sufficient textbooks or instructional materials means “each pupil,

including English Learners, has a standards-aligned textbook or instructional materials, or both, to use in class and to take home.”

To access online instructional materials, every student will have access to a device and the internet; students/families will communicate needs to school site administration

● Online materials are preferred ● Hard copy textbooks will be distributed at teacher’s request ● Schools will provide a comprehensive list of text materials for parents/student who wish to purchase

their own

Pick-Ups - Novels, Textbooks, Manipulatives, and Supplies ● As much a possible, learning materials are available online ● Schools will distribute necessary “other” materials and consumables at scheduled times during the

beginning of each trimester or designated period, following safety guidelines (e.g. printed material,

novels, math workbooks, ten frames, science consumables, counters, base ten blocks, other math

manipulatives).

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Comprehensive Online Curriculum

Options for Online Curriculum - Members of the instructional subcommittee, volunteer teachers, parents and staff reviewed options for a comprehensive online curriculum. Stakeholders agreed that the curriculum must promote/provide:

● Consistency ● Flexibility ● Automated Grading ● Pre-recorded Instruction

● Clarity ● Rigor ● Immediate Feedback ● Monitoring Tools

Grade 6 - 12 Secondary stakeholders reviewed resources, attended demonstration sessions, asked questions, completed surveys, and ultimately voted to use SchoolsPLP to support distance learning in the 2020-2021 school year. Teachers may use this resource to supplement (not supplant) instruction.

● The platform provides flexibility to be used as whole courses and as supplemental materials to enhance individual teacher lessons.

● Full-time use of an online curriculum by students would be considered a placement by the school based on individual circumstances.

Grades TK - 5 - In preparation for returning to learning, elementary stakeholders are still considering the use of a comprehensive online curriculum to support (not supplant) teacher instruction.

Rationale for Online Curriculum Consistency: Students within a course or grade level will have access to a consistent curricular foundation and learning platform. This would provide equitable access to curriculum for all. Clarity: Objectives, learning targets, activities, and assessments would be clearly defined and communicated for all students for each lesson and instructional segment at the outset. Teachers, parents, and students can easily access this information for the entire year at any time. This will help families and students plan their time more effectively instead of relying on weekly updates from teachers that might be better defined by one teacher over another. Flexibility: An online curriculum will enable District schools to alter the time students are on campus without causing a disruption to the learning environment. While physical time on campus provides opportunities for face to face interaction with teachers, peers, and instructional materials, on campus learning is not required to meet the objectives of the curriculum. All of the learning can take place at home if necessary and teacher meetings can continue through virtual platforms such as Google Meets and Zoom. If a school or schools were required to close for a period of time due to a positive case of COVID-19, students and teachers would transition quickly and effectively to 100% online learning. Rigor: The online curriculum must be rigorous, standards aligned, and offer Advanced Placement courses, honors courses, and be University of California a-g approved.

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Comprehensive Online Curriculum (continued)

Immediate Feedback: The online curriculum must increase feedback to students where most of the work that students complete is automatically graded and the results of their assignments and assessments are immediately displayed. This provides students with feedback on the work they are doing and prevents them from having to wait for a teacher to grade everything. However, teachers will still need to grade assignments and assessments that reflect higher levels of Depth of Knowledge that cannot easily be graded by computer and provide feedback to students. Automated Grading: Automated grading for many of the assignments in the online curriculum and singular online platform would allow teachers to focus instead on those activities and assessments that measure student learning of concepts and skills that reflect higher levels of learning, such as written assignments and document-based questions. Pre-recorded Instruction: Many of the lessons and activities in the online curriculum should include pre-recorded segments that provide the direct instruction necessary to understand and access the content in each course. This ensures that students are taught the material they need to learn as opposed to depending on their parents or their classroom teachers for this. This allows teachers to focus on monitoring and assessing student work, and supporting those students who are struggling. Monitoring Tools: A singular online platform should enable teachers and parents to monitor students as they engage in their learning, including easily accessed assignments and current grades. Parents and teachers would also be able to monitor how much time students have been active in each lesson and how far along they are in completing the lessons. This can ensure student accountability for their time on task and effort. Options for Students, Families, and Staff who are Considered “At Risk” for Health Complications: The use of an online curriculum provides options to students, families, and teachers to continue benefiting from the curriculum while staying at home. Whether a person is considered at risk due to health complications related to COVID-19, or a person’s family member is considered at-risk, the option to use and receive 100% online curriculum could be made available. A comprehensive online curriculum will provide for continued access, course delivery, and course completion.

Grades - Returning to 2019 Grading Practices

Elementary - MBUSD Standards-based Report Cards Secondary - A-F grading system on transcripts according to the adopted yearly grading calendar

● Teachers will strive to provide consistent and timely inputting of grades into Google Classroom so that students can track their individual progress

● Students should be given opportunities to make up work where technology glitches prevent timely participation or submission of assignments.

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Assessment - Evidence of Student Learning and Progress Monitoring and Assessment Etiquette*

Educators must understand what students know and are able to do. All formative and summative assessments must be completed independently by students.

Four Critical Questions for Educators:

1. What do we expect our students to learn? (Learning Goals/Expectations)

2. How will we know they are learning? (Assessment)

3. How will we respond when they don't learn? (Intervention) 4. How will we respond if they already know it? (Enrichment/Extension)

What do we expect our students to learn? (Learning Goals/Expectations) ● Teachers will provide California standards-aligned curriculum and instruction ● Students will know the learning objectives (within each standard) for each lesson, unit and course of

instruction ● Course syllabi will address essential standards and learning objectives, class procedures and

expectations, and outline how mastery will be demonstrated (6-12) How will we know they are learning? (Assessment)

● Educators will annually assess student academic levels and social and emotional needs upon their return to learn.

● Knowing your learners must be a priority at the start of every year, however accurate assessment of student mastery levels is critical at the start of the 2020-2021 school year.

○ Pre-assessments before units of study is a best practice ○ Data from formative assessments (formal and informal) will be used to adjust instruction and

ensure students progress towards learning goals and objectives ● K-5 District assessment expectations will include scheduled universal screenings to identify specific

areas where instruction or intervention may be needed to improve student learning (e.g., STAR, F&P, Lexia, ESGI).

● 6-12 - Course alike teams will determine formative assessments to use and determine tiers of support (e.g. Lexia PowerUp, MDTP for math, Star Math 6th grade, on-demand writing prompts)

● Data will be used to create small homogenous groupings to target skills students need (e.g. Interim Assessment Blocks (IABs).

How will we respond when they don't learn? (Intervention)

1. Utilize a Multi-Tiered Systems of Support (MTSS) RtI and PBIS and utilize data to monitor progress 2. Develop and follow a clear, intervention strategies within the general education classroom 3. Utilize PLC and Student Success Team (SST) structures to develop intervention plans 4. Utilize asynchronous time on (e.g. on Wednesdays, during office hours) to provide additional support

How will we respond if they already know it? (Enrichment/Extension)

Voice and Choice - Independent Study Projects

Small group projects that provide students to go deeper into standards application

Utilize online curriculum platforms to provide additional learning opportunities

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Assessment - Special Education

Documentation of prior interventions completed for evidence of student learning and progress monitoring.

Establish in-person assessment center/testing rooms (plexiglass dividers, masks) and protocol for special education assessments (in person and if appropriate, remotely including parent interviews/rating scales).

Determine at what point and how in the phase-in process of in-person assessment centers may begin operation

Resource NASP resources

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Professional Learning for Teachers and Staff

MBUSD utilizes Federal Relief funds, MBEF grants, and PTA/PTSA support to provide professional learning opportunities for teachers, instructional support staff, and classified employees. Employees will receive initial and ongoing training on best practices in pedagogy, safety protocols, use of specific platforms and other distance learning tools. Between August 1-23, MBUSD facilitators will build roughly five two-hour learning workshops in the areas identified as most important for starting the year with distance learning (VIDEO):

1. Google Classroom: Getting Started, Organizing Assignments, Providing Student Feedback, Grading

a. Google Forms: Quizzes, Student Responses, Polls/ Survey, feedback

b. Google Slides

c. Google Email

d. Giving Feedback in Google Docs

e. Additional Feedback tools - Doctopus, Mote

f. Google Voice “Phone Number” anonymous texting or messages

2. Zoom:

a. Settings for success and privacy

b. using breakout rooms, polls, whiteboards, attendance

3. Best Practices in Online Teaching - an Overview

4. Screencastify

a. Creating videos for slipping the classroom, teaching, and reteaching

b. Student use of Screencastify for projects/assignments to demonstrate learning

5. Online Curriculum Platforms

Throughout the year, ongoing training will include but is not limited to the following:

● Assessment software and alternate forms of assessment ● Using online resources to the max: (e.g. Boom Cards, Reading A-Z, Freckle, STAR, TCI, Newsela, NRI,

Stemscopes) ● Teletherapy Bootcamp ● Behavior Strategies/Implementing Behavior Plans via Zoom ● SEL Intervention Strategies for distance learning ● Understanding and Managing Student Emotions ● How to teach in a distance learning model (pedagogy) ● Online student engagement (connectedness) ● Assessment software and alternate forms of assessment ● Peardeck ● Restorative Circles ● Online curriculum platforms ● MTSS (RtI and PBIS) ● Antiracism and Implicit Bias ● How to re-engage students when they are in refusal mode ● Assessment software

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STUDENT EXPECTATIONS

Responsibility and Integrity

Students will: ● Be respectful of themselves, teachers, and peers ● Review assignments ● Ask clarifying questions when they need help or don’t understand ● Submit work on time and utilize feedback to optimize learning ● Submit assignments, projects, tests, work that is reflective of what they know and are able to do

Online Etiquette Link to Do’s and Don’ts and Link to Online Etiquette Poster

● Arrive on time ● Stay in the Zoom meeting until you are excused by the teacher ● Have school supplies at the ready ● Log in with first and last names ● No toys, no food ● Dress appropriately ● Sit down at a quiet workspace (desk or table) ● Cameras on ● No unmuting, no setting backgrounds ● Parents/guardians allow students to work independently ● Behavior management support from the administration ● Norms for Virtual Instruction/Service Delivery Model: Special Education

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PARENT ENGAGEMENT AND SUPPORT

Parent Learning

Provide opportunities (e.g. videos, articles, workshops) for parents to learn about:

● Preparing your child for their “Return to Learn” (Social Stories Examples) ● Learning progressions in reading, writing, and math ● Encouraging and supporting a growth mindset in their children ● How and why adults encourage students to work independently and demonstrate what they know

and are able to do. ● How to navigate Clever, Single Sign On. Google Classroom, and Aeries ● How to Manage Stress ● How to Keep Students Engaged in Learning: Addressing Zoom Refusal and Participation ● Provide resource and contacts - South Bay Families Connected, Beach Cities Health District

Parent Feedback

Provide regular opportunities for parents to communicate what is working and what can be improved.

Technology Tips and Support

● All passwords and other login information should be readily available ● As much as possible, utilize Single Sign On (Clever) for all digit resources ● When technical difficulties arise, look to the MBUSD Distance Learning Website for tutorial videos

and written directions ● Use a search engine for the answer to a technical question that is specific to your device or concern

that is not related to the school district

Suggested Technology Needs for Teachers

● Document camera / additional camera ● Computer/laptop ● Internet Access ● Additional tools to be determined

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SCHEDULE IDEAS FROM INSTRUCTIONAL GROUPS

MIRA COSTA - Draft Possible Schedule

Block schedule to reduce number of transitions between classes Year-long schedule to be used for distance learning or on-campus learning to avoid schedule disruption when increasing or decreasing campus use through hybrid phase-ins levels Proposed year-long schedules:

● 3x3 with skinny schedule

● A/B block schedule M/T/T/F designated for synchronous learning for 2020-2021 school year regardless of phase-in level W designated for asynchronous learning for 2020-2021 school year regardless of phase-in level

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MBMS - Draft Possible Schedule

ELEMENTARY - Draft Possible Schedule

The elementary schedule will include regular instruction for science lab, library, PE (grades 1-5), and music (grades 3-5)

Kindergarten Sample Schedule First Grade Sample Schedule Third Grade Sample Schedule Fourth Grade Sample Schedule Fifth Grade Sample Schedule Sample Music Schedule

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SPECIAL DAY CLASS

● Recommendations ○ Determine how services will be delivered and include the information in the Student Distance

Learning Plan inclusive of all special education and related services ○ Utilize support staff to work with students, for example during asynchronous learning, gen ed

synchronous lessons using chat features, break out rooms, etc. and other various tools to support inclusion in general education

○ Enable Zoom features to facilitate communication between staff and students (i.e. individual chat feature, polls)

○ Asynchronous learning may include but not limited to Freckle, TeachTown, Boom cards, Unique, and other instructional programs/assessment tools (for ongoing data collection)

○ Synchronous learning to include structured and unstructured times for social connection (i.e. lunch bunch clubs) in addition to academic goal work

○ Collaborate with related service providers (i.e. Speech, Occupational Therapy, School Psychologists) to work on goals within the classroom.

○ Regular check-ins with family (beginning of the year meeting/interview, surveys/check-ins) ○ IEP team will help to provide parent partnership/coaching for learning at home (activities to

support goals, behavior strategies to access learning etc.) ○ Teacher/staff collaboration, job-alike groups and professional learning ○ Allotted time to be determined and will be based on school schedule and distance learning

plan

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LEARNING RESOURCE CENTER/LEARNING CENTER

● Recommendations ○ Determine how services will be delivered and include the information in the Student Distance

Learning Plan inclusive of all special education and related services ○ Utilize support staff to work with students, for example during asynchronous learning, gen ed

synchronous lessons using chat features, break out rooms, etc. and other various tools to support inclusion in general education

○ Enable Zoom features to facilitate communication between staff and students (i.e. individual chat feature, polls)

○ Develop Student Distance Learning Plans in collaboration with related service providers and parents ○ Access to general education lesson/activities (i.e. Google Classroom) ○ Asynchronous learning to include but not limited to (Razz kids, Readworks, Lexia Core5/powerup,

Khan Academy) ○ Synchronous learning to include and not limited to work to help address IEP goals ○ SEL- Consistent and ongoing ○ Combination of whole group, small group and 1:1 sessions, as appropriate to support instructional

and social-emotional learning ○ Collaborate with related service providers (i.e. Speech, Occupational Therapy, School Psychologist to

connect goal work across settings. ○ Maintain ongoing communication/consultation with families ○ Teacher/staff collaboration, job-alike groups and professional learning ○ Allotted time to be determined and will be based on school schedule and distance learning plan

RESOURCE CLASS (In Academic Areas)- Secondary Level

● Recommendations ○ Determine how services will be delivered and include the information in the Student Distance

Learning Plan inclusive of all special education and related services ○ Utilize support staff to work with students, for example during asynchronous learning, gen ed

synchronous lessons using chat features, break out rooms, etc. and other various tools to support inclusion in general education

○ Enable Zoom features to facilitate communication between staff and students (i.e. individual chat feature, polls)

○ Resource classes follow the essential standards for the subject area and are aligned with general education curriculum

○ Access curriculum (i.e. Google Classroom and other platforms) ○ Asynchronous learning to include but not limited to (presentations, independent work, materials to

address IEP goals) ○ Synchronous learning to include and not limited to lessons via distance learning ○ SEL- Consistent and ongoing ○ May use small group via distance learning platforms ○ Maintain ongoing communication/consultation with families ○ Teacher/staff collaboration, job-alike groups and professional learning ○ Allotted time to be determined and will be based on school schedule and distance learning plan

RELATED SERVICES

***Related services will be delivered during the school day ***These services are based on your child’s specific IEP

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Speech

● Recommendations ○ Determine how services will be delivered and include the information in the Student Distance

Learning Plan inclusive of all special education and related services ○ Synchronous learning may include distance learning via zoom or other platforms ○ Asynchronous learning may include but not limited to access to materials in google classroom

such as Boom Cards, Kahoot, activities in Google Classroom, Hearbuilder ○ Teacher/staff collaboration, job-alike groups and professional learning ○ Allotted time to be determined and will be based on school schedule and distance learning

plan

Occupational Therapy/Physical Therapy/Adaptive PE

● Recommendations ○ Determine how services will be delivered and include the information in the Student Distance

Learning Plan inclusive of all special education and related services ○ Distribute a set of personal equipment to each student as needed for APE ○ Synchronous learning for OT services may include OT/COTA participation in small group, class

Zoom (individual/group) following directed teaching ○ Asynchronous learning may include at home activities ○ Teacher/staff collaboration, job-alike groups and professional learning ○ Allotted time to be determined and will be based on school schedule and distance learning

plan

Psychologists/Counseling

● Recommendations ○ Determine how services will be delivered and include the information in the Student Distance

Learning Plan inclusive of all special education and related services ○ Synchronous learning may include counseling / groups via distance learning ○ Asynchronous learning may include access to materials (social stories, videos, mindfulness,

DBT/CBT strategies) to help with social emotional needs via google classroom or other platforms

○ Services will be addressed according to IEP DIS Counseling goals of individual student ○ More specific SEL tools related to IEP goals (using evidence based practice) ○ Teacher/staff collaboration, job-alike groups and professional learning ○ Allotted time to be determined and will be based on school schedule and distance learning

plan

***Related services will be delivered during the school day ***These services are based on your child’s specific IEP

Behaviorist (BCBA)

● Recommendations ○ Determine how services will be delivered and include the information in the Student Distance

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Learning Plan inclusive of all special education and related services ○ Collaborate with staff to develop clear schedules for students ○ Participation in class Zoom following directed lesson to target skills ○ Behavior goal data collection within Zoom sessions ○ Provide coaching to staff (including support staff) and parents on implementation of behavior

supports via Zoom ○ Schedule parent consultation for behavior support related to accessing distance learning ○ Assist with social and life skill learning ○ Teacher/staff collaboration, job-alike groups and professional learning ○ Allotted time to be determined and will be based on school schedule and distance learning

plan

IBIs/Instructional Assistants

● Recommendations ○ Determine how services will be delivered and include the information in the Student Distance

Learning Plan inclusive of all special education and related services ○ Provide instructional and behavioral support to assigned students within special and general

education settings using various platforms (i.e. using Zoom chat, Zoom break-out rooms, etc.) ○ Review classroom content/material and provide feedback to students (i.e. Google Classroom) ○ Collect data on student progress (as required) ○ Teacher/staff collaboration; continue professional learning as assigned ○ Allotted time to be determined and will be based on school schedule and distance learning

plan

***Related services will be delivered during the school day ***These services are based on your child’s specific IEP

QUESTIONS? Contact Case Carrier for general questions, concerns and/or clarification For specific questions about Speech, OT, PT, APE, School Psychologist please contact DIS provider directly

LOWER ELEMENTARY CURRICULUM AND INSTRUCTION TK – Grade 1

Teaching and Learning

● Synchronous - Students and teacher together in real time ○ Teacher-led meaningful and purposeful instruction

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○ Small group instruction or 1:1 conferences in core subjects ● Asynchronous - Independent Practice

○ Pre-recorded video lessons ○ Independent practice ○ Online curriculum

Teachers will deliver live instruction in all core subject areas and regularly integrate History-Social Science and Science content standards into core instruction.

Teachers will utilize live instruction with students daily. This should include a combination of whole group, small group, and 1:1 instruction.

Teachers will utilize the Workshop Approach in reading and writing and Cognitively Guided Instruction (CGI) in math.

English Language Arts - California Common Core State Standards (CCSS) Link to Standards Synchronous Balanced Literacy Learning Opportunities:

● Reading Workshop Minilesson (3-4x / week) ● Writing Workshop Minilesson (3-4x / week) ● Phonics / Word Study Lesson (2-3x / week) ● Read Aloud / Interactive Reading (3-4x / week) ● Small group instruction or 1:1 conferences in core subjects

Asynchronous Learning Opportunities (applying skills and strategies): ● Independent Reading (10-30 minutes / day)* ● Independent Writing (10-30 minutes / day)* ● Freckle Adaptive Skills Practice and/or Assigned Skills Practice (10-15 minutes) ● Phonics / Word study Independent Practice (15-20 minutes)*

*Times will vary depending on student, grade level, and time of year Curriculum / Online Tools

● Freckle ELA ● Lexia Core5 ● Open Court Phonics ● Reading A-Z ● Brainpop ● Scholastic News ● Handwriting Without Tears (TK-K)

History-Social Science (H-S.S.) Framework and Standards Link to Framework Link to Standards Social Justice Standards - Link to Standards

Grade level teams must address how they will teach the H-S.S. standards. Some teams may choose to departmentalize for H-S.S. All teams will integrate H-S.S. and science with reading and writing instruction.

Mathematics - California Common Core State Standards (CCSS) Link to Standards

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Synchronous Balanced Mathematics (Conceptual Understanding, Application, Procedural Skills & Fluency) ● Math Routines Warm Ups (4x / week)

○ Number of the Day ○ Choral Counting ○ Number Talk ○ True or False ○ Quick Images ○ What Do You Notice? ○ One of These Things

● Math Lesson (4x / week) ○ Story Problem ○ Strategy Share Out ○ Three Act Task

● Small group instruction or 1:1 conferences in core subjects

Asynchronous Learning Opportunities (applying skills and strategies): ● Fact Fluency Games (10-15 minutes / day) ● Freckle Adaptive Skills Practice and / or Assigned Skills Practice (10-15 minutes) ● Counting Collection (10-15 minutes)

Curriculum / Online Tools ● Freckle Math ● Everyday Math

Science - Next Generation Science Standards (NGSS) Link to Standards

Synchronous Science (District Common Science Lessons - see S3 Binders) ● Kindergarten - lessons ● 1st Grade - lessons ● Science Specialists Lab

○ 1st grade - 1x per month ○ 2nd/3rd grades- 2x per month ○ 4th/5th grades- 1x a week

Asynchronous Learning Opportunities (applying skills and strategies): ● Science Specialists Lab / Lesson Videos ● Mystery Science - Activities / Videos ● Observations and Recording of Data

Curriculum / Online Tools

● S3 Binder (“Super Spectacular Science”) ● Brain Pop Jr ● Mystery Science ● Picture Perfect Books

Physical Education Grade 1- Link to Standards

Synchronous Physical Education ● Short meet up lessons and big Ideas for the week

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● Warm ups - Stretch - Main Standard to practice during game or activity

Asynchronous Learning Opportunities (applying skills and strategies): ● Practice main standard idea through the lessons given ● Lessons through Videos, google classroom and/or Seesaw ● Accountable through forms, quizzes, pic and or video of themselves

Visual and Performing Arts (VAPA) - Link to Standards

Synchronous VAPA ● Grade level teams will determine what this will be for their students

Asynchronous Learning Opportunities (applying skills and strategies): ● Grade level teams will determine what this will be for their students

Social and Emotional Learning

Synchronous Social and Emotional Learning ● Deliver 15 lessons from MindUp curriculum throughout the course of the year ● Highlight the competencies that are identified in the SEL Visual Framework and the follow the

calendar shared by the District SEL Committee ● Integrate the SEL LIFE SKILLS into any and all opportunities all day, every day. ● Daily check-in with students

Asynchronous Learning Opportunities (applying skills and strategies): ● Monthly home activities - Shared by District SEL Committee ● Monthly Flipgrid examples of the skills in framework

Curriculum / Online Tools ● Social and Emotional Visual Framework ● MindUP Curriculum - Modified for distance learning ● SEL Resources for staff (from Cheney Public Schools) ● SEL Learning Activities (for online teaching) ● CASEL SEL Roadmap for Reopening School ● MBUSD Virtual Calming Room ● PBIS Tools ● Guidelines for where parents can go for support for their student ● Virtual Calming Room

Support for Staff ● Activities to support staff SEW

Assessment ● Focus group to add: Student needs assessment regarding SEL status

UPPER ELEMENTARY CURRICULUM AND INSTRUCTION

Grades 2 - 5

Teaching and Learning

● Synchronous - Students and teacher together in real time

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○ Teacher-led meaningful and purposeful instruction ○ Small group instruction or 1:1 conferences in core subjects

● Asynchronous - Independent Practice ○ Pre-recorded video lessons ○ Independent practice ○ Online curriculum platforms

Teachers will utilize live instruction with students daily (per AB-77) and regularly integrate History-Social Science and Science content standards into core instruction. This should include a combination of whole group, small group, and 1:1 instruction.

Teachers will utilize the Workshop Approach in reading and writing and Cognitively Guided Instruction (CGI) in math.

English Language Arts - California Common Core State Standards (CCSS) Link to Standards

Synchronous Balanced Literacy Learning Opportunities:

● Reading Workshop Minilesson (3-4 per week) ● Writing Workshop Minilesson (3-4 per week) ● Word Study / Vocabulary/ Phonics Lesson (2nd) (2-3 per week) ● Read Aloud / Shared Reading / Interactive Reading (3-4 per week) ● Small group instruction or 1:1 conferences in core subjects

Asynchronous Learning Opportunities (applying skills and strategies):

● Independent Reading (20 - 45 minutes / day)* ● Independent Writing (20 - 45 minutes / day)* ● Word Study / Vocabulary/ Phonics (2nd) (10-15 minutes / day)*

*Times will vary depending on student, grade level, and time of year.

Curriculum / Online Tools

● Freckle ELA ● Brainpop ● Scholastic News ● Open Court Phonics (2nd) ● Reading A-Z (2nd)

History-Social Science (H-S.S.) Framework and Standards Link to Framework Link to Standards

Social Justice Standards - Link to Standards

Grade level teams must address how they will teach the H-S.S. standards.

Some teams will departmentalize for H-S.S. All teams will integrate H-S.S and science with reading and

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writing instruction.

Mathematics - California Common Core State Standards (CCSS) Link to Standards

Synchronous Balanced Mathematics (Conceptual Understanding, Application, Procedural Skills & Fluency)

● Math Routines Warm Ups (4x / week) ○ Number of the Day (2nd) ○ Choral Counting ○ Number Talk ○ True or False ○ Quick Images ○ What Do You Notice? ○ One of These Things

● Math Lesson (4x / week) ○ Story Problem ○ Strategy Share Out ○ Three Act Tasks ○ Go Math Lessons

● Small group instruction or 1:1 conferences in core subjects

Asynchronous Learning Opportunities (applying skills and strategies):

● Fact Fluency Games (10-15 minutes / day) ● Freckle Adaptive Skills Practice and / or Assigned Skills Practice (10-15 minutes / day) ● Eureka Mathematics (Engage NY) and / or Go Math Workbook Practice (15-30 minutes)

Curriculum / Online Tools

● Freckle Math ● Zearn ● Think Central

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Science - Next Generation Science Standards (NGSS) Link to Standards

Synchronous Science

● Learning experience/opportunity (2nd & 3rd grade: 1-2x per week) ● Learning experience/opportunity (4th & 5th grade: 3-4x per week) ● District Common Science Lessons - see S3 Binders

● 2nd Grade - lessons ● 3rd Grade - lessons ● 4th Grade - lessons ● 5th Grade - lessons

● Science Specialists Lab ○ 2nd & 3rd grade - 1x every other week ○ 4th & 5th grade - 1x per week

Asynchronous Learning Opportunities (applying skills and strategies):

● Science Specialists Lab / Lesson Videos ● Mystery Science - Activities / Videos ● Observations and Recording of Data

Curriculum / Online Tools ● S3 Binder (“Super Spectacular Science”) ● Stemscopes - 4th and 5th grade only ● Mystery Science - (2nd - 5th grade) ● Brain Pop ● Picture Perfect

Physical Education Elementary 2nd-5th- Link to State Standards Link to National Grade Level Outcomes

Synchronous Physical Education

● Deliver lessons/content to 1 grade level per day or morning/afternoon allowing for equipment cleaning etc.

● Deliver grade level content: websites, google classrooms, seesaw, live zooms Asynchronous Learning Opportunities (applying skills and strategies):

● Deliver content assignments through google classroom, seesaw, YouTube, WeVideo ● Give opportunities to show practice through google forms, classroom and or seesaw

Online Curriculum / Tools needed for Teaching Physical Education ● Teacher - knowledge of student used platforms (Google classroom, breakout rooms, Seesaw,

YouTube, WeVideo) ● Student - Knowledge of platforms ● Equipment - Student and or Family Pack of equipment: Jump rope, gator skin ball, frisbee, bean bag,

chalk, etc.

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Visual and Performing Arts - Link to Standards

Music Grade 3 - Wheel Curriculum (choir, recorder, and violin)

Synchronous Learning ● Live music lessons with music specialists

Asynchronous Learning ● Prerecorded video lessons and/or practice videos ● Independent assignments and assignment feedback (due weekly or as assigned by music teachers)

○ Video assignments ○ Online worksheets (Google forms)

Curriculum/Online Tools ● Lessons and assignments posted on music Google Classrooms weekly

Music Grades 4–5 - Performance Curriculum (choir, band, and strings)

Synchronous Learning: ● Live music lessons with music specialists

○ Full group ○ Small group (instrument sectionals)

Asynchronous Learning: ● Prerecorded video lessons and/or practice videos ● Independent practice on instrument or voice (15-20 minutes, daily) ● Independent assignments and assignment feedback (due weekly or as assigned by music teachers)

○ Video assignments ○ Online worksheets (Google forms)

Curriculum/Online Tools ● Lessons and assignments posted on music Google Classrooms weekly ● SmartMusic (Possible resource for music teachers/students, subscription needed)

Social and Emotional Learning

Synchronous Social and Emotional Learning: ● Deliver 15 lessons from MindUp curriculum throughout the course of the year ● Highlight the competencies that are identified in the SEL Visual Framework and the follow the

calendar shared by the District SEL Committee ● Integrate the SEL LIFE SKILLS into any and all opportunities all day, every day.

Asynchronous Learning Opportunities (applying skills and strategies):

● Monthly home activities - Shared by District SEL Committee ● Monthly Flipgrid examples of the skills in framework

Curriculum / Online Tools:

● Social and Emotional Visual Framework ● MindUP Curriculum ● SEL Resources for staff (from Cheney Public Schools)

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MIDDLE SCHOOL CURRICULUM AND INSTRUCTION

Grades 6 - 8

Teaching and Learning

● Synchronous - Students and teacher together in real time ○ Teacher-led meaningful and purposeful instruction

■ Teachers will deliver live instruction with students daily ○ Small group instruction or 1:1 conferences in core subjects

● Asynchronous - Independent practice ○ Pre-recorded video lessons ○ Independent practice ○ Online curriculum

Grade 6 Humanities - California Common Core State Standards (CCSS) Link to Standards

Synchronous Learning Opportunities:

● Daily live interaction with students (attendance, community building activities, and participation-written or oral contribution)

● Large and small group instruction (teacher-directed Teaching Points for both Reading and Writing Workshop, class discussions, peer editing, debates)

● Breakout rooms to facilitate small-group instruction or collaborative projects ● Book Clubs ● 1:1 Conferences ● Cross curricular reading/writing assignments and projects with Social Studies ancient history

Asynchronous Learning Opportunities:

● Grammar lessons ● Independent Reading with jotting/annotations ● Long write responses (to prompts/from jots) ● Practicing writing skills/brainstorming/rough drafts (argumentative, persuasive, narrative) ● Cross curricular focus questions based on Social Studies concepts, with support from literature and

writing assignments (will be used for discussion in synchronous class time) ● Office Hours for questions/conferences

Curriculum / Online Tools

● Google Classroom/Google Docs/forms/slides,(evolving to use more Google Extensions) ● History Alive! ● Kahoot ● Flipgrid ● Padlet ● Newsela

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Mathematics - California Common Core State Standards (CCSS) Link to Standards

● Synchronous ● Asynchronous Learning Opportunities (applying skills and strategies): ● Curriculum / Online Tools

Science - Next Generation Science Standards (NGSS) Link to Standards

● Synchronous Science ● Asynchronous Learning Opportunities (applying skills and strategies): ● Curriculum / Online Tools

History-Social Science Framework and Standards Link to Framework Link to Standards

Social Justice Standards - Link to Standards

Synchronous Learning Opportunities:

● Daily live interaction with students (attendance and participation-written or oral contribution) ● Large and small group instruction (teacher-directed, class discussions, debates) ● Breakout rooms to facilitate small-group instruction and/or collaborative projects (group/partner) ● 1:1 Conferences

Asynchronous Learning Opportunities (applying skills and strategies):

● Independent writing (DBQs/argumentative essays) ● Independent reading (articles, textbook) ● Current Event research/assignments ● Scaffold content questions ● Real-world application assignments (2020 Election unit, social justice connections)

Curriculum / Online Tools

● Edpuzzle ● History Alive! ● Kahoot ● Google Classroom ● Google Forms/Quizzes/Collaborative Docs ● Newsela ● Commonlit ● Penpalschools ● CNN10 ● BrainPop ● Flipgrid ● Padlet

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Physical Education - Link to State Standards Link to National Grade Level Outcomes

● Synchronous Physical Education ● Asynchronous Learning Opportunities (applying skills and strategies): ● Online Curriculum / Tools needed for Teaching Physical Education

Visual and Performing Arts - Link to Standards

● Synchronous Physical Education ● Asynchronous Learning Opportunities (applying skills and strategies): ● Online Curriculum / Tools needed for Teaching Physical Education

Social and Emotional Learning

Asynchronous Learning Opportunities (applying skills and strategies):

● Monthly home activities - Shared by District SEL Committee ● Monthly Flipgrid examples of the skills in framework

Curriculum / Online Tools

● Social and Emotional Visual Framework ● SEL Resources for staff (from Cheney Public Schools)

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MIRA COSTA DISTANCE LEARNING SPECIFICS Grades 9-12

Teaching and Learning

● Synchronous - Students and teacher together in real time ○ Teacher-led meaningful and purposeful instruction ○ Small group instruction or 1:1 conferences in core subjects

● Asynchronous - Independent practice ○ Pre-recorded video lessons ○ Independent practice ○ Online curriculum

High School Textbooks and Resources To access online instructional materials, every student will have access to a device and the internet; students/families will communicate needs to school site administration

● Adopt online text materials as the first option (where appropriate) ● Encourage teachers to find/share online resources for text materials ● Survey each teacher to determine hardcopy textbook needs for distance learning ● Only distribute textbooks at teacher’s request ● Further reduce textbook distribution by providing parents/students with a list of textbooks being used

to give parents the option of purchasing books from other sources

Instruction (Delivery) Set up instructional processes that can go in and out of distance learning through all phases of hybrid access to campus without interruptions to the learning process. In a hybrid environment, all students are logged into the lesson simultaneously with a teacher who teaches the synchronous lesson once (meaning the teacher location during a lecture can be either in the classroom or at home). The teacher teaches the lesson regardless of location and the student accesses the lesson regardless of location. Teachers and departments will consider essential standards and clearly define the learning objectives for each essential standard. Instructional delivery will be synchronous and asynchronous. Teachers of the same subjects will align synchronous/asynchronous approaches.

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Demonstrate Progress (Check) Students will be expected to demonstrate their progress in a number of ways. These opportunities may be synchronous or asynchronous. For each lesson/unit: teachers will provide assignments, learning opportunities, discussions, informal checks for understanding, exit tickets, presentations, labs, group projects, performances, etc. In their planning, teachers will focus their planning on answering the following questions:

● What do we expect our students to learn? (Goals/Expectations)

● How will we know they are learning? (Assessment)

● How will we respond when they don't learn? (Intervention)

● How will we respond if they already know it? (Enrichment/Extension)

In validating a student’s progress, teachers will strive to provide timely feedback in order for the student to know where they need to improve academically. Please refer to the teacher’s syllabus for details on how progress will be demonstrated.

Demonstrate Learning (Assess) The primary goal of instruction is to demonstrate student proficiency of each content piece/thematic unit/or learning objective. Course syllabi will address how students will be assessed and what will be required for success. Teachers will communicate how learning will be demonstrated and assessed at the beginning of each course/thematic unit/ or learning objective. Teachers will provide California standards-aligned curriculum and instruction. Assessments may be synchronous or asynchronous. Assessment in this instance is meant to be summative, and can be demonstrated through a number of means such as testing, projects, presentations, discussion.

Engage and Connect An increased emphasis will be placed on social emotional wellness in a virtual environment. Teachers will be sensitive and mindful of student progress, both academically as well as emotionally With the exception of “Asynchronous Wednesdays,” teachers will strive to maximize opportunities to engage in consistent, live, and synchronous learning. The duration of the daily, synchronous portion will be lesson-dependent, as well as subject to individual and school-wide disruptions due to unforeseen circumstances. Teachers will be mindful of timely responses to students and parents. Each teacher will outline in their syllabus how best to communicate with them to include email, google chat, etc. Students will be expected to attend class on time, every day. Regular attendance policies will be followed. Online etiquette will be strictly enforced.

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Academic Integrity Testing in person should be attempted where/when possible. Online test-taking should be limited to exams through assessment software. Teachers will strive to build in assessments that allow students to demonstrate learning without the possibility of cheating. MCHS is working to establish test taking centers and testing calendars and access to campus as soon as it’s allowed. Academic integrity on individual assignments will be addressed by the teacher directly with the student. Each infraction will be entered in the student’s discipline file. Cheating on summative assessments will be addressed by school administration and the discipline matrix will be strictly followed.

Grades

A-F grading system on transcripts according to the semester schedule adopted.

Teachers will strive for consistent and timely inputting of grades into google classroom so students can track their individual progress.

Make-up work / Flexibility

Teachers will strive to provide maximum (but reasonable) flexibility pertaining to make-up work and due dates. Students are encouraged to self-advocate and be proactive relative to missed assignments, and teachers are encouraged to reward students who respectfully self-advocate.

Social and Emotional Learning

Asynchronous Learning Opportunities (applying skills and strategies): ● Monthly home activities - Shared by District SEL Committee ● Monthly Flipgrid examples of the skills in framework

Curriculum / Online Tools

● Social and Emotional Visual Framework ● SEL Resources for staff (from Cheney Public Schools)