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

email

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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