Translate

 

GPS Distance Learning Plan

Groton Public Schools (GPS) Distance Learning Plan

Phases of Learning during COVID 19

“We will start slow and grow”!

At the elementary level: Grade level teams, with teacher representatives from each school and grade level, along with math and literacy specialists, will work remotely with administration and the assistant superintendent to compact spring curriculum, focusing on the Big Ideas and Priority Standards for ELA, Math, Social Studies, Science; followed by communication with each grade level, Pupil Personnel Team (PPT) and special area staff.  

At the middle school and high school level: Departments meet remotely with administration, specialists, and department chairs to compact spring curriculum, focusing on the Big Ideas and Priority Standards for ELA, Math, Social Studies, Science, World Language, Arts, PE/Health, Electives; followed by communication with PPT and support staff.  

Phase 1: 3/16/20 to 3/29/20

  • March 16 – March 29th Supplemental learning continues as planned 3/16/20; begin preparing for digital learning, planning office hours, and communication.
  • District Communications with all families and staff; School communications with families, teachers, and staff; Teacher communication with students and families.
  • Internet and computer access for all by March 24, 2020.
  • Report cards K-8 for Trimester 2 uploaded on PowerSchool 3/27/20.
  • Elementary Leadership team with teacher representatives and Secondary Department meetings at the high school, middle school led by administration, department chairs, and math and literacy specialists occur remotely; Compact Curriculum using Digital Learning Template for Compacting below to share with teachers for consistency and continuity (uploaded at grotonschools.org under faculty/Curriculum/Dept./Level).  These assignment will include priority standards, instruction, assessments and feedback.
  • Clarify expectations, roles, and responsibilities: Administration, certified staff, paraprofessionals, tutors, EL tutors, building substitutes, technology staff, and secretaries.
  • Google Classroom Professional Development (PD) posted on GPS website (webinars and tutorials on grotonschools.org )

Phase 2: April 2020 to mid-May 2020 (See **Groton Public Schools Distance Learning for COVID-19 School Closure)

  • Launch digital instruction 3/30/20 on Learning Management Systems with daily planning, assessing, monitoring student participation (attendance), communication, documentation, and established office hours.
  • Instruction and assessment on Google Classroom K-8 or Schoology grades 9-12.
  • Mini lessons may be pre-recorded on video – grade level teams and departments should collaborate.
  • Optional live video conferencing available on Zoom after April 3, 2020; not to be recorded.
  • Virtual PD available to staff (i.e. Google Classroom, mathematics with New Perspectives and literacy with TCRWP).

Phase 3: mid-May 2020 – mid-June 2020 (**See Groton Public Schools Distance Learning for COVID-19 School Closure)

  • Continue planning, assessing, monitoring student participation (attendance), communications, documentation, and office hours (see Phase 2 above)
  • Final grading and final report cards determined in collaboration with administration
  • Virtual PD and PLC’s provided to staff (i.e. social emotional learning, MYP, new perspectives in mathematics, CMP3, TCRWP for literacy, personalized learning through webinars)
  • Breath, summer is coming!

**Groton Public Schools Distance Learning (Phase 2 and 3) for

COVID-19 School Closure

Groton Public Schools is moving from Supplemental Learning to Distance Learning on March 30, 2020.

The purpose of supplemental learning materials was to afford students the opportunity for a continuity of learning during short term cancellations.   The supplemental learning materials were intended to engage students in learning for the two weeks of closure 3/16/20 – 3/29/20; for students to work independently, without being graded.

With the reality that our schools will be closed for longer periods of time, we will be providing Distance Learning.  Distance Learning is intended to serve as an alternative to learning in the schools.  Distance Learning will provide the opportunity for planned teaching and learning with assessment and feedback, and provide time for students and teachers to communicate.

Groton Public Schools will engage in distance learning to recover instructional time lost due to school closures by utilizing an Online Learning Management System, and District Email in the following ways:

PK – Grade 8 will use Google Classroom as the Learning Management System

Grade 9 – 12 will use Schoology as the Learning Management System

ELEMENTARY TEACHERS       

Office Hours are designated times between 8:30 AM – 3:00 PM (usually morning, mid-day, afternoon)

While we know that your work day might fluctuate as the days and weeks go on, the starting point for the Distance Learning delivery of instruction will start with setting up office hours and a schedule.

Some examples of activities you may be working on through the week, as follows:

  • PLC time for common planning of instruction and assessment through Google
  • All assignments posted on Learning Management System (Google Classroom)
  • Instruction/mini-lessons pre-recorded and shared during Office Hours

(Optional: recording on Screencast, YouTube, Google Meet)

  • Planning, Assessing, Monitoring student participation (attendance), documentation, and communicating with students and families through Email and/or Learning Management System.

PLANNING

  • Prepare Online Learning Lessons: Based on the suggested GPS Compacted Curriculum

o   Process of Curriculum Compacting to ensure that the Big Ideas and Priority standards are met; teachers will follow the revised GPS Compacted Curriculum Calendar, posted on the staff curriculum site, for purposes to planning and delivering instruction.

o   Each classroom teacher will set up Google Classroom and invite their admin/evaluator as a “co-teacher”; Students who receive additional services beyond the core instruction would have support staff included into their Google Classrooms. 

o   Student learning should be planned for 3 hours a day, with .5 to 1 hour of total homework (review work or readiness for the next day).  This would include the time for Reading, Writing, Math, Science, Social Studies, and Specials.  All subjects do not need to be taught every day, like our current schedule.

o   Participation (Attendance):  Develop a means by which you document participation (attendance) of students’ engaging in distance learning. Indications of participation may include electronic interaction with the student, submission of work or assignments on that day, or any other indication that the student has participated in the lesson/assignment for the day. Students who are absent will be responsible for doing the required work on their own time, but realize that with this virus, health complications may impact work.  Reach out to parents, counselors, school psychologist, social worker, administrators if you have concerns about student participation.

INSTRUCTION

  • Communication and Interactive Time:

o   Set up classroom in Google Classroom; include admin/evaluator, specials area teachers, and special education or support staff as needed.

o   Email students daily with a greeting and message that new work is posted.

o   Post assignments on the Learning Management System (LMS).

o   Communication and Interactive Time through Office Hours:

§  Time for students to ask questions and for teachers to clarify assignments, which at minimum can be done through parent email exchange and/or within the LMS

§  We recognize that teachers may want to use the other features within the LMS program to communicate. 

§  Optional: Live Video Conferencing after April 3, 2020; not recorded (only for students whose parents have not opted out)

  • Participation (Attendance):

o   Document student participation (attendance) daily/weekly; alert parent of student(s) not participating, then administration as needed; record in y

o   Email the parents of any absent students regarding missing assignments and extensions of deadlines; engage support staff as needed.

  • ASSESSING Student assessment data should be documented in your gradebook; use of final trimester standards based assessment will be recorded in PowerSchool.

SECONDARY TEACHERS          

Office Hours are designated times between 8:30 AM – 3:00 PM (usually morning, mid-day, afternoon)

While we know that your work day might fluctuate as the days and weeks go on, the starting point for the distance learning delivery of instruction will start with setting up office hours and a schedule.

Some examples of activities you may be working on through the week, as follows:

  • PLC time for common planning of instruction and assessment through Google
  • All assignments posted on Learning Management System (Google Classroom or Schoology)
  • Communication, Instruction and Interactive Time through Office Hours

(Optional: pre-recording on Screencast, YouTube, Google Meet)

  • Planning, Assessing, Monitoring student participation (attendance), recording grades and communicating with students through Email, PowerSchool and/or Learning Management System.

PLANNING

  • Prepare Online Learning Lessons: Based on GPS Curriculum Compacting document and posted on Learning Management System (LMS) Google Classroom or Schoology.

o   FHS will plan for A/B Schedule for purposes of planning and delivering instruction.

o   Secondary teacher will collaborate with colleagues to establish office hours at staggered times so that students can participate in all courses during the day.

o   Student learning, including assessments and independent work for students, should be planned for 3 hours a day, with no more than an addition .5 hour of homework per core area (for review or readiness for the next assignment).

o   Teachers will engage in Curriculum Compacting to ensure priority standard are instructed and assessed.

o   All teachers will maintain a Google Classroom LMS or Schoology LMS for every class they teach and will set up their admin/evaluator as a “co-teacher” in each class.

o   Students who receive additional services beyond the core instruction would have support staff included into their Google Classrooms or Schoology.   

o   Special services and counseling faculty will set up a Google Classroom or Schoology for students assigned to them. Students who receive additional services beyond the core instruction would have additional LMS links.  These pages would include the following:

  • SRBI Tier 2 and 3: Interventions or Counselor LMS page
  • IEP or 504: Special Education LMS page
  • Optional live Video conferencing after April 3, 2020

o   Participation (Attendance):  Develop a means by which you document participation (attendance) of students’ engaging in distance learning. Indications of participation may include electronic interaction with the student, submission of work or assignments on that day, or any other indication that the student has participated in the lesson/assignment for the day. Students who are absent will be responsible for doing the required work on their own time, but realize that with this virus, health complications may impact work.  Reach out to parents, counselors, school psychologist, social worker, administrators if you have concerns about student participation.

INSTRUCTION

  • Communication and Interactive Time:

o   Set up classroom in Google Classroom or Schoology; include admin/evaluator, and special education or support staff as needed.

o   Email students regularly with a greeting and message that new work is posted.

o   Post assignments on the Learning Management System (LMS).

o   Communication and Interactive Time through Office Hours:

§  Time for students to ask questions and for teachers to clarify assignments, which at minimum can be done through student school email exchange and/or within the LMS

§  We recognize that teachers may want to use the other features within the LMS program to communicate. 

§  We recognize that teachers may want to use the other features within the LMS program to instruct, communicate, and gather student feedback.  This is optional for teachers and recommended to record or pre-record (i.e. YouTube, Google Hangout, Google Meet)

§  Optional: Live Video Conferencing after April 3, 2020; not recorded (only for students whose parents have not opted out)

  • Participation (Attendance):

o   Document student participation (attendance) daily/weekly; alert parent of student(s) not participating, then administration as needed; record in Power Teacher as you normally would (TBD). 

o   Email the parents of any nonparticipating (absent) students regarding missing assignments and extensions of deadlines; engage support staff (counselors/administrators) as needed.

  • ASSESSING Grades should be posted in your gradebook or Power Teacher in an on-going manner just as if school were in session.

 

Curriculum Compacting

K-12 Grade Level and Department Plans

As we implement distance learning, which cannot replace instruction in schools, we will do the best we can to meet the needs of our students during this challenging time in education. We need to review the remaining parts of each curriculum identifying the scope of what needs to be taught between now and the end of the year. We then need to identify the Big Ideas and Concepts that must be mastered by all students in order to successfully complete the course or grade level.  We would then use a process of Curriculum Compacting to ensure all Priority Standards are instructed and assessed; ensuring students would master these standards.

Curriculum Compacting is typical thought of as a tool to use for gifted students, however when faced with COVID 19, it can be used to ensure that the Big Ideas, and priority standards are being met. We can use it as a method to be thoughtful about what we might eliminate in a course or grade level as we work through periods of anticipated extended closure, and will have teams of teachers working on this to prepare at the elementary, middle school, and high school level.

We will be planning our units into a 6 week time periods, so we can adjust as new information unfolds:

  • Phase 2: March 30 - May 1 (If we include a working April vacation)
  • Phase 3: May 4 - June 11  (Depending on confirmation from CSDE and the 180 day waiver)

Standardized assessments are now being canceled or postponed.

See docs below:

Possible Template for Compacting: Phase 2 March 30 – May 1, 2020 (six weeks)

Possible Template for Compacting: Phase 3 May 4 – June 11, 2020 (last six weeks)

Examine the content in Trimester 3 (Elem and MS) Quarter 4 (HS): 

Phase 2 Digital Learning Template for Compacting: Phase 2 March 30 – May 1, 2020 (six weeks)

Examine the content in Trimester 3 (Elem and MS) Quarter 4 (HS): 

Tri.  3

Qtr. 4

 

 

 

 

 

Unit 

Compacting Criteria

Examine GPS Curriculum Map for Priority Standards and list basic concepts to be covered during this marking period.

 

Priority Standards

Priority Lessons To Be Taught In Class

 

Most essential activities and lessons to advance the learning in the unit.

 

Objectives

Pre- Assessment Evidence

 

Evidence checks that would suggest it is a good area to compact or prioritize to teach?

 

How can I tell they have the standard mastered?

Compacting Basic Material

 

Describe activities that will be used to determine proficiency in basic curricular areas for students

How will you assess?

How will you differentiate/modify?

Week 1

 

 

example***draft of position statement and evidence with rubric

 

 

Activities for Independent learning, or structured groups?

 

Resources:

Week 2

 

 

 

 

 

 

 

Week 3

 

 

 

 

 

 

Tri.  3

 

Qtr. 4

 

 

 

 

 

Unit 

Compacting Criteria

 

Examine GPS Curriculum Map for Priority Standards and list basic concepts to be covered during this marking period.

 

Priority Standards

Priority Lessons To Be Taught In Class

 

Most essential activities and lessons to advance the learning in the unit.

 

 

Objectives

Pre-Assessment Evidence

 

Evidence checks that would suggest it is a good area to compact or prioritize to teach?

 

How can I tell they have the standard mastered?

Procedures For Compacting Basic Material

Describe activities that will be used to determine proficiency in basic curricular areas for students.

 

How will you assess?

How will you differentiate/modify?

Week 4

 

 

 

 

 

Week 5

 

 

 

 

 

 

Week 6

 

 

 

 

 

 

 

Phase 3 Digital Learning Template for Compacting: Phase 3 May 4 – June 11, 2020 (last six weeks)

Examine the content in Trimester 3 (Elem and MS) Quarter 4 (HS): 

Tri.  3

Qtr. 4

 

 

 

 

 

Unit 

Compacting Criteria

Examine GPS Curriculum Map for Priority Standards and list basic concepts to be covered during this marking period.

 

Priority Standards

Priority Lessons To Be Taught In Class

 

Most essential activities and lessons to advance the learning in the unit.

 

Objectives

Pre- Assessment Evidence

 

Evidence checks that would suggest it is a good area to compact or prioritize to teach?

 

How can I tell they have the standard mastered?

Compacting Basic Material

 

Describe activities that will be used to determine proficiency in basic curricular areas for students

How will you assess?

How will you differentiate/modify?

Week 1

 

 

example***draft of position statement and evidence with rubric

 

 

Activities for Independent learning, or structured groups?

 

Resources:

Week 2

 

 

 

 

 

 

 

Week 3

 

 

 

 

 

 

 

Tri.  3

 

Qtr. 4

 

 

 

 

 

Unit 

Compacting Criteria

 

Examine GPS Curriculum Map for Priority Standards and list basic concepts to be covered during this marking period.

 

Priority Standards

Priority Lessons To Be Taught In Class

 

Most essential activities and lessons to advance the learning in the unit.

 

 

Objectives

Pre-Assessment Evidence

 

Evidence checks that would suggest it is a good area to compact or prioritize to teach?

 

How can I tell they have the standard mastered?

Procedures For Compacting Basic Material

Describe activities that will be used to determine proficiency in basic curricular areas for students.

 

How will you assess?

How will you differentiate/modify?

Week 4

 

 

 

 

 

Week 5

 

 

 

 

 

 

Week 6