SCS Remote Teacher-Led Learning Guidelines 08.03.20

2020-21 Program Guidelines for  Teacher-Led Remote Learning 

2020-21 Teacher-Led Remote Learning Guidelines  For students in need of long-term teacher-led remote learning, we want to create an equitable and academically appropriate framework that serves our teachers and families well. It is important to us that a student’s activity during this time be enjoyable, thoughtful, challenging, and rewarding. Our goal is to work in collaboration with families to keep alive the culture of learning that is unique to SCS. It is also important to us that we maintain a feeling of connectedness throughout this process. We will be in regular contact with students in a variety of ways, and continued communication between teachers and families is assured. The information throughout these guidelines will outline how Southwest Christian School teachers and administrators plan to support SCS families during teacher-led remote learning. Teacher-Led Remote Learning Opportunities For the purposes of these guidelines, the expectations described below will apply to any teacher-led remote learning opportunity: concurrent remote learning and 100% online learning. Concurrent Teacher-Led Remote Learning Concurrent teacher-led remote learning will be made available for students who are home due to illness, do not feel comfortable attending classes on campus due to the Covid-19 pandemic, or​ ​have been asked to stay home and quarantine for a short period of time. Families may choose to have their children stay home while the campus is open to students and engage in concurrent remote learning alongside his or her on-campus classmates. The expectation for our concurrent remote learners is that they will follow the same expectations as their on-campus classmates. They will join their on-campus classes via Zoom at the beginning of every period and remain engaged until the teacher ends the Zoom session. Remote learners will participate in the same activities, complete the same assignments and assessments, and adhere to the same deadlines as their on-campus classmates. Additional technology and personnel have been added to ensure a quality learning experience​. 100% Teacher-Led Remote Learning We have planned for and are prepared to provide an engaging and appropriate instructional experience should we need to make the difficult decision to move a​ ll ​students to 100% teacher-led remote learning. If the school has to shut down and move all students online, you will receive more information about our 100% teacher-led remote learning schedules and expectations.

N.E.S.T. Program Description Each student designated as a remote learner will be assigned to one of SCS’ Networked Education Support Team (N.E.S.T.) teachers. These “NESTies'' will help to augment the work of classroom teachers, deans, counselors, and others to help each student who is learning remotely. NESTies will communicate regularly with remote learners to help ensure that they are progressing through their courses without issue. N.E.S.T. teachers will monitor grades, assignment completion, and help facilitate communication between students and their teachers should a question arise. N.E.S.T. is designed to help students who will be out for 10 days or more. Students who are only briefly or intermittently absent will continue to work with their classroom teachers as needed to complete required work. Of course, absent students—those supported by the N.E.S.T. and others—are encouraged to participate in class remotely through Zoom, if possible. If SCS sends a student home (for example, one whom the school nurse determines to be exhibiting possible Covid-19 symptoms), then the student will be assigned a N.E.S.T. teacher automatically through our health and academic counseling professionals. The Prepared Environment For teacher-led remote learning, the learning environment will be the student’s home and surroundings. This will mean establishing a quiet, comfortable workspace where the student will have room for a laptop and space to work. If a student is using a shared space with family members, he or she might find that headphones and a microphone will help in Zoom classes. Since remote learners will not have bells or rotation schedules to signal movement from one class to another, they will need to consider setting routines to make sure they are on time for Zoom sessions. Older students might want to set alarms on their phones to remind themselves that class will start in ten minutes. For our younger students and families, following the schedule set at the beginning of the year is essential to ensure students do not miss teacher-led remote lessons. Teachers only have a limited period of time in Zoom, so every minute counts and punctual attendance is important. Remote learners will also need to identify a system to help manage assignments, since they will not have a teacher asking for work to be turned in. Helpful tools might include a Google calendar, a notes app, or a digital or paper planner. Please reach out to a teacher, a counselor, or an administrator if you need help finding a system for your child.

LAKESIDE CAMPUS Teacher Communication Google Classrooms will be the primary way that teachers communicate with students about assignments and expectations for both on-campus and teacher-led remote learning. Assignments will be posted in Google Classroom and will contain everything needed to complete assignments: instructions, videos, and links to online resources. Teachers will also continue to post lesson plans, homework, and grades in FACTS/RenWeb so that parents can monitor student progress. Students are expected to: ● Schedule their own learning time. ● Come to class via Zoom at scheduled times. ● Meet weekly with their assigned Network Education Support Team Teacher (NESTie). ● Schedule individual meetings with teachers, as needed. ● Review both individual and group lesson expectations as posted in Google Classroom. ● Actively participate in all Zoom activities. ● Work solidly for approximately six hours a day -- approximately two hours in Zoom and four hours of class and homework time. ○ Class time is defined as the time a student will be spending engaged in activities they would normally be doing in class with their teacher. Examples include holding a discussion, working practice problems, working with a small group, or completing a lab activity, either in Zoom or on their own. ○ Since Zoom sessions will be shorter than our 85-minute period, remote learners will be expected to spend some time on their own finishing up activities that would normally fall within the 85-minute class time. These activities, while completed outside a Zoom session, should not be considered homework. ○ Homework is defined as the assignments a student would normally complete at home for homework. ● Submit or review assigned work according to guidelines in Google Classroom. ● Check email at least twice a day, once in the morning before Zoom sessions begin and once in the afternoon after all Zoom sessions have concluded. Parents are invited to: ● Communicate with their child’s assigned NESTie to ensure their child’s needs are being met. ● Maintain daily conversations about work progress with their child. ● Monitor FACTS lesson plans, homework assignments, and gradebook. ● Support work completion -- however, we don’t expect parents to review assignments. ● Support your child in getting an appropriate amount of sleep during this transitional time.

Teachers will: ● Lead classes on Zoom according to the posted schedule. ● Meet individually with students via Zoom, as needed. ● Maintain an active Google Classroom where all assignments are posted and where students can turn in their work. ● Answer student or parent emails within 24 hours to the best of their ability. ● Maintain an up-to-date gradebook in FACTS/RenWeb, submitting daily grades within two class periods and major grades within seven days. ● Hold office hours according to the posted schedule​ d​ uring 100% teacher-led remote instruction. ● Be available during tutoring hours for remote learners during concurrent teacher-led remote learning. ● Incorporate socializing into their remote learning activities. DAILY SCHEDULES Concurrent Teacher-Led Remote Learning Remote-learning students will follow their regular schedule as posted in FACTS. Zoom sessions will begin at the start of class, unless specified otherwise by the classroom teacher. One of the tools our teachers will be using is the ​flipped classroom ​method of instruction. Under this model, students will access instructional content online and then use classroom or Zoom time with the teacher to dig deeper into the content. Students at home and students on campus will have the same access to instruction under this model. Here is one example of how a teacher m​ ight o​ rganize an 85-minute class period: Remote learners On-campus students Before class independent interaction with content Students watch a video and complete an activity (graphic organizer, notes) on their own. This is the direct instruction component and is completed for homework in preparation for the next class period. This is the typical “I do” portion of a lesson. During the scheduled class time: Devo, prayer, attendance ​(5 min.) Remote learning students log in to Zoom at the beginning of class and the teacher brings the Zoom screen on the whiteboard in class so remote learners join their on-campus classmates. Whole group interaction with content (​ 30 min) The teacher begins the whole group activity by reviewing the interaction activity or by giving a short check-for-understanding quiz as an accountability measure. Next, teachers engage students in a whole group instructional activity to extend the learning. Activities are designed to get students actively engaged with the content, practicing skills, or demonstrating an understanding of the skill, strategy, or content learned.

This is the guided practice component, the “We do & You all do” portion of a lesson. (Independent) Extended Learning (​ 50 min.) (Independent) Extended Learning ​(50 min.) Students work on the homework practice Students work on the homework practice problems or Zoom with the teacher for more problems or talk with the teacher for more help. help. This is the independent practice or “You This is the independent practice or “You do” do” portion of a lesson usually completed for portion of a lesson usually completed for homework. Students get the benefit of having homework. Students get the benefit of having the teacher available via Zoom to ask for help on the teacher available to ask for help on their their homework. homework. Attendance and Absences Virtual attendance is just as important as attendance in person. Students will follow the same attendance policy as outlined in the SCS Student Handbook (page 50) and the 10% attendance policy still applies. ● Attendance is taken at the beginning of class whether a student is attending class in person or remotely. Timely attendance to the Zoom session is important. As it has been the practice in the past, if a student misses more than 15 minutes of class, he or she will be counted as absent. ● If a student knows that he or she will be absent from class, the teacher must be contacted through email in advance. Emergency situations should be communicated quickly so the teacher is aware of extenuating circumstances. ● Students who are removed from a Zoom session due to behavior reasons will receive an “Unexcused” for that class period. Participation in Co-curricular Activities Students in teacher-led remote learning will not be eligible to participate in co-curricular sports and ensemble productions. However, community-building activities will include students enrolled in teacher-led remote learning. Student Conduct and Behavior Students are required to exhibit the same respect and decorum during virtual class time as they would in person. Expectations for student behavior are as follows: ● Students must be dressed appropriately at all times. ● Students should be aware of backgrounds, lighting, and noise and adjust accordingly -- cameras should not be facing a window. ● It is not appropriate for a student to be lying in bed or driving a vehicle while attending virtual instruction (sitting on a made bed is permissible). ● Computer cameras must be on and the student’s entire face visible for teachers to determine student engagement.

Contact Information The first contact for remote learners should they have questions or concerns should be their assigned N.E.S.T. teacher. However, administrators, counselors, and deans listed below are also available to support remote learners. All SCS email addresses follow this format: [email protected] Name Position Name Position Amy Corum N.E.S.T. Middle School Jenifer Winn Middle School Girls Dean Jay Gallagher N.E.S.T. High School Aaron Layman Middle School Boys Dean Somer Yocom High School Principal Emily Wardlaw 9th & 10th Girls Dean Coby Bird Middle School Principal Anna Bristow 11th & 12th Girls Dean Nicole Caylor School Counselor Seth Higgins 9th & 10th Boys Dean Avery Rohr Academic Guidance Counselor Aron Wimpee 11th & 12th Boys Dean

CHISHOLM TRAIL CAMPUS Teacher Communication SeeSaw (Pre-K - 2 grades) and Google Classroom (3 - 6 grades) will be the primary platforms that teachers will use to communicate with students about assignments and expectations. Assignments will be posted in both platforms and will contain everything remote learners will need to complete assignments: instructional documents, videos, and links to online resources. Teachers will also continue to post lesson plans, homework, send home weekly newsletters via email, and grades in FACTS/RenWeb so that parents can continue to monitor student progress. Digital Platforms The CTC Campus has a single sign-on solution for grades Pre-K - 6 called ClassLink. ClassLink houses CTC digital resources like BrainPop, SeeSaw, Discovery Education, Pearson Math, and stores the student usernames and passwords for those resources. Questions about ClassLink should be first directed to your classroom teacher or NESTie if Remote Learning. Students are expected to: ● Meet weekly in partnership with their assigned Network Education Support Team Teacher (NESTie). ● Come to all core content areas (English Language Arts, Math, Science, Social Studies) according to their teachers’ schedules with the assistance of their assigned NESTie. ● View recorded versions of Spanish, Chinese, and Counseling lessons in Google Classroom or SeeSaw. ● Consider using the Enrichment schedule, but this will be optional for our remote learners. ● Review both individual and group lesson expectations as posted in Google Classroom (3- 6 grades) and SeeSaw (Pre-K - 2). ● Actively participate in all Zoom activities. ● Work for roughly three to four hours a day, with a combination of Zoom (max of two hours) and class timessignments will likely be self-paced. ● Remember, recess and brain breaks are an integral part of the elementary school child: ○ Class time is defined as the time a remote learner will be spending at home engaged in activities they would normally be doing in class with their teacher. Examples include holding a discussion, working practice problems, completing a lab activity, either in Zoom or individually. These activities, while completed outside a Zoom session, should not be considered homework. ○ Homework is defined as the assignments you would normally complete at home for homework. ● Submit or review assigned work according to guidelines in SeeSaw or Google Classroom.

● Zoom into Enrichment times if desired (Music, Art, Science Lab, Computer, and Library); while these are optional, they are encouraged. Parents are invited to: ● Partner with the assigned NESTie, to plan school work time and work space. ● Maintain daily conversations about work progress. ● Monitor FACTS lesson plans, homework assignments, and gradebook. ● Support work completion -- however, we don’t expect parents to review assignments. ● Support your child in getting an appropriate amount of sleep during this transitional time. Teachers will: ● Lead classes on Zoom according to their grade level’s schedule through the use of LogiTech Cameras; classes will be recorded and posted into SeeSaw and Google Classroom. ● Meet individually with students via Zoom, as needed. ● Maintain an active SeeSaw and Google Classroom where all assignments are posted and where students can turn in their work. ● Answer student or parent emails within 24 hours to the best of their ability. ● Maintain an up-to-date gradebook in FACTS/RenWeb following the CTC grading policy. ● Incorporate SEL activities into their remote learning activities. Daily Schedules Concurrent Teacher-Led Remote Learning On the Chisholm Trail Campus, schedules vary by grade level due to enrichments and recesses. Remote learners will receive their schedule from their homeroom teacher and assigned NESTie. Your assigned NESTie will make sure you have the information needed so your child can attend the teacher-led remote classes. Teachers will use a flipped lesson design when age appropriate and for specific lesson needs. A sample of this is as follows: Remote Learners On-campus students Pre-Class independent interaction with content (​ 10-15 min.) Students watch a video and complete an activity on their own. This is the direct instruction component and is completed for homework in preparation for the next day’s class. This is the typical “I do” portion of a lesson. During the scheduled class time: Prayer, Attendance ​(5 min.)

Whole group interaction with content ​(20-25 min) Teachers can begin the whole group activity by reviewing the Interaction Activity or giving a short check for understanding activity as an accountability measure. Next, teachers will plan for a whole group instructional activity to extend the learning. Activities are designed to get students a​ ctively engaged w​ ith the content, practicing skills, or demonstrating an understanding of the skill, strategy, or content learned. This is the guided practice component. We do & Y’all do. (Independent) Extended Learning ​(20 min.) (Independent) Extended Learning ​(20 min.) Students can work on homework or Zoom with Students can work on homework or talk with the the teacher for more help. This is the independent practice component. You do. teacher for more help. This is the independent practice component. You do. Attendance and Absences Virtual attendance is just as important as attendance in person. If a student knows that he or she will be absent from class, the child’s homeroom teacher must be contacted through email in advance. Emergency situations should be communicated quickly so the teacher is aware of extenuating circumstances. Student Conduct and Behavior Students are expected to exhibit the same respect and decorum during virtual class time as they would in person. Expectations for student behavior on Zoom are as follows: ● Students must be dressed appropriately at all times without any distracting attire. ● Students should be aware of backgrounds, lighting, and noise and adjust accordingly -- cameras should not be facing a window. ● Pets, stuffed animals, and other distracting elements should be out of sight. ● It is not appropriate for a student to be in bed while on Zoom. ● Computer cameras must be on and the student’s entire face visible for teachers to determine student engagement. ● Students can be removed from a Zoom session at any time by the classroom teacher due to behavior reasons--in this case, their behavior will be documented and reflected in the Conduct section of the grading system and parents will be notified. Student Devices All 3rd - 6th grade students are assigned a Chromebook to use at school for the entire year.

The students in these grade levels who opt for remote learning will be assigned a Chromebook for at-home use. All devices will be returned at the end of the school year. If it is necessary to send Chromebooks home, instructions for care and cost for damage will be emailed and sent to students and parents at that time. An agreement will be emailed for students and parents to sign. For Pre-K - 2nd grade students who opt for remote learning, iPads may be assigned if needed. Contact Information The first contact for remote learners should they have questions or concerns should be their assigned N.E.S.T. teacher. However, administrators and counselors are also available to support remote learners. All SCS email addresses follow this format: ​[email protected] Name Position Allison Richards N.E.S.T. Pre-K - 2 Grades Shelly Cockrum N.E.S.T. 3rd - 6th Grades Carrie Valadez N.E.S.T. Technical Support, Quarantine Students Ashley Howard Assistant Principal Stephanie Mills School Counselor