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Seaford School District Remote Learning Plans

Seaford School District Remote Learning Plans

Official start date for teachers: March 30 
Student start date: April 6
Teacher last day: June 16 
Senior last day: June 4 
K-11 last day: June 12
 
Overview of Delivery Model by Grade Span
 
Elementary Schools Learning Plan
 
Grades K-5:
 
The implementation of this remote learning plan will be flexible to meet the needs of the diverse population we serve. The Seaford School District recognizes that each home and family has a different level of digital access and internet connectivity. We considered this, along with grade-level content standards and appropriateness, when creating our remote learning plan. Furthermore, equitable access to learning opportunities was also a critical element. Staff members will work in a variety of ways, using multiple methods to engage and interact with students. During this time away from school, our staff will ensure learning will continue and prevent the regression of important skills. Our first interaction with students and their families included a simple call to each individual child to ensure they were safe, and their basic needs were met. This first contact initiative took place during the week of March 23. Members of school leadership teams made phone calls to each individual student and their family. During the week of March 30, when all staff became active, we completed a second call to families with the specific intent of conducting a technology access and needs survey. The results of this survey inform how we must proceed with device deployment to support our ongoing remote learning plan.
 
In addition to grade band specific remote learning plans, Seaford School District will implement a K-12 One Book, One Seaford initiative. This initiative will offer the entire Seaford school community the opportunity to come together around a thought-provoking text and its related themes. We have selected the book The Boy Who Harnessed the Wind. This text is fitting, as it is a remarkable and true story about human inventiveness and its power to overcome crippling adversity. Each student and family in Seaford will be provided with a copy of the text. We will provide interactive activities to stimulate conversation and engagement with the inspiring themes. The One Book, One Seaford Initiative will begin on April 20.
Kindergarten – Grade 5:
 
 
Mode of Delivery
Take-home bags will be created and distributed to all students starting Wednesday April 1, 2020 - Friday, April 3, 2020. K-2 learning opportunities are not dependent on technology. Grades 3-5 contain a blend of completely analog and technology supported learning opportunities. As an outcome of the technology survey, all students who have no or limited access to a device, will be provided a Chromebook on loan from their school. Materials will be distributed via:
• School pick-up
• Food truck pick-up
• Mail
• Home delivery
 
Teachers will check-in with students and their families to ensure the entire school community receives and understand the learning opportunities. Equitable access to materials will be monitored. If necessary, Weekly Learning Plans will be mailed to families on or before the Friday preceding the week’s activities.
 
Weekly Learning Plans
Weekly Learning Plans with learning activities will be created and distributed for remote learning for the following weeks:
• Week of April 6 – Admin will complete
• Week of April 20
• Week of April 27
• Week of May 4
• Week of May 11
• Week of May 18
 
Weekly Plan Guidelines:
        • All learning opportunities are to be planned collaboratively as grade level teams, ensuring consistent and equitable access to learning opportunities across classrooms.
        • Quality controls will be in place through the monitoring of plans by PLC leaders. Electronic drafts of weekly activities are to be submitted to PLC Leads for editing and approval by Tuesday. PLC Leads should submit final electronic products to administrators no later than COB on Wednesday.
        • A common planning template incorporating all content areas, will be used.
        • Final weekly plans and any corresponding attachments (if needed) are due to administrators no later than the Wednesday prior to the weeks’ submissions.
        • Learning opportunities within the weekly plans should not take more than 30 minutes to complete for each subject area each day.
        • Recorded Shared Read Aloud(s) (echo, choral, etc.) should be made available via video on the Wednesday prior to the week and submitted to the YouTube Lead. Corresponding activities should not be dependent upon viewing the video, and a short-written description should be provided so the Shared Reading can be completed without viewing.
        • ELA activities should align with the Shared Reading books for the week (Grades 1-5) and Nursery Rhymes (Kindergarten).
        • Activities should be able to be completed with or without access to technology
        • Teachers should engage with students remotely via weekly check-ins with each student to discuss progress with these optional activities.
        • Activities will not be graded but should be given verbal or written feedback.
        • Activities should be limited to review and practice.
        • Special areas will provide one activity per week to be added to the Weekly Learning Plan. These plans should address K-2 as a whole (not each grade level).
        • Special areas will also record a video (no more than 15 minutes) to be added to the school’s YouTube channel to further explain/demonstrate the activity. However, participation in the special area activity should not be dependent on viewing of the video. Videos should be submitted to the YouTube Lead on the Wednesday preceding the activity.
 
Optional Assignments/ Independent Practice
● Communicated via Dojo, social media, and or Schoology for ELA and Math with 30 minutes of independent or practice
● 30 minutes of MyON independent reading, DreamBox, or Freckle Math and/or ELA
● 15 minutes of journaling/diary--free write
 
Choice Boards
We also provided a menu of offline activities created to make time at home a little more enjoyable and engaging. These multidisciplinary choice boards provide a wide array of activities of varying difficulty. Students can choose one or more of these activities to complete.
 
Monday Message
To kick off each week, a Monday Message will be provided to remind families of the week’s learning activities with a welcome message from a school leader. This will be initiated via Dojo, social media, school website, and/or Schoology with full access on YouTube.
 
Office Hours
Teachers are to communicate “Office Hours” with their families to set reasonable communication boundaries. During this time, teachers should reach out to families, check-in with students, and provide feedback to activities during this time. Office Hours should last at least two hours each day between the hours of 9:00am and 7pm. It is recommended that teacher communicate with each family at least once weekly. Teachers should communicate assigned Office Hours with PLC Leads. PLC Leads should forward each teachers’ Office Hours to administrators.
 
COVID-19 Activity Logs
A log will be used by all staff to keep track of activities during the COVID-19 closure of schools. This log is to keep track of the activities completed while on Teacher Remote Instructional/PD Days and on Teacher and Student Remote Instructional Days. Logs must be submitted to the building principal for audit purposes by COB Monday, May 18, 2020.
 
 
Secondary Schools Learning Plan:
 
Grades 6-8
 
Due to the diversity of Seaford’s population and varying amounts of access to devices and internet service, Seaford Middle School’s remote learning plan provides a balanced approach of offline and online activities. Learning opportunities will not be contingent on students having access to the internet and/or a device, such as a tablet or computer.
 
The remote learning plan for Seaford Middle School mimics an A/B schedule. Each day, students will be provided support for three subject areas. For example, on an A day, a student will have ELA, Science, Related Arts, and CTE. On a B day, that same student will have Math, Social Studies, Related Arts, and CTE.
 
During the week of March 30th, the middle school principal held multiple Zoom meetings with staff by department to develop a system to develop distance learning opportunities, assign Educational Concierges, and provide timely feedback to students. Educational Concierges consist of teachers and staff. Each concierge has a student caseload of 12-15 students. Special education teachers have kept their student case load that was assigned at the beginning of the school year.
 
On Friday, April 3rd, Seaford Middle School will mail a package of offline activities to each student in grades six through eight in order to provide learning opportunities through May 15th. The mailing will include the following items:
      • ELA: Student Close Readers from Collections with teacher exemplars and instructions for use
      • Math: Assignments that address power standards; includes a teacher exemplar page for students to reference
      • Science/SS: Text samples including maps, grids, data with comprehension questions and performance tasks
      • Related Arts and CTE: A comprehensive choice board consisting of 32 activities
 
For online support, Seaford Middle School has created a Schoology course and has enrolled all of their students. Within the course, each grade has its own folder and includes interactive and engaging online activities. This Schoology course also provides another point of contact between teachers and their students via messaging and office hours. Teachers are expected to have 1.5 - 2 hours dedicated to office hours each day.
 
Feedback to students will occur in a variety of formats. Educational Concierges will communicate a minimum of one time per week with their case load. During this contact, they will not only support the student academically, they will also check on the family’s access to community resources and emotional health. Phone calls will be logged within the Student Notes section in DSC. Within Schoology, teachers/staff will provide feedback to students’ learning opportunities following the A/B schedule that has been established.

Each week of distance learning also includes continuous professional development and staff Zoom meetings to support teachers and staff as they work through this change in instructional delivery.
 
Grades 9-12
 
Due to the diversity of Seaford’s population and varying amounts of access to devices and internet service, Seaford High School is providing a balanced approach of offline and online activities. Learning opportunities will not be contingent on students having access to the internet or a device such as a tablet or computer.
 
Seaford High School has developed a distance learning model where online learning opportunities will be made available to students on Mondays with contact occurring during the week and feedback provided to students after they have submitted completed learning opportunities on Fridays. For students who do not have internet access, a mailing will go home on Monday, April 6th, that is comparable to the online materials. This mailing of offline activities will provide learning opportunities to students through May 15th.
 
During the week of March 30th, the high school principal held multiple Zoom meeting with staff by department to develop a system to develop distance learning opportunities, assign Educational Concierges, and provide timely feedback to students. Educational Concierges at Seaford High School have been assigned to the students in their first period class. Special Education teachers will maintain their caseload assigned at the beginning of the year.
 
For online support, Seaford High School has created a new Schoology course and has enrolled all of their students. Within the course interactive and engaging online activities have been created. Each learning opportunity must be made accessible to administration for viewing and vetting. This Schoology course also provides another point of contact between teachers and their students via messaging and office hours. Teachers are expected to have 1.5 - 2 hours dedicated to office hours each day. For students who do not have internet access, Educational Concierges are expected to make a weekly contact.
 
Feedback to students will occur in a variety of formats. Educational Concierges will communicate a minimum of one time/week with their case load. During this contact, they will not only support the student academically, they will also check on the family’s access to community resources and emotional health. Phone calls will be logged. Within Schoology, teachers/staff will provide feedback to students’ learning opportunities as described above.
 
Considerations for Seniors
School counselors have reviewed the grades of senior students to determine their graduation needs. Graduation plans will be created based on individual student graduation requirements. If needed, Seniors will be prioritized as the district issues devices such as tablets or Chromebooks. Deploying devices to seniors will be completed prior to deploying devices to other grades in order to maximize the time available to seniors to complete learning opportunities and complete online credit recovery courses. This will ensure that students who are eligible to graduate in 2020 have the credits to do so.