Distance Learning Expectations (Reopening 2020)

Please note that this is subject to change as conditions/policies warrant. Always consult the digital document for the most up-to-date information. 
 Distance Learning Expectations (Reopening 2020)

The following information is taken from the SMSD Secondary Schools Reopening plan approved by the
Board of Education. This document represents the basic obligations promised to parents/families/students.
The ​full document can be accessed here​.

Best Practices for all scenarios:

■ Plan a process to welcome students and reestablish the classroom environment through emphasizing relationships 
with students and parents and by resetting routines. 
■ Gradually implement then consistently use formative assessment to determine students’ readiness to learn 
(academic and social-emotional). These should be embedded into 1st quarter and we should not begin with 
pre-tests on content from last year.. 
■ Teachers will use curriculum maps and resources published on the district website. 
■ Standards/Learning Targets posted/communicated to students weekly rather than daily (Canvas) 
■ “Weekly Lesson Overview for Students and Families”​ - one pager to share with parents/students prior to the start of 
school on Monday to support families in preparation for the week (Schedule to post on Canvas)  
■ Competency-based learning 
○ Focus on priority standards and student outcomes 
○ Use proficiency scales where available to guide teaching and learning, Share proficiency scales  
■ Post major dates (due dates, quizzes, tests, projects) to calendar in Canvas

Best Practices for Distance Learning/Remote scenarios:

■ Deliver live instruction on a daily basis expected based on bell schedule via Webex 
■ Consider filming and posting lessons for students not in attendance 
■ Maintain office hours for additional student support during Seminar on Tuesdays and Thursdays via Webex 
■ Teachers use a variety of learning styles for remote environments to provide opportunities for personalized learning 
○ Break-out rooms for students to collaborate during instructional time (Utilize Webex Training for classes 
enabling more tools for use with students) 
○ Students demonstrate learning in a variety of ways during the virtual meeting times 
■ Provide live direct instruction for 25% to 50% of the normal class period with appropriate breaks throughout. 
■ Assign online extension activities and/or video lessons for Tier II support and offer remediation/deeper learning with 
small groups during class time utilizing breakout sessions. 
■ Collaborate with PLC/HS Horizontal team to reflect on effective instruction and engagement 
 
Best Practices for Assessment/Feedback/Grading:
■ Participation and Engagement 
○ Build relationships, Structure time for students to talk, Communicate with parents/guardians when there is a 
lack of participation/engagement, Effective feedback and grading practices will promote high levels of student 
participation and engagement. (Utilize the tools in Canvas and Webex to create an effective feedback loop) 
■ Feedback  
○ Establish practice/procedures for providing effective feedback in both Webex and Canvas; Timely feedback is 
paramount to be effective. 
○ Does not always need to be a grade, (Example: Use rubrics feature in Canvas to provide feedback after 
developing the simplest necessary rubric as a PLC or department). 
○ Use proficiency scales and Outcomes in Canvas where available to help students/families/PLCs track student 
progress  
■ Grading Practices 
○ Assess more, grade less. It is not necessary to assign and grade work every day. It is necessary to create a 
consistent feedback loop with students - families - teacher using the tools in Canvas. 
○ Provide multiple opportunities and modalities for students to demonstrate proficiency and growth. 
○ Administer low- or no-stakes formative assessments regularly to monitor progress toward priority standards 
○ Administer summative assessments to evaluate proficiency of priority standards and create practices where 
students can demonstrate mastery again if they have not yet mastered. 
 
Please note that this is subject to change as conditions/policies warrant. Always consult the digital document for the most up-to-date information. 
 Distance Learning Expectations (Reopening 2020)
 
 
Student Social-Emotional Support and Tier 2 Interventions:
■ During Seminar on M/W you should check in with your Advisory/Seminar students by holding a brief check-in via 
Webex. 
○ Visit t​ his Google Document with more information and resources​ updated by our SME Social Workers 
■ The weekly Advisory work should be conducted on Tuesday from 1:10PM - 1:40PM and will be published in Canvas. 
It is the expectation that when you have your Seminar students check in that you introduce the activity and direct 
them to the content via screen sharing in Webex. Your enthusiasm, support, and fidelity to this work is paramount 
now more than ever. Attendance should be taken and use of this time to check in with students/goals part of the 
social-emotional health commitment we are making to students and families. 
■ During Seminar on T/Th you should hold office hours for student support from 1:45-2:40PM or offer enrichment 
lessons for groups of students as published in your Canvas course and information provided to families of students. 
 
Instructional and Student Engagement Expectations (Use of time in class via Webex):
Successful Remote Instruction Teacher Expectations Student Expectations
■ Teachers should deliver instruction for 25-50% of the time, providing appropriate process breaks during that time. 
Teachers should intersperse time for guided and independent practice. Spaced and interleaved practice is best! 
■ Teachers should communicate when meetings will occur in advance so that students can plan for attendance. The 
“recurring meeting” feature can be set up in Canvas to support this communication. 
■ Teachers may record non-confidential video meetings with classes. These recordings can be shared through Canvas 
only (via link from Google Drive) and not posted to Youtube or other streaming services. Teachers should announce 
they are recording a session to give students or families an opportunity and option to mute and turn off their video 
to protect privacy 
■ Student grades/points should not be based upon eye contact or video participation. Students should not be 
penalized for not turning on their video. Students are allowed to use Bitmoji/avatars as long as they are within 
school policy. 

Bell Schedule for Distance and Remote Learning:

■ Attendance should be taken each period via Skyward. If students are not fully engaged in the learning process 
be sure to reach out to parents and notify them of the behaviors that need to be addressed. Involve the 
administrator and/or counselor as necessary to ensure academic progress is being made. 
■ Teachers will take attendance based on the students who have participated in Webex. (i.e. screenshot of 
participants or download chat) 
○ Tips and suggestions for taking attendance: Create a “question of the day” and ask for responses in the 
chat, Develop a Google Form that you share in the chat and students fill out for attendance, Create a 
poll in Webex or Canvas and have students select their choice. All of these can then be downloaded and 
entered into Skyward as a log of your attendance.

Please note that this is subject to change as conditions/policies warrant. Always consult the digital document for the most up-to-date information. 
 Distance Learning Expectations (Reopening 2020)

Possible lesson sequence and activities throughout the week:

 
Prior to  ...Students watch video outlining the week and introduction of content for the week 
Monday/  ...Read content in textbook/resource to be covered for the week 
Tuesday: 

Monday/  ...Conduct low- or no-stakes formative assessment gauging understanding of material from 
Tuesday   previous weeks/prior learning (Using Canvas, polling programs, formative assessment options) 
...Use Webex to provide direct instruction on concepts for the week/day. (No more than 25 
minutes without a brain break or change in instructional modality) 
...Create group or breakout discussions via Webex and monitor discussions. Have them create 
a “report back” task when larger group returns 
...Create a group assignment for all to complete and collaborate on via Google 
Docs/Slides/Sheets/Jamboard and have each group present findings or learning when they 
return to class. 
...Give students time to complete individual work with spaced or interleaved practice and hold 
small group sessions with students whom you have identified as needing Tier 2 intervention 
(Excuse the class and tell them to report back at a certain time when your small group work is 
to be complete.) 
...Give students a small assessment and/or time to reflect on their learning or progress toward 
mastery on the outcomes established for the week.  

Wednesday/  ...Use Webex to provide direct instruction on concepts for the week/day. (No more than 25 
Thursday  minutes without a brain break or change in instructional modality) 
...Model discussions, labs, interactive resources and provide opportunities for students to 
explore the content. 
...Offer differentiated content for students who have already shown mastery of concept; 
encourage them to dive deeper with the information not just move on to the next task. 
Consider the use of Mastery Paths in Canvas to create opportunities for differentiated 
instruction and remediation.  
...Assign topics to students/groups for further research and ask them to create a specific 
product or deliverable for their learning and share with the group. 
...Create a small group/large group discussion (Live, via Webex or online, via Canvas) 
...Conduct low- or no-stakes formative assessment gauging understanding of material from this 
week’s (or prior) learning, track progress toward learning targets and course outcomes via 
Canvas (Using Canvas quizzes, polling programs, formative assessment options) 
...Give students time to complete individual work with spaced or interleaved practice and hold 
small group sessions with students whom you have identified as needing Tier 2 intervention 
(Excuse the class and tell them to report back at a certain time when your small group work is 
to be complete.) 
...Give students a small assessment and/or time to reflect on their learning or progress toward 
mastery on the outcomes established for the week.  

Friday  ...Review the concepts of the week with the class via Webex presentation. 
...Give students a small assessment and/or time to reflect on their learning or progress toward 
mastery on the outcomes established for the week.  
...Create assignments, discussions, or posts in Canvas that require peer review and feedback 
on the product of learning for the week. 
...Create a Canvas Discussion/Fligrid post that students share their learning 
product/presentation via video response for the week with peers in the class. Peers should 
provide feedback via audio/video. 
...Give students time to redo and resubmit (after receiving feedback) any assignments 
necessary 
Please note that this is subject to change as conditions/policies warrant. Always consult the digital document for the most up-to-date information.