Home > Archive > Remote Learning Guidelines
Posted on

Remote Learning Guidelines

[Print-friendly Remote Learning Guidelines]

Remote Learning Guidelines

For the past few weeks, BH-BL teachers have been connecting remotely with students and families to provide at-home instruction. Throughout this transitional period we ourselves have been learning, strategizing, and seeking to identify the best ways to provide quality remote instruction for an extended period of time. We have incorporated feedback from parents on how we can fine tune our delivery and engagement methods. As a result, we are implementing the following strategies:

  1. NARROW THE CURRICULUM: We have looked at the content and skills we planned to cover between now and the end of the year. Our teachers and department leaders have identified the most important sections of the curriculum. This means, the only topics we will be focusing on are the essential ones necessary to prepare students for the next level. Our priority now is to  prepare students for the next grade or the next course in a sequence.
  2. IMPLEMENT TEACHER-GUIDED LEARNING: Keeping the primary responsibility for education with our teachers is a critical challenge of this transition. We have narrowed the amount of content delivered and are committed to increasing the amount of teacher-guided learning, as opposed to independent study or parent-provided instruction. We will continue to refine our strategies by using a variety of e-learning tools. Our main requests of parents are: 1.) help your children stay connected with their teachers; and 2.) help keep them organized. If you can do those two things, we will be best positioned to guide their learning through the remainder of this crisis. Please reach out to your child’s teacher if you feel they are struggling. We will help!
  3. MAKE REGULAR PERSONAL CONNECTIONS: We are also committed to maintaining regular personal connections with students in order to provide direct instruction. This will take a variety of forms including live classes and meetings, streamed classes, pre-recorded lessons with assessments and emails, screencast lessons, interactive blogging, and even conference calls. All students are expected to be connecting with their teachers on a regular basis.
  4. STREAMLINE COMMUNICATION: We are making a concerted effort to streamline communication between teachers, students, and parents. Grades 9-12: There will now be a once daily communication to students per class and it should contain pertinent information about assessments, links, expectations, etc. Grades 6-8: The launch webpage will remain the main communication hub for teachers and students. Students should also check Google Classroom and their school email at least once daily. When possible, teachers will communicate as a team to help reduce the number of emails being sent out. Grades K-5: Please check the launch webpage for classroom instructions. Parents/students should also check Google Classroom (if used) and email at least once daily.
  5. PROVIDE STUDENT SUPPORT: School districts are required to implement supports, services and accommodations, as indicated in students’ IEPs or 504 Accommodation Plans, to the best of their ability. Special education teachers will work with their students’ general education teachers on instructional modalities and accommodations/modification for assignments and assessments. Other support services will be delivered by “tele-therapy,” wherever possible. Personal outreach to parents will be made via phone or email. Parents who have social/ emotional well-being concerns should reach out to their child’s social worker, guidance counselor, and principal.

Student School Work Expectations

  • GRADES K-2: 1 to 2 hours per school day of ELA, math & other academic work (including virtual class meetings, computer work, or print materials) and then special areas exploration and developmentally appropriate non-computer activities
  • GRADES 3-5:  1.5 to 2.5 hours per school day of ELA, math & other academic work (including virtual class meetings, computer work, or print materials) and then special areas exploration and developmentally appropriate non-computer activities
  • GRADES 6-8: 2 to 3 hours per school day on screen time/work time including virtual class time
  • GRADES 9-12: 30 to 40 minutes of work per school day, per class (limited to 4 hours total) including virtual class time

What Student-Teacher Connections Will Look Like

  • ELEMENTARY LEVEL: Grade level teachers will make regular personal connections with their students 1 to 3 times per week using a variety of platforms (e.g., Google Meet (live or recorded), Flipgrid, live streaming, screencasting, phone calls, etc.) These connections will allow teachers to present new content or skills as well as allow teachers and classmates to stay connected. Teachers are encouraged to also use this time to help students stay focused on the priority ELA and math lessons, and to encourage them to participate in the activities provided by their special area teachers.
  • MIDDLE & HIGH SCHOOL LEVEL:  Teachers will make personal connections with students 1 to 3 times per week using a variety of platforms (e.g. Google Meet (live or recorded), Flipgrid, live streaming, screencasting, phone calls etc.) These connections will allow teachers to present new content or skills as well as allow students to connect with their teachers in order to be guided through lessons, ask questions, and maintain personal relationships. Live class meetings will follow the agreed upon modified alternate-day block schedule at the high school and will follow the Team/Encore schedule at the middle school.

Remote Learning Support Portal

We’re here to help! We’ve gathered a collection of resources, tutorials, and FAQs related to instructional technology and remote learning and create a Remote Learning Support Portal. You can even submit questions and get help troubleshooting Chromebook issues.