Restart 20 Restart 20-21 Task Force: 21 Task Force: Report to Board of Education June 29, 2020 June 29, 2020
Distance Learning Distance Learning Instructional Model
Attending school in a small In a classroom following On a computer In a classroom with no group a few times a week social distance guidelines participating in Distance social distancing. and learning online. (as appropriate and Learning full time. practical) Fall 2020 Parent/Guardian Survey
English Spanish Fall 2020 Parent/Guardian Survey
Design Team Design Team Elementary Elementary - Distance Learning Design Team Distance Learning Design Team Elementary Elementary - Distance Learning Design Team Distance Learning Design Team Christy Christy Mary Shay Mary Shay Michelle Michelle Crystal Reid Crystal Reid Leslie Prock Leslie Prock Brandy Brandy Kelly Card Kelly Card Teresa Teresa Brooke Basner Brooke Basner Swafford Swafford Director of Spease Spease ELD Program LPS Parent Pentecost Pentecost Principal, East Burden Burden Fourth Grade Facilitator & Facilitator & Innovation, 2nd Grade Specialist and Teacher ECE Villages Elementary Principal, New Teacher, Instructional Equity, and Teacher, Field Educator, CU Preschool School Wilder Technology Learning Elementary Denver Principal Elementary Specialist Secondary Secondary - Distance Learning Design Team Distance Learning Design Team Dana Dana Jon Widmier Jon Widmier Lauren Lee Lauren Lee Stacey Stacey Terese Terese Suzanne Suzanne Courtney Courtney Clay Abla Clay Abla Ken Moritz Ken Moritz Tom Andrews Tom Andrews Levesque Levesque Social, Instructional Riendeau Riendeau Rainwater Rainwater Neufeld Neufeld Berry Berry Secondary Director of STEM Teacher, Facilitator & Facilitator & Emotional, Coach, Principal, LPS Parent, 7th Grade Social Assistant Director Human Goddard MS Instructional Behavior Arapahoe HS Heritage HS Littleton HS Studies Principal, Resources Technology Services Teacher, Euclid Euclid MS Specialist Coordinator MS
LPS Vision Littleton Public Schools will continueto provide extraordinary learning, exceptiona community, expanded opportunity and success for all students. --- Even if we are online
Blended Learning Blended Learning Instructional Model
Instructional Priorities in Blended Model Instruction/Learning Instruction/Learning Instruction/Learning Instruction/Learning enhanced by in person learning enhanced by in person learning enhanced/supported by using digital tools enhanced/supported by using digital tools 1) Asynchronous learning (flipped classroom) as 1) SEL, building community and connections appropriate 2) Student-Centered Tier 1 Instruction based on 2) Application and exploration identified priority standards ● Content Creation independently or with a ● Hands on experiences ● small group of peers Building understanding through synchronous ● Gathering research collaboration ● 3) Independent practice Group discussions 4) Relevant and timely feedback from teacher and 3) Model use of digital tools, resources through from peers through small groups or online tools Blended learning Strategies ● (flipgrid, etc) Build student capacity for independent 5) Revise product in response to meaningful learning and access feedback 4) Differentiation through Tier 2 & 3 Instruction 6) Asynchronous assessments as appropriate (targeted, small group)
Values Driving Schedule Recommendations Prior to beginning the “Blended” schedule, intentional planning and implementation of orientation activities will provide students with a social/emotional grounding. ( See Social/Emotional Guidance Document ) ● Students will be in person as frequently as possible. ● Families will have the same schedule across all levels PreK -21. ● Creating consistent student schedules and routines is good for all students and families. ● Teachers will continue to participate in meaningful PLCs to provide data -driven student-centered instruction both in person and online modes of learning. ● In an effort to be fair and equitable across all student populations, modifications to these schedules will not be made. * For schedule prototyping purposes, the group assumed a 30 student maximum per class. This does not fully take into account s pec ials and some electives. Those classes will need additional accommodations that may occur at the site level.
15:1 Schedule Recommendations Alternating groups with two days in a row, one day of flexible small groups (with PLC late start continuing on Wednesday), and then two days in a row. While A group is in the building, B group is engaging in distance learning and vice versa. Mon Mon Tue Tue Wed Wed Thu Thu Fri Fri A A PLC/T* PLC/T* B B A A PLC/T* PLC/T* B B *PLC and Targeted Instruction Day *PLC and Targeted Instruction Day On W ednesdays, students may engage in teacher initiated targeted instruction (may be in person or online) and/or participate in distance learning. Designated PLC time will continue on W ednesday with this model. Teachers will plan a full week of instruction for their two groups of students: two in person days two in person days and three asynchronous distance learning days. and three asynchronous distance learning days.
10:1 Schedule Recommendations Alternating three groups each week: full day of distance learning, 1 day of flexible small groups, Friday would be the PLC/Targeted Instruction day. By starting the week with distance learning (which may include synchronous and asynchronous experiences) and ending with PLC/Targeted Instruction day, it helps to eliminate scheduling conflicts due to holidays. Mon Mon Tue Tue Wed Wed Thu Thu Fri Fri D** D** A B C PLC/T* PLC/T* D** D** A B C PLC/T* PLC/T* D** Distance Learning for all students D** Distance Learning for all students PLC late start has been moved from W ednesday to Friday. This continues to allow for PLC time as well as planning/work time each week for teachers. Teachers can plan for a week of instruction for their one in one in person day and four asynchronous days. person day and four asynchronous days.
Detailed Recommendations by Theme Detailed Recommendations by Theme When reviewing this document 1. Scheduling you will see questions and 2. Fall Planning concerns raised by committee 3. System members, identified from the research, and submitted in 4. Tier 1 / Rigor and feedback from the reactionary Engagement group. 5. Special Populations Committee recommendations can 6. Mental Health inform planning by the district and 7. Specials/Electives schools.
Design Team Design Team 15:1 15:1 - Blended Learning Design Team Blended Learning Design Team Jess Jess Mike Mike Don Don Cathy Cathy Rachael Rachael Marcy Marcy Julia Julia Kim Bogue Kim Bogue Kim Bryant Kim Bryant Jill Lewis Jill Lewis Sarah Sarah Steve Wolf Steve Wolf Hesselber Hesselber Porter Porter Emmons Emmons Benton Benton Lessmann Lessmann Phelps Phelps Montano Montano LPS Parent, Early School Orlando Orlando Principal g Executive Music/Band Assistant Literacy Director of Gifted and ETAC Childhood Psychologist Nurse Powell MS Facilitator Facilitator Director of Teacher Principal, Specialist/I Transporta Talented Member Special Franklin ES Consultant & Innovative Littleton Hs Littleton nstructiona tion Specialist Education District Technology HS l Coach Specialist Librarian Runyon ES 10:1 10:1 - Blended Learning Design Team Blended Learning Design Team Ann Ann Nathan Nathan Mary Allman Mary Allman Sara Sara Sarah Sarah Nate Nate Ryan Miwa Ryan Miwa Nicole Nicole Angela Angela Loretta Loretta Alberta Alberta Melissa Melissa Summers Summers Frasier Frasier Transition MacDonald MacDonald Kruger Kruger Thompson Thompson Assistant Guider Guider Christensen Christensen Collins Collins Maybee Maybee Cooper Cooper Facilitator & Facilitator & Voyager Program Math TOSA Operations, Director of Principal, Nurse LPS Parent, SACC Teacher, Director of Coordinator Program Administrator Environmen Social Arapahoe Consultant PPO Coordin Franklin ES Special of Administr tal Services Emotional & HS President ator Services Mathematics ator Mental Health Services
In In-Person Learning Person Learning Recommendations and Considerations
Overview ● Seventy-four percent of our community desires a return to in-person learning in the fall. (Fall 2020 Parent Survey) ● A return to in-person learning will require a number of considerations and procedures to be implemented at the district, school, and household levels. ● Three categories for recommendations and considerations: ○ Instructional ○ Procedural ○ Calendar/Communications
Instructional Considerations ● Building school community with social distancing ● Supporting Social and Emotional Learning through our current structures ● Instruction grounded in priority standards for Tiers 1, 2, and 3 ● Consistent student cohorts as much as feasible ● Provide an online learning option for families who choose not to return to in- person learning (11% indicated on Fall 2020 Parent Survey) ● Purposeful instruction to support common online platforms and tools for blended and distance learning, if needed ● Consistent support of health standards for cleaning and social distancing
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