SOCORRO INDEPENDENT SCHOOL DISTRICT 2020-2021 …

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SOCORRO INDEPENDENT SCHOOL DISTRICT

2020-2021 REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN

APPROVED BY THE SOCORRO ISD BOARD OF TRUSTEES: SEPTEMBER 15, 2020

APPROVED BY THE TEXAS EDUCATION AGENCY: OCTOBER 1, 2020

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REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN ATTESTATIONS

Instructional Schedule

X Teacher interaction with students is predictable, sufficient to support schedule. X Teacher availability for students (e.g. office hours schedule) is planned in advance, predictable, sufficient for student progress, clearly defined, and published in the student syllabus. X Students can access instructional support from teachers when needed, direct instruction is delivered by teachers, and students know how and when they can interact with their teachers. X Students are provided clear means to engage with academic material on a daily basis. X Student IEPs are followed regardless of learning environment such that students with disabilities receive a Free, and Appropriate Public Education (FAPE). X Student academic work ensures engagement that is equivalent to direct content work that a student would be engaged in over a normal school year. As guidance, this direct work with academic content matches or exceeds the following average daily minimums across all subjects:

• Half day PreK – 90 instructional minutes • Full day PreK – 180 instructional minutes • K through 5th grade – 180 instructional minutes • 6th through 12th grade – 240 instructional minutes

Materials Design

X District has adopted a full, TEKS-aligned curriculum that can be executed in an asynchronous remote learning environment. This includes:

X Assessments that ensure continued information on student progress remotely X Instructional materials that support a coherent, logical course sequence that reinforces concepts at appropriate times to ensure continuity of learning remotely X Instructional materials consistently reinforce concepts at appropriate times to ensure retention of knowledge in asynchronous environments

X Instructional materials include specifically designed resources and/or accommodations and modifications to support students with disabilities and English Learners in an asynchronous environment. X There is a plan to ensure district-adopted instructional materials are used during instruction and in the hands of students.

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REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN ATTESTATIONS

Student Progress

X Expected student progress in remote asynchronous learning is planned in advance, defined by day, and ties to the overall course coverage in the course syllabus. X Daily, trackable student engagement exists to ensure curricular progress in asynchronous learning. Curricular progress can be measured through any of the following means:

X Data from the Learning Management System (LMS) showing progress made that day X Curricular progress evidenced from teacher/student interactions made that day X Completion and submission of assignments planned for that day

X Districts have systems to measure academic progress of all students to inform instructional practice in an asynchronous environment.

X Progress monitoring includes all students and can be done in any proposed at-home scenario (digital or print)

X Student feedback is provided from instructor at least weekly in asynchronous learning environments including next steps or necessary academic remediation to improve performance. X School grading policies for remote student work are consistent with those used before COVID with respect to on campus assignments.

Implementation

X Campuses plan for and implement professional development calendars with specific supports for asynchronous instruction. These include the following for educators:

X Provide introductory and ongoing content-focused, job-embedded training linked to chosen asynchronous curricular resources X Cover all grade levels and content areas that are participating in asynchronous learning X Develop content knowledge to help educators internalize the asynchronous curriculum and analyze and respond to data with the use of the instructional materials X Explicitly cover asynchronous remote instructional delivery and use of the asynchronous learning platform and/or learning management system

X Districts provide explicit communication and support for families in order to support asynchronous work at home.

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OPEN RESPONSES AND APPENDICES (SUPPORTING DOCUMENTS)

The following open response descriptions and appendices with supporting documentation apply to grades PK3-12. Instructional Schedule: Description of the structure of your asynchronous schedule highlighting any differences by grade level and/or content area. Samples of daily schedules for each grade level are located in Appendix A, p. 14-33.

Component Explanation

What are the expectations for daily student interaction with academic content?

Students in all grade levels, PK3-12, participate in specifically scheduled instruction and activities in all content areas (grades PK3-5th) and in their course schedules (grades 6-12). Active asynchronous instruction with a synchronous component comprises 365-375 minutes per day, depending on grade level throughout grades PK-12. Synchronous learning opportunities are embedded into the overall asynchronous plan in each content area or course. In grades PK3-5, these opportunities are built into whole group instruction, followed by the asynchronous nature of independent practice and project-based learning (PBL). Grades PK-5 schedules contain approximately two hours of direct synchronous instruction and four hours of asynchronous, self-paced, independent activities during an instructional day. For the District’s PK3 half-day program, the schedule contains slightly more than one hour of direct synchronous instruction and approximately two hours of asynchronous independent activities during the instructional day, comprising 185 total minutes of instruction. Also included in Appendix A are selected schedules of our gradual back-to-school transition plan for grades PK, K, 1, and 2.

In grades 6-12, students will attend their courses on an A/B block schedule, with periods 1-4 offered on “A” days (Mondays and Wednesdays) and periods 5-8 offered on “B” days (Tuesdays/Thursdays) with 90 minutes per course every other day. In this model, the synchronous direct instruction will be built into 30 minutes of live teaching, and 60 minutes of the class period will be comprised of asynchronous self-paced, independent activities. In grades 6-12, a Friday “C” schedule is built into the block that provides students with the opportunity to attend all class periods 1-8 and therefore close the week by being able to interact with each of their teachers. In the Friday schedule, each course will run 45 minutes, with 15 minutes of direct synchronous instruction and 30 minutes of asynchronous, self-paced, independent activities. Grades 6-12 schedules on all days of the week contain approximately two hours of direct synchronous instruction and four hours of asynchronous, self-paced, independent activities.

Appendix A contains all daily schedules for each grade level, which have been specifically designed for PK3, PK, K-2, 3-5, middle school (6-8), and high school (9-12). Two summaries of common elements for both the elementary and secondary levels are provided below:

Common to Elementary: PK3-Grade 5 (lengths adjusted for half-day PK3) Common to Secondary: Grades 6-12 -English Language Arts: 90 minutes per day -Approximately 30 minutes direct instruction (synchronous) per course -Mathematics: 60 minutes per day each day Monday through Thursday (“A/B” Schedule) -Science: 45-50 minutes per day -Approximately 60 minutes self-paced instruction (asynchronous) per -Social Studies: 45-50 minutes per day course each day Monday through Thursday (“A/B” Schedule) -Physical Education: 30 minutes per day PK, 50 minutes per day K-5 -Approximately 15 minutes direct instruction (synchronous) per course -Independent Practice with district-adopted instructional programs: each Friday (“C” Schedule) 35-45 minutes per day, ELA/Math -Approximately 30 minutes self-paced instruction (asynchronous) per -Independent Project-Based Learning is integrated into Science/Social Studies. course each Friday (“C” Schedule) Based on student progress through LMS analysis (ex. Microsoft TEAMS, Nearpod, Schoology), satisfactory completion of assignments, and the monitoring of consistency with student interaction, teachers will be able to make decisions to provide more opportunities for additional synchronous instruction for students who are determined to have a need. Individual and/or small group instruction will be provided for identified students. Teachers will be the source for monitoring which students need extra assistance/interventions in a formal setting. It will also be established that any student will be able to communicate with a teacher during asynchronous instructional times or at other times to request individual assistance.

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How will you ensure all student groups and grade levels will have the opportunity to engage in approx. a full day of academic content every day?

As illustrated in the summaries above and in Appendix A, academic schedules across grades PK-12 average 365 to 375 minutes of active instruction, primarily asynchronous (approximately four hours) with a synchronous component (approximately two hours), each school day. This exceeds the 180 minutes required per day in Grades PK-5 and the 240 minutes required per day in Grades 6-12. For the PK3 program, the 185 minutes of active instruction in a half day exceeds the 90 minutes required per day in a half-day PK setting. Prescribed interventions for identified groups of students and individual student access to teachers for assistance will provide access to tailored supplemental synchronous learning opportunities, as will the availability of teachers throughout the instructional day for all students. Core area instruction, defined as English Language Arts, Mathematics, Science, and Social Studies, is offered for 285 minutes per day in Grades PK-5, with asynchronous instruction the primary learning platform supported by specific periods of synchronous instruction. Physical Education, Fine Arts, and Social/Emotional Learning (SEL) comprise the remainder of daily active instruction. In the PK3 program, 115 minutes per day of core area instruction is offered with asynchronous instruction as the primary learning platform, supported by specific periods of synchronous instruction. In grades 6-12, 367 to 375 minutes of active instruction will take place daily in the A/B block schedule through 90 minutes of instruction in four classes on “A” days and 90 minutes of instruction in four classes on “B” days. Fridays are designated as a “C” day in the block in which all students will attend all eight of their classes for 45 minutes each. The remaining minutes are reserved for a universal activity to begin or to conclude the instructional day. Middle school students (6-8) will complete all state-mandated course requirements and high school students will complete all courses in accordance with state graduation plan requirements.

What are the expectations for teacher/student interactions?

Students will be provided multiple daily opportunities in all asynchronous grade levels to interact with their teachers in a live fashion. Direct synchronous instruction is a daily component of the asynchronous learning plan in all grades, schedules, and subjects, in which students will be able to interact with their teachers through multiple “mini-blocks” of time throughout the instructional day. During the asynchronous majority of the instructional day, teachers will design supplemental direct individual and small group intervention/re-teaching opportunities for students whom they have identified as having a need for additional prescriptive instruction. Furthermore, throughout the instructional day, teachers will be available for students to contact them with questions and to request individual assistance. Interactions through scheduled direct instructional times, additional intervention sessions, and individual contacts throughout the instructional day are the District’s preferred teacher-student methods of contact on a daily basis. Secondary contact methods will include outreach efforts made by teachers in the form of initiating e-mails and phone calls to individual students for whom active interaction did not occur during the course of the instructional day.

How will teacher/student interactions be differentiated for students with additional learning needs?

The District will ensure that each student receiving special education services will have their Individualized Education Program (IEP) followed in compliance with federal and state laws in the implementation of the asynchronous learning plan, to ensure that all students receive a free and appropriate public education (FAPE). IEPs will be followed in all placements, to include related services and the full range of programs from the least restrictive environment to more specialized learning environments. Additionally, all students who have a developed Individual Accommodation Plan (IAP) established through Section 504 will have their plans followed. In the specific case of students who are receiving homebound instruction through their IEP or 504 plan, said instruction will be provided in an individualized remote fashion, which is allowable through the determination of the ARD/504 committee with respect to the amount of remote instructional time needed to satisfy implementation of the IEP and/or 504 IAP. Special populations of students, to include English learners, students who are at-risk, gifted/talented students, homeless, migrant, and others will receive additional instruction and accommodations to meet their specific learning needs through the asynchronous instructional plan. At times, the structure for additional instructional considerations will be rooted in whole-group instruction (ex. specific bilingual or ESL classroom, the extra hour of instruction in our District’s WIN program); in other situations, such as the identification of students who are struggling to progress, teachers will create opportunities for supplemental, personalized instruction. Determinations will occur through evaluation of assignment completion and proficiency through regular evaluation of LMS progress (ex. Microsoft TEAMS, Nearpod, Schoology) or through empirical observations of progress made by teachers. Supplemental individual and small group instruction will be facilitated by teachers through the setup of designated Microsoft TEAMS channels.

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Materials Design: Description of how instructional materials supporting the asynchronous learning environment, including how all students can access instructional materials. Detailed resource descriptions for Special Education/Section 504 and Bilingual Education are located in Appendix B, p. 34-37.

Subject/ Course Grade Level(s)

Instructional Materials

Progress Monitoring and

Assessment

Is it TEKS aligned?

What resources are included to support students with disabilities? What resources are included to support ELs?

Math Instructional Materials

PreK3 - 12th grade

TEKS Resource System

Frog Street (3-Yr.

Old Program)

Opening the World of

Learning (PK)

Savvas Envision 2.0 (K-5)

McGraw-Hill

(6-8)

Savvas HS Math (8-12)

Springboard (6-11)

Schoology LMS Activities

Microsoft TEAMS Engagement

I-station Math (K-5)

Campus-Based Assessments

Circle Progress Monitoring (PK)

District Common Assessments (Eduphoria)

Nearpod

Yes

Accommodations and/or modifications will be provided to all students based on their

Individualized Education Plan (IEP) or Individual Accommodation Plan (IAP).

Differentiation, scaffolding supports, and

supplemental instructional aids are included in each resource. Students will

have access to a special education teacher, paraprofessional,

individual/small group instruction, and related services as outlined in their

IEP/IAP.

Supporting resources for students receiving Special Education/Section 504 services and their parents are detailed in Appendix B of

this plan.

Linguistic accommodations for instruction and designated supports for assessment

will be determined by the LPAC Committee. Each English learner’s

accommodations will be implemented in the facets of classroom instruction, in

which the ELPS will be embedded.

Savvas Envision includes an online component that features English and

Spanish materials (including videos and resources).

Supporting resources for English learners

and their parents are detailed in Appendix B of this plan.

RLA Instructional Materials

PreK3 - 12th grade

TEKS Resource

System

Frog Street (3-Yr. Old Program)

Opening the

World of Learning (PK)




Yes





have access to a special education


will be determined by the LPAC Committee. Each English learner’s accommodations will be implemented in the facets of classroom

instruction, in which the ELPS will be embedded.

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RLA Instructional

Materials

PreK3 - 12th grade

Houghton Mifflin

Harcourt ‘Into Reading’

Textbook (K-5)

My Perspectives

(6-8)

Into Reading Textbook

(9-12)

CommonLit

ReadWorks

Scope Magazine

Publishers embedded into

pre-existing Nearpod lessons

Circle Progress Monitoring (PreK)

I-Station Reading (K-5)


Activities

Checkpoints

Assessments structured into 90

minute model

Yes

teacher, paraprofessional,


IEP/IAP.


this plan.

Houghton Mifflin Harcourt ‘Into Reading’ Textbook (K-5) has embedded EL support

instructions and contains numerous nonlinguistic representations as part of the

materials.

My Perspectives (6-8) also has a digital learning hub with teacher resources to

support their EL instruction.

Supporting resources for English learners and their parents are detailed in Appendix

B of this plan.

SLA Instructional Materials

PreK3 – 5th grade


Benchmark Education

Houghton

Mifflin Harcourt Arriba!

Textbook (K-5)

Savvas My World (K-5)

Estrellitas (PK-2)





Yes






individual/small group instruction, and related services as outlined in IEP/IAP.




Houghton Mifflin Harcourt Arriba! Textbook (K-5) has embedded EL support instructions and contains

numerous nonlinguistic representations.

Benchmark Education has digital materials in English and Spanish.

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Supporting resources for students receiving Special Education/Section 504 services and their parents are detailed in Appendix B of this plan.


B of this plan.

Science Instructional

Materials

PreK3 - 12th grade

TEKS Resource

System

Frog Street (3-Yr. Old Program)

Opening the World of Learning

(PK)

Science Fusion (K-8)

Connect Ed (Biology,

Chemistry, Physics)

STEMScopes (PK-8)





Yes







IEP/IAP.


this plan.




Science Fusion has an online hub that features English and Spanish materials

(including videos and resources).


B of this plan.

Social Studies Instructional

Materials

PreK3 - 12th grade


Frog Street (PK3)

Opening the World of Learning

(PK)




Yes





have access to a special education


will be determined by the LPAC committee. Each English learner’s accommodations will be implemented in the facets of classroom


All digital materials come in both English

and Spanish.

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Savvas My World (K-5)

McGraw-Hill (6-8)

Holt-McDougal (9-12)


teacher, paraprofessional,


IEP/IAP.


this plan.


B of this plan.

Additional responses on specific areas of instructional materials consideration:

Component Explanation How will materials be designed or be adapted for asynchronous instruction, ensuring coherence and retention on knowledge?

All textbook adoptions have online access, ensuring that all students with devices and internet will be able to have all resources at hand during asynchronous instruction. Additionally, all students have the hard copy consumable version of each textbook, to include those students who have devices and internet and those who do not. Students who do not have devices and internet will be provided with supplemental packets that are aligned to the TEKS being taught in each adoption. With that, the District will ensure that the three-pronged instructional materials combination of online access, consumables, and packets yields a curricular sequence contributing to student academic progress. Additionally, the integration of platforms such as Nearpod, Microsoft TEAMS, and Schoology into all content areas will allow for an additional repository of opportunities for daily practice, and our District’s established Eduphoria-based local assessment system provides formative and summative evaluation markers that are aligned to all TEKS-based instructional materials.

What additional supports (in addition to resources listed above) will be provided for students with disabilities and ELs?

Appendix B of this plan contains detailed listings and web links for additional resources geared toward students receiving special education services, Section 504 services, and English learners, as well as specific components for parents of students in these groups. In the area of special education, instructional support will be provided from the least restrictive environment and forward, with the amount of personnel and services determined through student need and IEP development; placements will be replicated through the asynchronous platform. Common Section 504-based plan elements such as home-based instruction and dyslexia services will also be followed in the asynchronous setting. English learners, through ELPS instruction and individual level of English acquisition (ex. beginning, intermediate, advanced), will receive scaffolded instruction designed to help them progress with both their second language proficiency and their progress in the content areas. Specialized Title III-based paraprofessionals will assist ELs individually and in small groups to further these goals.

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Student Progress: Tracking of student engagement and progress in the asynchronous learning environment. Guidance documents on student attendance and engagement in the remote asynchronous setting are located in Appendix C, p. 38-42.

Component Explanation What is the expectation for daily student engagement?

Students are expected to be in attendance during periods of direct whole-group instruction on a daily basis. Furthermore, they are expected to make progress toward completing assignments throughout the course of the instructional day. The expectations for student engagement are summarized in the schedules of each grade level for Grades PK3-12. Participation in whole-group instruction, the completion and submission of assignments during asynchronous instruction, and individual interaction with teachers upon student request or through teacher identification for supplemental instructional assistance are the District’s preferred methods of student engagement.

What is the system for tracking daily student engagement?

To generate Average Daily Attendance (ADA) from the Texas Education Agency (TEA) under this Remote Asynchronous Plan, the District will mark students “Present-Remote Asynchronous” if they 1) make documented progress on activities in the District’s common LMS platforms (ex. Microsoft TEAMS, Nearpod, Schoology) on a daily basis, 2) make progress through daily student-teacher interactions, or 3) turn in assignments during the course of the school day. Appendix C contains district-developed documents that summarize and delineate both the legal definitions of “Present-Remote Asynchronous” attendance and our District expectations for academic engagement. Socorro ISD expects to first track “student engagement” through student presence in the direct synchronous components offered in our remote asynchronous plan instructional schedules. In grades PK3-5, our instructional schedules offer several opportunities for this to occur throughout the instructional day as each content area contains a time period for whole-group synchronous learning before the commencement of longer periods of asynchronous learning activities. In Grades 6-12, the District is cognizant of the fact that 90% attendance and a passing grade must be achieved for a student to obtain course credit, as this state law has not been waived or modified. Therefore, teachers will take daily attendance during the direct synchronous portion of each A/B/C block-scheduled course to establish this consistency. As has been referenced, students will also be marked “Present-Remote Asynchronous” through participation in individual or small-group interventions prescribed and led by a teacher. In the event that direct student-teacher interaction has not been able to be accomplished, teachers will then turn to determining “Present-Remote Asynchronous” student engagement by evaluating student progress through a selected LMS platform or the turning in of an assignment by a student on that day. If no progress has been made in an LMS platform such as Microsoft TEAMS, Nearpod, Schoology, etc., and if no assignments have been submitted, the final step that a teacher will take to avoid marking a student “Absent” will be to individually contact the student by phone or through e-mail, with the expectation that the student must respond and that a student-teacher interaction would therefore have been established. It is expected that through continuous reinforcement and consistency through our remote asynchronous plan and its schedules/expectations within that teachers will need to make a minimal amount of phone calls/send a minimal amount of e-mails, as the more favorable options should establish “Present-Remote Asynchronous” status for the majority of students. Finally, although the District expects the majority of attendance to be taken within the context of the established instructional day, the “24-hour period,” defined in TEA guidance as 12:00 midnight to 11:59 PM, available to generate ADA through remote asynchronous plan implementation will be utilized in necessary circumstances. If progress is made in a selected LMS platform, if an assignment is submitted, or if a successful student-teacher interaction has been accomplished after the day’s schedule has concluded, the teacher will then change the student’s current attendance status from “Absent” to “Present-Remote Asynchronous.”

How are the expectations for daily student engagement consistent with progress that would occur in an on- campus environment?

In a traditional on-campus environment, students attend class and receive direct instruction from their teachers as part of a lesson plan. Throughout the day (Grades PK3-5) or in each class period (Grades 6-12), students complete assignments that encompass guided practice, independent practice, and project-based learning that is based off of the direct instruction that has been received. The Socorro ISD remote asynchronous plan mirrors these principles with a ratio of approximately 1/3 direct synchronous instructional time that supplements approximately 2/3 remote asynchronous instructional time in each grade level’s schedule. Furthermore, as required by law, the District will enforce the 90% attendance rule for course credit to ensure active participation by students, as would be recorded in a traditional setting.

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Additionally, the on-campus environment in Socorro ISD includes daily opportunities for intervention and extended learning opportunities for students who have demonstrated a need for greater academic support, such as students at risk or students falling behind on their progress who require additional assistance. Teachers and support staff will ensure that students are identified and said support is provided throughout the instructional day. Also, the District shall ensure that students who have such provisions in legal documents such as an IEP or Section 504 IAP will have all components of their plan followed in the remote asynchronous instruction platform. This includes but is not limited to related services, homebound instruction, specificity of unit placement, and academic/behavioral modifications. Furthermore, the District’s Response to Intervention (RTI) process is robust with established committees at all campuses meeting on students experiencing academic and/or behavioral challenges and responding to those accordingly with prescriptive individual support through the RTI tier system.

What is the system for tracking student academic progress?

The District will track student academic progress in the remote asynchronous plan in a similar fashion to the way it is tracked in a traditional setting. Daily completion of assignments to include those accomplished individually or in a group, project-based learning, As has been previously referenced, assignment completion is monitored through LMS (ex. Microsoft TEAMS, Nearpod, Schoology) progress, teacher-student instruction, and teacher-student interactions through individual and small-group interventions. Assignments, both in LMS platforms and teacher-designed, will be evaluated and graded by teachers and feedback to students on their progress will be provided. Additionally, four-week “midterm” assessments and nine-week comprehensive assessments will continue in the remote asynchronous plan to comply with District policy and to assess demonstration of content mastery by students. Parents already have access to several platforms and applications used by the District to track their children’s academic progress and attendance, to include the Tyler SIS 360 parent portal, Microsoft TEAMS, Class Dojo, Remind, Nearpod, Seesaw, and Schoology. Through one or more of these platforms/applications, teachers are establishing contact with their students and parents as the school year approaches commencement, and will have these modes of communication active on a daily basis throughout the school year. The District is close to reaching the goal of having one electronic device for every enrolled student. Many students have received their devices, and the remainder have been ordered; we await receipt of these to complete the distribution to all students. For students who do not have an electronic device and/or internet access in their homes, schools are creating hard copy packets of assignments that students in this situation can complete to keep pace with instruction. A component of remote asynchronous instruction is for teachers to be able to establish daily contact with all students, and students who must complete assignments through hard copy instructional packets for a period of time will receive daily phone calls from their teachers for check-in on progress and the offer of assistance. A documented teacher-student interaction, such as a phone call, is one method that can be used to record student attendance as present-remote asynchronous. However, in the case of students who are utilizing hard copy assignment packets, our schools are sending the packets out on a weekly basis with daily assignment completion markers. When the packet is submitted at the end of each week, student attendance is credited as “present, remote asynchronous” for each day that assignments in the packets are completed. In addition to teacher-student communication, this checkpoint system helps to ensure that students who must work from hard copy packets are keeping pace with instruction and making adequate progress. Also acceptable is electronic proof of completion of an assigned portion of a packet, such as a scan or e-mail through a phone.

What is the system for providing regular (at least weekly) feedback to all students on progress?

In all grade levels PK3-12, a portion of instruction in each content area/course will be comprised of direct synchronous instruction. Throughout the day, teachers will be able to gauge student progress through these intermittent opportunities for face-to-face instruction. During the more extensive time periods designated for asynchronous instruction throughout the day, teachers will be able to provide specific interventions and extended learning opportunities to students who demonstrate a need. Students will be identified for such extended face-to-face instruction based on their academic progress. Teachers will evaluate completed assignments through selected LMS platforms, other district-approved applications, and the submission of hard copy instructional packets (for students without a device/internet) on a weekly basis at minimum, with the expectation that feedback on progress will occur several times during a given week through a variety of channels. In line with the guidance for taking attendance within a remote asynchronous plan, contact made with students through direct synchronous instruction, individual/small group assistance, completion of assignments, and communication through phone calls and e-mail correspondence will all serve as methods to evaluate student progress, provide feedback, and make adjustments when necessary.

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Implementation: Specific supports for educators and families to implement effective remote asynchronous instruction. Remote asynchronous professional development listings and descriptions are located in Appendix D, p. 43-63.

Summarize how your professional development for educators will support asynchronous instruction:

Component Explanation How will both initial and ongoing, job-embedded educator development opportunities occur?

In June 2020, the rollout of professional development opportunities related to remote asynchronous instruction began and continues to move forward as the school year begins. The District’s Curriculum/Instruction Department and Instructional Technology Department have partnered to create a plethora of sessions designed to maximize teacher effectiveness in the remote asynchronous environment. District instructional officers and District instructional technology specialists lead all sessions, usually in a tandem or in a triad, which are driven toward having the resources for maximization of remote asynchronous learning. This maximization includes the use of applications such as software applications, online textbook adoption access and usage for content areas, remote asynchronous classroom setup and classroom management, and supplemental curricular foci that relate to instructional models (ex. 90 minute model applied to remote asynchronous instruction) and district-purchased initiatives (ex. Johnny Can Spell), as well as District-adopted LMS platforms to include Microsoft TEAMS, Nearpod, and Schoology. In Appendix D, professional development calendars are attached that show sessions conducted from June 2020 through the District’s designated professional development time period of August 3-14, 2020, as evidence of the efforts to pivot our professional development model around remote asynchronous instruction going forward. In addition, our instructional officers and instructional technology specialists have created an extensive repository of “on demand” Nearpod-driven webinars that represent an expansion of the offerings that were created and implemented to prepare for the 2020-2021 school year. Furthermore, other departments serving major subpopulations such as Special Education and Bilingual/ESL Education contributed significantly to the campaign to frontload as much knowledge as possible for our faculty and staff during this time period. During the summer months, a substantial number of our faculty voluntarily attended our professional development sessions; this is symbolic of our District’s dedication to providing the best asynchronous educational experience possible for our students. To supplement the efforts undertaken at the District level, campus principals have provided and continue to provide professional development for faculty and staff in which the needs of the student body and of the faculty are taken into account at a local level; individual campus needs relating to areas in need of academic growth and technological proficiency are prime examples.

How will professional development experiences develop educator content knowledge to support internalizing the asynchronous curriculum and analyzing and responding to data?

The professional development opportunities that have been created up to this point by District staff to support our campus faculty/staff continue to be followed by concerted campaigns for greater development of resource banks as we begin the school year with remote asynchronous instruction as a norm for the time being. Being able to assist faculty in being able to implement all available resources in a remote asynchronous setting serves as the foundation for our professional development efforts, and the subsequent project enhancements that are underway focus on continued emphasis of the base, as well as establishment of a consistent and effective virtual classroom structure for all teachers. As students begin the school year and commence in making academic progress, staff is working to support teachers on analysis of student progress through District-utilized LMS platforms, progress checkpoints through the TEKS Resource System framework, and assessment data analysis.

Describe your communication and support plan for families engaging with asynchronous learning:

Component Explanation

How will you communicate the expectations for asynchronous instruction to families?

Communication with parents and guardians occurs through the Socorro ISD website/campus websites and district/campus social media accounts to include Twitter, Facebook, and Instagram. Frequent mass callouts at both the district level and the campus level are also utilized. Campuses use the Smore application and the Blackboard application to communicate specific campus-based announcements to students and their families. The Tyler SIS 360 parent portal is utilized to assist parents and guardians in assessing their children’s academic progress. Furthermore, applications to include Microsoft TEAMS have been and will continue to be used to conduct virtual parent information sessions and individual conferences with parents where necessary. As additional methods of communication, teachers and staff will make phone calls to homes and use e-mail where and when it is needed.

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What are the expectations for family engagement/support of students?

In the remote asynchronous instructional plan, we as a District ensure that our parents and guardians are provided the tools to be equipped to monitor their children’s instructional progress. Parent information nights have been held by principals and teachers, and callouts for device pickups and textbook pickups have been conducted at both the district and campus levels. Parents/guardians are being oriented to the District’s Tyler SIS 360 management information system to be able to track their children’s academic progress and attendance. It has been and will continue to be communicated that parents/guardians need to partner with us to ensure that their children are in attendance in a remote asynchronous fashion throughout the school day; the attendance methodology and ground rules have been communicated. Additionally, the District and campuses have communicated the need for parent/guardian participation in ensuring that students complete assignments throughout each remote asynchronous instructional day, and to contact teachers and the school whenever questions arise or when assistance is needed.

What additional supports, training, and/or resources will be provided for families who may need additional support?

Teachers and staff at the campus level, as well as the district level, will be on hand to answer parent questions in a helpful manner with a quick turnaround. “Phone trees” and “phone banks” have been established at campuses and at the district level; campus and district employees are able to answer frequently asked questions that may come from our community. Social media outlets will continue to be monitored so that questions can be answered through those platforms, and the district website will be continuously updated with announcements and information on additional resources. Parents/guardians have been, and will continue to be, made aware of how they can contact their children’s teachers, their child’s campus, and how they can monitor their child’s academic progress. Instructionally, the District continues to move toward ensuring that all of our students have an electronic device and internet hotspot so that they can all benefit from asynchronous learning instruction in a digital fashion. In the meantime, the District is ensuring that all campuses have a learning plan for all students so that instruction is not interrupted, to include the issuance of state-adopted consumable textbooks to all students and the preparation of instructional hardcopy packets for those students who need them. While personalized contact from teachers will take place for all students, extra efforts will be made to ensure that students who are currently learning without a device or internet will be able to benefit and progress from instruction just as their peers who have access to digital instruction do. Accommodations and services related to Special Education, Section 504, Bilingual Education, and at-risk student instruction are being provided on a daily basis as per IEP/IAP, accommodations, and demonstration of need. Across our 50 Socorro ISD campuses, the District has 41 Communities in Schools (CIS) program coordinators and 31 Parent/Family Engagement Liaisons. Also employed at the district level are three Title I Specialists and a Migrant Education outreach recruiter who work exclusively with Parent/Family Engagement, our Migrant Education Program, and our Homeless and Foster Care populations; a parent volunteer coordinator at the district level is employed as well. Along with the Department of Guidance and Counseling and all campus-based counselors, these personnel ensure that assistance and services are provided to students who are identified in specific programs, as well as overall assistance for all students determined to be in need. Our District’s partnerships with a multitude of agencies and organizations across the greater El Paso area create a vast network of options to find help of many types for our struggling families, which is established but is being utilized at a greater rate due to the COVID-19 pandemic. Parent/Family Engagement efforts are successfully transitioning to the virtual realm, keeping our students’ parents/guardians involved and informed. All personnel in a role to do so are vigilant of students and their families who may be in need of extra assistance in a variety of situations; assistance is provided at the district level and referrals to agencies and organizations are made when it is necessary to do so.

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APPENDIX A DAILY STUDENT SCHEDULES

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GRADES PK/KINDERGARTEN TRANSITION RETURN PLAN SCHEDULE: GROUPS “A” and “A1”

Group A: Face to Face Instruction

Instructional Day Minutes Schedule

Group A1: Remote Learning Schedule2

Instructional Day Minutes

7:30-8:00

30

Breakfast in the Classroom and

Announcements Daily SEL and Safety

Practices

11:00-11:30 Lunch/Transition 30

11:30-11:50 Virtual Music Time 20

8:00 – 9:30 90

RLA Block (Circle Time - Structured

Reading and Writing Schedule/ JCS Routines, Read Alouds, Writing Components)

11:50 - 12:35 Social Studies

Virtual Learning and PBL

45

9:30 - 9:45 15

Brain Break (Movement & Stretching in

Personal Desk Area)

12:35-1:05 Virtual Purposeful

Physical Development

30

9:45 - 10:45 60 Math 1:05-1:15 Brain-Break and Movement 10

10:45-11:00 15

Lunch and Dismissal (Sack-lunches delivered and

ready to take from the classroom.)

Support Staff, Monitors, Coaches, Leadership, Aides: All -Hands on Deck

for Dismissal

1:15- 2:00 Science Virtual

Learning & Exploration

45

2:00-2:45

Literacy and Math Practice (Lexia,

Istation, Ed Galaxy, Etc.)

45

2:45 Dismissal

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GRADES PK/KINDERGARTEN TRANSITION RETURN PLAN SCHEDULE: GROUPS “B” and “B1”

Group B: Face to Face Instruction

Instructional Day Minutes Schedule Group B1: Remote Learning Schedule2 Insructional Day

Minutes

11:15-11:55 40

Lunch in the Classroom: Lunches Delivered to each

room by Monitors and Cafeteria

Staff/Teachers are with their students in

class. Announcements

while students are eating.

7:30-7:45 Breakfast 15

*Time included in Lunch

Daily SEL and Safety Practices 7:45-8:40 Social Studies Virtual

Learning and PBL 55

8:40 – 9:05 Virtual Music 25

11:55-1:25 90

RLA Block (Circle Time - Structured Reading

and Writing Schedule/ JCS Routines, Read

Alouds, Writing Components)

9:05-9:35 Virtual Purpseful

Physical Development

30

1:25-1:40 15

Brain Break (Movement &

Stretching in Personal Desk Area)

9:35-10:30 Science Virtual


55

1:40 – 2:40 60 Math 10:30-11:15



45

2:40 - 2:45 5

Closing, Dismissal, and Travel Time Home

(Support Staff, Monitors, Coaches,

Leadership, Aides: All -Hands on Deck for

Dismissal)

11:15 Snack & Travel Time for School

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GRADES 1 AND 2 TRANSITION PLAN SCHEDULE: RETURN TO SCHOOL, GROUPS “A” and “A1”

Group A: Face to Face Instruction

Instructional Day Minutes

Schedule Group A1: Remote Learning Schedule2 Instructional Day

Minutes3

7:30-8:00

30

Breakfast in the Classroom and

Announcements Daily SEL and Safety

Practices

11:00-11:30 Lunch/Transition 30

8:00 – 9:30 90

RLA Block (Structured Reading

and Writing Schedule/ JCS Routines, Read Alouds, Writing Components)

11:30 - 12:15 Social Studies

Virtual Learning and PBL

45

9:30 - 9:45 15

Brain Break (Movement & Stretching in

Personal Desk Area)

12:15-1:05 Virtual Physical Education 50

9:45 - 10:45 60 Math 1:05-1:15 Virtual Science


10

10:45-11:00 15

Lunch and Dismissal (Sack-lunches delivered and

ready to take from the classroom.)

Support Staff, Monitors, Coaches, Leadership, Aides: All -Hands on Deck

for Dismissal

1:15- 2:00 Brain-Break and Movement 45

2:00-2:45



45

2:45 Dismissal

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GRADES 1 AND 2 TRANSITION PLAN SCHEDULE: RETURN TO SCHOOL, GROUPS “B” and “B1”

Group B: Face to Face Instruction

Instructional Day Minutes Schedule Group B1: Remote Learning Schedule2 Instructional Day

Minutes

11:15-11:55

40 *Time included in

Lunch

Lunch in the Classroom: Lunches Delivered to each

room by Monitors and Cafeteria

Staff/Teachers are with their students in

class. Announcements

while students are eating.

Daily SEL and Safety Practices

7:30-7:45

Breakfast / Announcements

Daily SEL and Safety Practices

15

7:45-8:40 Social Studies Virtual Learning and PBL

55

8:40 – 8:55 Brain Break 15

11:55-1:25 90

RLA Block (Structured Reading and Writing

Schedule/ JCS Routines, Read Alouds, Writing Components)

8:55-9:45 Virtual Physical Education 50

1:25-1:40 15

Brain Break (Movement &

Stretching in Personal Desk Area)

9:45-10:40 Science Virtual


55

1:40 – 2:40 60 Math 10:30-11:00



30

2:40 - 2:45 5

Closing, Dismissal, and Travel Time Home

(Support Staff, Monitors, Coaches,

Leadership, Aides: All -Hands on Deck for

Dismissal)

11:00- 11:05 Snack & Travel Time for School 5

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REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN SCHEDULE SUMMARIES

GRADES PK-3 YEARS, PK General Guideline: Each schedule will operate within the parameter of direct instruction taking place for 1/3 of the instructional day, with remote asynchronous instruction comprising 2/3 of the instructional day. Pre-Kindergarten: 3 Years Old: 1/2 Day, AM/PM Sessions (Break: 10 minutes)

Subject/Activity Total Minutes Synchronous Minutes Asynchronous Minutes INSTRUCTION ALL DIRECT INDIRECT Start of Day 15 15 0 Music/Movement 15 5 10 Social Studies 40 10 30 Home/School Connect 15 5 10 Math 40 10 30 Science 25 5 20 Outdoor Play (PE) 15 0 15 Read Aloud 10 10 0 Close of Day 10 10 0 TOTAL 185 (≈3 hours) 70 (≈1 hour) 115 (≈2 hours)

Pre-Kindergarten (Lunch: 40 minutes, AM/PM Brain Breaks: 15 minutes each)

Subject/Activity Total Minutes Synchronous Minutes Asynchronous Minutes INSTRUCTION ALL DIRECT INDIRECT Start of Day 30 10 20 Reading/Language Arts 90 30 60 Mathematics 60 20 40 Science 50 15 35 Social Studies 50 15 35 Music 20 20 0 Physical Education 30 10 20 Independent Practice 35 0 35 TOTAL 365 (≈6 hours) 120 (=2 hours) 245 (>4 hours)

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REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN SCHEDULE SUMMARIES GRADES K-2, 3-5

General Guideline: Each schedule will operate within the parameter of direct instruction taking place for 1/3 of the instructional day, with remote asynchronous instruction comprising 2/3 of the instructional day.

Kindergarten-Grade 2 (Lunch: 40 minutes, AM/PM Brain Breaks: 15 minutes each)

Subject/Activity Total Minutes Synchronous Minutes Asynchronous Minutes INSTRUCTION ALL DIRECT INDIRECT Start of Day 30 10 20 Reading/Language Arts 90 30 60 Mathematics 60 20 40 Science 45 15 30 Social Studies 45 15 30 Physical Education 50 15 35 Independent Practice 45 0 45 TOTAL 365 (≈6 hours) 105 (<2 hours) 260 (>4 hours)

Grades 3-5 (Lunch: 30 minutes, AM/PM Brain Breaks: 15 minutes each)

Subject/Activity Total Minutes Synchronous Minutes Asynchronous Minutes INSTRUCTION ALL DIRECT INDIRECT Start of Day 30 10 20 Reading/Language Arts 90 30 60 Mathematics 60 20 40 Science 50 15 35 Social Studies 50 15 35 Physical Education 50 15 35 Independent Practice 45 0 45 TOTAL 375 (>6 hours) 105 (<2 hours) 270 (=4.5 hours)

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REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN SCHEDULE SUMMARIES GRADES 6-12 (A/B ALTERNATING BLOCK)

General Guideline: Each schedule will operate within the parameter of direct instruction taking place for 1/3 of the instructional day, with remote asynchronous instruction comprising 2/3 of the instructional day. Middle School: Grades 6-8 (Lunch: 35 minutes, Transitions: 25 minutes)

“A” Days: Periods 1-4, Monday/Wednesday; “B” Days: Periods 5-8, Tuesday/Thursday

Course/Activity Total Minutes Synchronous Minutes Asynchronous Minutes INSTRUCTION ALL DIRECT INDIRECT Start of Day 15 15 0 Period 1 (A), Period 5 (B) 90 30 60 Period 2 (A), Period 6 (B) 90 30 60 Period 3 (A), Period 7 (B) 90 30 60 Period 4 (A), Period 8 (B) 90 30 60 TOTAL 375 (>6 hours) 135 (>2 hours) 240 (=4 hours)

High School: Grades 9-12 (Lunch: 30 minutes, Transitions: 28 minutes) “A” Days: Periods 1-4, Monday/Wednesday; “B” Days: Periods 5-8, Tuesday/Thursday

Course/Activity Total Minutes Synchronous Minutes Asynchronous Minutes INSTRUCTION ALL DIRECT INDIRECT Period 1 (A), Period 5 (B) 90 30 60 Period 2 (A), Period 6 (B) 90 30 60 Period 3 (A), Period 7 (B) 90 30 60 Period 4 (A), Period 8 (B) 90 30 60 End of Day 7 7 0 TOTAL 367 (>6 hours) 127 (≈2 hours) 240 (=4 hours)

31

REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN SCHEDULE SUMMARIES GRADES 6-12 (FRIDAY SCHEDULE: “C”)

General Guideline: Each schedule will operate within the parameter of direct instruction taking place for 1/3 of the instructional day, with remote asynchronous instruction comprising 2/3 of the instructional day.

Middle School/High School: Grades 6-12: “C” Day: Periods 1-8, Friday

Course/Activity Total Minutes Synchronous Minutes Asynchronous Minutes INSTRUCTION ALL DIRECT INDIRECT Start of Day (MS) 15 15 0 Period 1 (C) 45 15 30 Period 2 (C) 45 15 30 Period 3 (C) 45 15 30 Period 4 (C) 45 15 30 Period 5 (C) 45 15 30 Period 6 (C) 45 15 30 Period 7 (C) 45 15 30 Period 8 (C) 45 15 30 End of Day (HS) 7 7 0 TOTAL MS 375 (>6 hours) 135 (>2 hours) 240 (=4 hours) TOTAL HS 367 (>6 hours) 127 (≈2 hours) 240 (=4 hours)

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REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN SCHEDULE SUMMARIES WIN ACADEMY (GRADES 2-5)

General Guideline: Each schedule will operate within the parameter of direct instruction taking place for 1/3 of the instructional day, with remote asynchronous instruction comprising 2/3 of the instructional day. The additional hour of enrichment at the end of the WIN Academy instructional day is designed to be delivered in a 2/3 synchronous fashion; the majority of the instructional day will be asynchronous (60% asynchronous, 40% synchronous).

Grades 2-5 (Lunch: 30 minutes, AM/PM Brain Breaks: 15 minutes each)

Subject/Activity Total Minutes Synchronous Minutes Asynchronous Minutes INSTRUCTION ALL DIRECT INDIRECT Start of Day 15 15 0 Reading/Language Arts 75 25 50 Writing 30 10 20 Mathematics 90 30 60 Science 45 15 30 Social Studies 45 15 30 Fine Arts 45 15 30 Physical Education 45 15 30 Enrichment (Math/Rdg) 60 40 20 TOTAL 450 (=7.5 hours) 180 (=3 hours) 270 (=4.5 hours)

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REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN SCHEDULE SUMMARIES WIN ACADEMY (GRADES 6-8, 9)

General Guideline: Each schedule will operate within the parameter of direct instruction taking place for 1/3 of the instructional day, with remote asynchronous instruction comprising 2/3 of the instructional day. The additional hour of enrichment at the end of the WIN Academy instructional day is designed to be delivered in a 2/3 synchronous fashion; the majority of the instructional day will be asynchronous (60% asynchronous, 40% synchronous). Middle School: Grades 6-8 (Lunch: 35 minutes, Transitions: 25 minutes)

Course/Activity Total Minutes Synchronous Minutes Asynchronous Minutes INSTRUCTION ALL DIRECT INDIRECT Start of Day 15 15 0 Period 1 (A), Period 5 (B) 90 30 60 Period 2 (A), Period 6 (B) 90 30 60 Period 3 (A), Period 7 (B) 90 30 60 Period 4 (A), Period 8 (B) 90 30 60 Enrichment (Math/Rdg) 60 40 20 TOTAL 435 (≈7.5 hours) 175 (≈3 hours) 260 (≈4.5 hours)

High School: Grade 9 (Lunch: 30 minutes, Transitions: 28 minutes)

Course/Activity Total Minutes Synchronous Minutes Asynchronous Minutes INSTRUCTION ALL DIRECT INDIRECT Period 1 (A), Period 5 (B) 90 30 60 Period 2 (A), Period 6 (B) 90 30 60 Period 3 (A), Period 7 (B) 90 30 60 Period 4 (A), Period 8 (B) 90 30 60 End of Day 7 7 0 Enrichment (Math/Rdg) 60 40 20 TOTAL 427 (>7 hours) 167 (≈3 hours) 260 (≈4.5 hours)

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APPENDIX B SPECIAL EDUCATION/BILINGUAL EDUCATION RESOURCES

35


REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN SPECIAL EDUCATION RESOURCES (TEACHERS AND PARENTS)

Resource Required Components Purpose Link

Arts & Culture Computer and/or device Visual support and help building background knowledge

https://artsandculture.google.com/

Google Expeditions Computer, device, and/or cellphone

Virtual field trips to build vocabulary and background knowledge

https://edu.google.com/products/vr-ar/expeditions/?modal_active=none

Microsoft Immersive Reader Computer Accessibility features that read text out loud and adjust spacing

https://www.onenote.com/learningtools

Unique Learning Systems Computer and/or device Alternative curriculum program https://www.n2y.com/ My Virtual Reading Coach Computer and/or device Reading intervention online program https://mindplay.com

Promethean Planet Computer Digital 3D models https://resourcelibrary.mypromethean.com/

Read & Write Web Extension Computer

Accessibility features including text-to-speech, picture dictionary, line tracker, and space adjuster

https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd

Accommodation Central Computer, device, and/or cellphone

Accommodations for academic and functional needs

http://acentral.education/search?

Texas Statewide Leadership for Autism Training Computer

Over 80 free, self-paced online courses on supporting scholars with Autism

http://www.txautism.net/

Texas Projects First Computer, device, and/or cellphone

Website created by parents for parents of students receiving special education services

http://www.texasprojectfirst.org

Parent Guide to the Admission, Review, and Dismissal Process

Computer, device, and/or cellphone

ARD Process and Procedural rights and responsibilities

https://www.sisd.net/cms/lib/TX01001452/Centricity/Domain/54/ARD_Guide_ENG%202016.pdf

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REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN BILINGUAL EDUCATION RESOURCES

Teacher Resources


Voice Recorder Computer and/or device Students can record their voice and practice their oral language skills.

https://online-voice-recorder.com/

Nearpod ELL Library/3rd-12th Computer and/or device Vocabulary Development

https://nearpod.com/libraries/17808/preview/at-the-house-L38946117

Nearpod ELL Library/3rd-12th Computer and/or device Vocabulary Development

https://nearpod.com/libraries/17808/preview/at-the-grocery-store-L38701422

New York Public Library/6th-12th Computer and/or device

English practice: online activity bank https://www.nypl.org/help/community-outreach/immigrant-services/learn-esol-online-resources

Brain Pop ELL (3-12) Newcomers Computer and/or device

English language program to assist students with vocabulary, grammar, listening, reading, and writing. https://ell.brainpop.com/

EPIC for Kids (K-12)

Computer, device and/or cellphone - supports Android and IOS

Reading resources that support student's listening skills, vocabulary, reading across content areas.

https://www.getepic.com/promo?utm_channel=search&gclid=EAIaIQobChMI4_L6-MK26AIVCRgMCh0esASgEAAYASACEgI6HPD_BwE

37


REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN BILINGUAL EDUCATION RESOURCES

Parent Resources


5 Ideas Para Ayudar A Tu Hijo/a Computer and/or device Vocabulary skill development: Activities for parent assistance

https://www.sisd.net/cms/lib/TX01001452/Centricity/Domain/17/5%20ideas%20para%20ayudar%20a%20tu%20hijo%20a.pptx

Microsoft Translator

Computer, device and/or cellphone - supports Android and IOS

Allows parents the opportunity to assist students with schoolwork by mitigating language barriers.

https://www.microsoft.com/en-us/translator/apps/features/

Learn English Sentence Master Computer, device and/or cellphone - supports Android and IOS

Students can build sentences at five progressive levels.

iOS link: https://apps.apple.com/us/app/lingokids-english-for-kids/id1002043426

Google Translator Computer, device and/or cellphone - supports Android and IOS

Allows parents the opportunity to assist students with schoolwork by mitigating language barriers.

https://support.google.com/translate/answer/6142473?co=GENIE.Platform%3DAndroid&hl=en

List of Cognates Computer and/or device English to Spanish translation application http://spanishcognates.org/

Duolingo Computer and/or device

Provides students with the opportunity to practice holistic language development through listening, speaking, reading, and writing.

https://www.duolingo.com/log-in?isLoggingIn=true

English 4 Kids Computer and/or device Provides students with the opportunity for English acquisition through game-based activities.

http://english-4kids.com/

38

APPENDIX C GUIDANCE DOCUMENTS

ATTENDANCE AND STUDENT ENGAGEMENT

39

SOCORRO INDEPENDENT SCHOOL DISTRICT REMOTE ASYNCHRONOUS INSTRUCTION

EXAMPLES OF ELIGIBLE STUDENT ATTENDANCE-TEACHER REFERENCE The following methods/examples are satisfactory in determining that a student is “Present-Remote Asynchronous.” More than one may be accomplished in a given day, but one measure of engagement is sufficient.

1. Progress (as defined in the approved learning plan) in the District’s Learning Management System (LMS) made by a student that day. Reports can be pulled to verify student activity and progress in the online LMS environment on a daily basis. Assignments completed in the LMS should reflect the current units/concepts being taught.

2. Progress (as defined in the approved learning plan) from teacher/student interactions during that day. Teachers must follow their applicable district-approved daily instructional schedule. • Student is present during face-to-face instruction after synchronous attendance is taken. • Teacher and student communicate virtually (extra help, small group, individual). • Teacher and student communication by e-mail regarding student progress. • Teacher and student communication by phone call regarding student progress. • ACTION REQUIRED: Whole-group instruction and supplemental face-to-face communication are the primary district expectations for teacher-student interaction. E-mail communication and phone calls (use district-adopted asynchronous attendance teacher phone call form) are the last resort to engage a student, and the student must respond.

40

3. Progress is made by the student turning in an assignment during the day. Teachers are expected to conduct virtual instruction and provide assignments through the virtual setting to all students who have access to an electronic device and internet in their homes. • An assignment could be turned in during the whole-group instructional time. • An assignment could be turned in during an individual or small group assistance session. • If a student is not present during a virtual instruction session during the day but turns in an assignment

before the day ends, that is satisfactory. Any assignment could potentially be turned in through Microsoft Teams, Class Dojo, Nearpod, Schoology (LMS), e-mail, or other approved technology applications utilized by the District. Traditional mail and assignment pickup/drop-off may also be used in extenuating circumstances (ex. no device or internet). Schedules will be designed for periodic packet collection every five days in these circumstances.

• A student can receive attendance credit if a partially completed assignment is turned in.

Time Period: In remote asynchronous instruction, any progress as defined above could be counted during the course of a 24-hour school day, defined in TEA guidance as 12:00 AM to 11:59 PM, could be counted as daily engagement.

For Secondary School Only (Grades 6-12): To obtain course credit, students in the secondary level must continue to attend all classes at a minimum of 90% for the school year to receive credit and be promoted. Therefore, student attendance will be required to be taken in each class period every day at the secondary level to comply with the 90% attendance rule in the Texas Education Code.

ABSENT: In remote asynchronous instruction, if no measure of engagement can be documented during a particular day through any of the above means, the student must be counted as absent.

41

2020-21 SISD Remote Learning Attendance Information (Parents)

How will students be learning this year and how will attendance be taken?

During the 2020-21 school year, students will be able to participate in three instructional models: on-site, remote synchronous, and remote asynchronous.

• On-site instruction will occur when students return physically into the building and their teacher provides direct instruction in the classroom.

• Remote synchronous instruction occurs when students participate in two-way, real-time/live, virtual instruction between teachers and students when students are not on campus.

• Remote asynchronous instruction does not require having the instructor and student engaged at the same time. In this method, students learn from instruction that is not necessarily being delivered in-person or in real time. This type of instruction may include various forms of digital and online learning, such as prerecorded video lessons or game-based learning tasks that students complete on their own, and pre-assigned work and formative assessments made available to students on paper.

During remote learning, students will have the option of participating through remote synchronous or remote asynchronous instruction and attendance will be taken accordingly.

• If a student logs in through Microsoft TEAMS at the school’s designated schedule and participates in real-time instruction with the teacher, the student will be counted as Remote Synchronous Present, PS.

• If the student is not able to log in at the designated scheduled time, but during the time frame of 12:00 a.m. to 11:59 p.m. for the given school day shows daily progress in the Learning Management System (Microsoft TEAMS), completes or turns in assignments, is engaged with the LMS or other district-approved instructional resources such as Nearpod, and/or engages with the teacher through a daily contact focused on supporting or monitoring academic progress, the student will be counted Remote Asynchronous Present, PA.

• If a student is not able to demonstrate engagement through either of these two forms, the student will be counted Absent, A.

Different grade levels will have different engagement and attendance models.

• Pre-K through 2nd grade students will only have attendance taken as Remote Asynchronous Present, PA, but their teachers will still hold synchronous lessons.

• 3rd through 5th grade students will participate in synchronous and asynchronous instructional activities within their campus-developed schedule.

• 6th through 12th grade students will participate in synchronous and asynchronous instruction within their alternating block schedule.

42

What are daily expectations for student participation in class during remote learning?

Students are expected to participate in at least one of the instructional models (synchronous or asynchronous) per day per period for middle and high school, or per the school schedule for elementary school. Learning occurs best when a student is guided through real-time synchronous instruction. If a student misses the synchronous opportunity for any reason, the student can still earn attendance for the day through the various options in the asynchronous model.

How will teachers and principals monitor and support student attendance?

For students in grades Pre-K through 2, attendance will be counted solely as Remote Asynchronous Present, PA, or Absent, A, although synchronous instruction will be present in the campus schedule.

For students in grades 3 through 12, teachers will initially take attendance for their students during the designated synchronous time. Students will be marked either Remote Synchronous Present, PS, or Absent, A. If a student who is initially counted absent demonstrates engagement under the asynchronous model for that given day, the teacher can resubmit attendance until 4 p.m. of the following day as Remote Asynchronous Present, PA.

EXAMPLE: A student in grade 4 does not participate during Monday’s synchronous attendance time because an older brother was using the computer. The fourth-grade teacher will count the student as Absent, A. Later in the day at about 7:45 p.m., the fourth-grade student submits the assignment posted on the daily Nearpod lesson. The student’s teacher may now resubmit the student’s attendance as Remote Asynchronous Present, PA, for the day since the assignment was submitted. In this example, if the student submits the Nearpod assignment on Tuesday, the student’s attendance for Monday will remain Absent, A, because the submission was based on Monday’s engagement and not on Tuesday’s engagement.

Principals will be coordinating with campus attendance clerks to ensure attendance is being submitted accurately in accordance with school district policy. Each campus will have an e-mail address where parents can submit their questions, concerns, documentation, or requests for attendance corrections. Campus-specific e-mail addresses will be available on the campus and district websites.

What are attendance requirements for students for the 2020-21 school year?

The minimum attendance for class credit rule of TEC, §25.092 will be in effect for the 2020–21 school year, and the Texas Education Agency will not be issuing waivers for school districts to exempt themselves from the rule. Students are required to attend at least 90 percent of their classes to receive credit and be promoted. Truancy laws will apply to students who fail to attend school. Remote learning attendance, through either the remote synchronous or remote asynchronous methods, satisfies attendance requirements.

If a student does not have a laptop or device, how will attendance be taken?

Campuses will provide hard copy student learning packets and their schedule of distribution for students to whom this situation applies. A student will be provided with a daily schedule of items to be completed to satisfy daily attendance. If this is your case, please contact your campus immediately for further guidance.

43

APPENDIX D REMOTE ASYNCHRONOUS PROFESSIONAL DEVELOPMENT

44

2020-2021 Professional Development Session Descriptions Remote Asynchronous Instructional Effectiveness: Curriculum/Instruction

Below are the details for each of the sessions. Please register on the staff development site (noted in blue are the course codes, which can help you locate the sessions on the site). Seating is limited, so register asap!

90-Minute Model in Secondary (JLS_90MinS) Teachers will learn about asynchronous instruction and how to use the 90-minute model in the secondary classroom during virtual instruction. Audience: 6th-12th grade teachers

Are You Committed to Digital Citizenship? (JLS_DigiCi) Digital Citizenship is more than just avoiding the bad…it is about nurturing students’ digital well-being. Inspire students to cultivate and manage their digital identity by creating positive, safe, legal, and ethical behaviors when using technology online and offline. Audience: K-12th grade teachers

Best Practices for Creating Videos for Virtual Learning (JLS_BPVL) Early childhood teachers will explore how to prepare a virtual classroom for pre-recording an interactive and engaging mini lesson using Flipgrid Shorts. Audience: Early Childhood teachers

Elementary Streamline Social Studies TEKS (JLS_ESST)

This session will allow teachers to explore the 2018 Elementary Streamlined Social Studies TEKS. The TEA’s streamlining process will be explained and the Anatomy of the TEKS will be exercised. Teachers will utilize the Lead4ward Streamline Document to analyze the streamlined TEKS. An activity and teacher work time will be provided to familiarize themselves with changes to their TEKS. Audience: K-5 teachers

45

Intervention Though Teams (JLS_IntTms)

In this session, teachers will be given options on how to create small groups within Microsoft Teams and ideas for intervention activities to use with students in those small groups. Audience: 3rd-12th grade teachers

Johnny Can Spell Pacing Guides and Planners (JLS_UPG)

Teachers will understand how to use and read the Johnny Can Spell Pacing Guides and the purpose for their use with the Lesson Planners. Audience: K-2 Early Childhood teachers

Leveling Up Math and Science Instruction (JLS_MthSc)

This session will provide teachers with interactive strategies to elevate student thinking in math and science through the process skills. Teachers will walk away with activities from marking period 1 that will allow students to apply what they learned! Audience: 2nd-5th grade teachers

No Need to Reinvent the Wheel! Finding the Best RLA Nearpods! (JLS_NNT)

In this session, teachers will learn how to search for and find the best Nearpods for reading language arts. Audience: 6th-12th Reading/Language Arts teachers

Planning and Pacing the Social Studies Instructional Model (JLS_PPSSIM)

Backwards Planning will be modeled using the TRS IFD and the I-TRS Pacing Guides. Teachers will be guided through the Social Studies Instructional Model. There is time embedded for teachers to plan out Unit 1. Audience: 3rd-5th grade teachers

Power-On Math and Science Instruction (JLS_MthSc) This session will provide teachers with interactive strategies to power on math and science instruction through the process skills. Teachers will walk away with activities from marking period 1 that will keep students motivated! Audience: 2nd – 5th grade teachers

46

Reading-Planning Using I-TRS Pacing Tool (JLS_RDG3-5) During this session, teachers will be reviewing the Reading TEKS Resources System Pacing Tools. Teachers will be guided through the planning process using the Pacing Tools within the 90-minute Balanced Literacy Framework. Participants are encouraged to have access to their planning tools during this session. Audience: 3rd-5th grade teachers

Rebooting Math and Science Instruction (JLS_MthSc) This session will provide teachers guidance on the math and science teaching frameworks for the 2020- 2021 school year. We will review new pacing tools, provide guidance on how to plan flexibly and explore the power of pre-assessment. Audience: 2nd-5th grade teachers

Resources in Secondary Social Studies (JLS_SecSS) Teachers will learn about engaging, high-impact, free resources that can be used while teaching remotely. Audience: 6th-12th grade Social Studies teachers

Secondary Math: Power Up Math Instruction (JLS_ScMtRb) This session will provide teachers with interactive strategies to power on math instruction through the process skills. Audience: 6th – Algebra 1 teachers

Secondary Math: Rebooting Math Instruction (JLS_MatPUI) This session will provide teachers guidance on the math frameworks for the 2020-2021 school year. We will review pacing guides and provide guidance on how to plan flexibly and explore the power of pre-assessment. Audience: 6th – Algebra 1 teachers

Tools for Remote Learning (JLS_TlsRL) Explore resources to engage your students in live online learning. Learn to effectively plan, communicate, and teach in a virtual classroom. Audience: PK-5th grade teachers

47

Virtual Strategies Playlist in Science (JLS_VSPLSC)

In this session, teachers will have the opportunity to see activities from Lead4ward Strategies Playlist adapted for virtual learning in science. Audience: 6th – 12th grade Science teachers

Wear Your Pants! Tips on Managing the Virtual Classroom (JLS_WrPnts) In this session, teachers will be provided with helpful tips and ideas on how to manage the remote learning classroom. Audience: 3rd-12th grade teachers

Writing -Planning Using I-TRS Pacing Tool (JLS_WTG3-5) During this session 3rd to 5th grade teachers will be reviewing the Writing TEKS Resources System Pacing Tools. Teachers will be guided through the planning process using the Pacing Tools within the 90-minute Balanced Literacy Framework. Participants are encouraged to have access to their planning tools during this session. What’s the Point? An Example of the 90 Minute Model in Reading Language Arts (JLS_WTP) Teachers will learn about what the 90 minute model looks like in a reading language arts classroom. Audience: 6th – 12th grade teachers

48

2020-2021 Professional Development: June 1-25, 2020

Title Instructional Officer Date Start Time End Time Formative Assessment with Digital Tools Dr. Danielle Navariz June 1, 2020 8:30 AM 10:15 AM Virtual Learning Best Practices Dr. Kim Baxter June 1, 2020 10:30 AM 12:15 PM Power of Sway for Teachers and Students Monica Hernandez June 1, 2020 1:30 PM 3:15 PM Managing Classes with Microsoft Teams Yvonne Dominguez June 2, 2020 8:30 AM 10:15 AM Meeting w/ MS Teams (Basic) Fabiola Jordan June 2, 2020 10:30 AM 12:15 PM Creating Videos for Virtual Learning Liz Marquez June 2, 2020 1:30 PM 3:15 PM Nearpod for Beginning Teachers Frank McDonald June 3, 2020 8:30 AM 10:15 AM Flipgrid for SELD & Student Voice Areli Meza-Jessiman June 3, 2020 10:30 AM 12:15 PM Advanced Tools in Nearpod Daniela Palmer June 3, 2020 1:30 PM 3:15 PM Assignments & Class Notebooks in Microsoft Teams Jeannette Limon June 4, 2020 8:30 AM 10:15 AM Digital Drawing Tools for Virtual Learning Carlos Berumen June 4, 2020 10:30 AM 12:15 PM Creating Videos for Virtual Learning Liz Marquez June 8, 2020 8:30 AM 10:15 AM Power of Sway for Teachers and Students Monica Hernandez June 8, 2020 10:30 AM 12:15 PM Meeting w/ MS Teams (Basic) Fabiola Jordan June 8, 2020 1:30 PM 3:15 PM Flipgrid for SELD & Student Voice Areli Meza-Jessiman June 9, 2020 8:30 AM 10:15 AM Managing Classes with Microsoft Teams Yvonne Dominguez June 9, 2020 10:30 AM 12:15 PM Advanced Tools in Nearpod Daniela Palmer June 9, 2020 1:30 PM 3:15 PM Nearpod for Beginning Teachers Frank McDonald June 10, 2020 8:30 AM 10:15 AM Assignments & Class Notebooks in Microsoft Teams Jeannette Limon June 10, 2020 10:30 AM 12:15 PM Digital Drawing Tools for Virtual Learning Carlos Berumen June 10, 2020 1:30 PM 3:15 PM Virtual Learning Best Practices Dr. Kim Baxter June 11, 2020 1:30 PM 3:15 PM Formative Assessment with Digital Tools Dr. Danielle Navariz June 11, 2020 8:30 AM 10:15 AM Meeting w/ MS Teams (Basic) Fabiola Jordan June 15, 2020 8:30 AM 10:15 AM Flipgrid for SELD & Student Voice Areli Meza-Jessiman June 15, 2020 10:30 AM 12:15 PM Managing Classes with Microsoft Teams Yvonne Dominguez June 15, 2020 1:30 PM 3:15 PM Digital Drawing Tools for Virtual Learning Carlos Berumen June 16, 2020 8:30 AM 10:15 AM Advanced Tools in Nearpod Daniela Palmer June 16, 2020 10:30 AM 12:15 PM Assignments & Class Notebooks in Microsoft Teams Jeannette Limon June 16, 2020 1:30 PM 3:15 PM Nearpod for Beginning Teachers Frank McDonald June 17, 2020 8:30 AM 10:15 AM Creating Videos for Virtual Learning Liz Marquez June 17, 2020 10:30 AM 12:15 PM Virtual Learning Best Practices Dr. Kim Baxter June 17, 2020 1:30 PM 3:15 PM Power of Sway for Teachers and Students Monica Hernandez June 18, 2020 1:30 PM 3:15 PM Formative Assessment with Digital Tools Dr. Danielle Navariz June 18, 2020 8:30 AM 10:15 AM

49

Title Instructional Officer Date Start Time End Time Creating Videos for Virtual Learning Liz Marquez June 22, 2020 8:30 AM 10:15 AM Assignments & Class Notebooks in Microsoft Teams Jeannette Limon June 22, 2020 10:30 AM 12:30 PM Digital Drawing Tools for Virtual Learning Carlos Berumen June 22, 2020 1:30 PM 3:15 PM Virtual Learning Best Practices Dr. Kim Baxter June 23, 2020 8:30 AM 10:15 AM Power of Sway for Teachers and Students Monica Hernandez June 23, 2020 10:30 AM 12:15 PM Formative Assessment with Digital Tools Dr. Danielle Navariz June 23, 2020 1:30 PM 3:15 PM Nearpod for Beginning Teachers Frank McDonald June 24, 2020 8:30 AM 10:15 AM Advanced Tools in Nearpod Daniela Palmer June 24, 2020 10:30 AM 12:15 PM Flipgrid for SELD & Student Voice Areli Meza-Jessiman June 24, 2020 1:30 PM 3:15 PM Managing Classes with Microsoft Teams Yvonne Dominguez June 25, 2020 8:30 AM 10:15 AM Meeting w/ MS Teams (Basic) Fabiola Jordan June 25, 2020 10:30 AM 12:15 PM

50

2020-2021 Professional Development: July 20-31, 2020

Time

Monday, July 20

Tuesday, July 21

Wednesday, July 22

Thursday, July 23

Friday, July 24

8:30

- 10:

00 A

M

8:

30 - 1

0:00

AM

Wear Your Pants: Tips on Managing the Virtual Classroom 3rd -12th Yvonne Dominguez and Frank McDonald Best Practices for Creating Videos Virtual Learning Early Childhood Elizabeth Marquez, Monica Hernandez & Monica Velarde

Reading-Planning Using I-TRS Pacing Tool 3rd-5th Areli Meza-Jessiman and Dani Palmer

Best Practices for Creating Videos Virtual Learning Early Childhood Elizabeth Marquez, Monica Hernandez & Monica Velarde

Johnny Can Spell Pacing Guides and Planners K-2 Early Childhood Elizabeth Marquez, Monica Hernandez, and Monica Velarde Wear Your Pants: Tips on Managing the Virtual Classroom 3rd -12th Yvonne Dominguez

No Need to Reinvent the Wheel! Finding the Best RLA Nearpods! 6th-12th Yvonne Dominguez Secondary Math: Rebooting Math Instruction 6th-Algebra1 Dani Palmer & Fabiola Jordan Johnny Can Spell Pacing Guides and Planners K-2 Early Childhood Elizabeth Marquez, Monica Hernandez,& Monica Velarde

Virtual Strategies Playlist in Science 6th-12th Frank McDonald, Fabiola Jordan, and Dani Palmer

10:3

0 A

M -1

2:00

PM

10:3

0 A

M -

12:0

0 PM

Elementary Streamline Social Studies TEKS K-5 Jeannette Limon and Dr. Kim Baxter

Rebooting Math & Science Instruction 2nd-5th

Dr. Danielle Navariz and Fabiola Jordan

Writing: Planning Using I-TRS Pacing Tool 3rd-5th Areli Meza-Jessiman and Monica Velarde Are You Committed to Digital Citizenship? K-12th Yvonne Dominguez, Melissa Trejo, and Erica Aragon

Resources in Secondary Social Studies 6th-12th Dr. Kim Baxter & Jeannette Limon Reading-Planning Using I-TRS Pacing Tool 3rd-5th Areli Meza-Jessiman & Dani Palmer

Elementary Streamline Social Studies TEKS K-5

Jeannette Limon and Dr. Kim Baxter

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Time

Monday, July 20

Tuesday, July 21

Wednesday, July 22

Thursday, July 23

Friday, July 24

1:30

– 3

:00

PM

1:

30 –

3:0

0 PM

Tools for Remote Learning PK-5th Monica Velarde and Fabiola Jordan

Rebooting Math & Science Instruction 2nd-5th

Dr. Danielle Navariz and Fabiola Jordan

Planning and Pacing the Social Studies Instructional Model 3rd-5th

Jeannette Limon & Dr. Kim Baxter Tools for Remote Learning PK-5th

Monica Velarde & Fabiola Jordan

52

8:30

- 10:

00 A

M

8:

30 -1

0:00

AM

Wear Your Pants: Tips on Managing the Virtual Classroom 3rd-12th Yvonne Dominguez and Frank McDonald Best Practices for Creating Videos for Virtual Learning Early Childhood Monica Hernandez, Elizabeth Marquez, and Monica Velarde

90 Minute Model in Secondary 6th-12th Dr. Kim Baxter, Frank McDonald, and Yvonne Dominguez Best Practices for Creating Videos for Virtual Learning Early Childhood Monica Hernandez, Elizabeth Marquez, and Monica Velarde Power On Math/Science Instruction 2nd – 5th Dr. Danielle Navariz and Fabiola Jordan

No Need to Reinvent the Wheel! Finding the Best RLA Nearpods! 6th-12th Yvonne Dominguez

Writing-Planning Using I-TRS Pacing Tool 3rd-5th Areli Meza-Jessiman Jeannette Limon Johnny Can Spell Pacing Guides and Planners K-2 Early Childhood Elizabeth Marquez, Monica Hernandez & Monica Velarde Leveling up Math/Science Instruction 2nd – 5th Dr. Danielle Navariz & Fabiola Jordan

Johnny Can Spell Pacing Guides and Planners K-2 Early Childhood Elizabeth Marquez, Monica Hernandez & Velarde What’s the Point? An Example of the 90 Minute Model in Reading Language Arts 6th-12th Karen Arras and Yvonne Dominguez Writing: Planning Using I-TRS Pacing Tool 3rd-5th Areli Meza-Jessiman& Monica Velarde Intervention Through TEAMS 3rd-12th Frank McDonald & Jeannette Limon

Wear Your Pants: Tips on Managing the Virtual Classroom 3rd-12th Yvonne Dominguez and Frank McDonald

Time Monday,

July 27 Tuesday,

July 28 Wednesday,

July 29 Thursday,

July 30 Friday, July 31

53

Time

Monday, July 27

Tuesday, July 28

Wednesday, July 29

Thursday, July 30

Friday, July 31

10:3

0 A

M -1

2:00

PM

10:3

0 A

M -

12:0

0 PM

Virtual Strategies Playlist in Science 6th-12th

Frank McDonald, Fabiola Jordan, and Dani Palmer

Reading- Planning Using I-TRS Pacing Tool 3rd-5th Areli Meza-Jessiman and Monica Velarde What’s the Point? An Example of the 90 Minute Model in Reading Language Arts 6th-12th

Karen Arras & Yvonne Dominguez

90 Minute Model Secondary 6th-12th Dr. Kim Baxter and Frank McDonald

Secondary Math: Power Up Math Instruction 6th – Algebra 1 Dani Palmer and Fabiola Jordan Planning and Pacing the Social Studies Instructional Model 3rd-5th

Jeannette Limon and Dr. Kim Baxter

1:30

– 3

:00

PM

1:

30 –

3:0

0 PM

Power Up Math and Science Instruction 2nd – 5th Dr. Danielle Navariz and Fabiola Jordan

Tools for Remote Learning PK-5th Monica Velarde & Fabiola Jordan

Intervention Through TEAMS 3rd-12th Frank McDonald and Jeannette Limon

90 Minute Model in Secondary 6th-12th Dr. Kim Baxter, Frank McDonald & Yvonne Dominguez

Intervention Through TEAMS 3rd-12th Frank McDonald and Jeannette Limon Tools for Remote learning PK –5th Monica Velarde & Fabiola Jordan Are You Committed to Digital Citizenship? K-12th Yvonne Dominguez, Melissa Trejo & Erica Aragon

Leveling up Math/Science Instruction 2nd – 5th Dr. Danielle Navariz & Fabiola Jordan

54

2020-2021 Professional Development On-Demand Webinar Series: Curriculum/Instruction

Title of Webinar

Brief Description of Webinar

Grade Level and Subject

Approximate Duration of Webinar

Nearpod Link

Pearson Tutorial Envision/My World K-2

This tutorial will help teachers understand how to access webinars on how to use the textbooks. These webinars are provided by Pearson (Savvas) on their Savvas training website.

K-2 Mathematics and Social Studies

5 minutes https://share.nearpod.com/2exvr6s1O7

OWL Tutorial for Pre-K

This tutorial will help teachers understand how to access webinars on how to use the textbooks. These webinars are provided by Pearson (Savvas) on their Savvas training website.

Pre-Kindergarten- All Subjects

5 minutes https://share.nearpod.com/hQ7fXc6XO7

Science Fusion Tutorial K-2

Overview of the online Fusion digital textbook. K-2 Science 10 minutes https://share.nearpod.com/r9gxQKx1O7

HMH (Into Reading) Ed Tutorial

Overview of the Into Reading digital textbook and its digital components.

3-5 Reading Language Arts

10 minutes https://share.nearpod.com/8isggwcnV8

HMH (Into Reading) Ed Tutorial

Overview of the Into Reading digital textbook and its digital components.

K-2 Reading Language Arts

10 minutes https://share.nearpod.com/SKJU9Kv1O7

Reboot Math Instruction 2020

Resources, tools, and strategies to help teachers reboot their planning and for students to reboot their learning in the new school year.

3-5 Math 1 - 1.5 hours https://share.nearpod.com/JpMQAkp8n8

Power On Math Instruction

Resources, tools, and ideas on how to power on problem solving skills for our students.

3-5 Math 1 hour https://share.nearpod.com/4vz7qSP9i8

Level Up Math Instruction 2020

Resources, ideas, and strategies for students to level up their thinking through process standards proficiency.

3-5 Math 50-60 minutes https://share.nearpod.com/wtIOQOpuD8

Secondary Math: TEKS Resource System (TRS)

This PD will guide math teachers through the TEKS Resource System.

6-9 Math 15 minutes https://share.nearpod.com/mKNzOIhWi8

55

SpringBoard Online Math Textbooks: Quick Overview

This webinar helps teachers navigate through their SpringBoard online dashboard.

Secondary Math 25 minutes https://share.nearpod.com/cCVzsplfT7

SAVVAS Online HS Math Textbook: Quick Overview

Brief overview on how to access the SAVVAS online textbook.

Algebra I - Geometry 25 minutes https://share.nearpod.com/nJ15trcfT7

McGraw-Hill Math Teachers will learn how to access the McGraw-Hill online dashboard.

6-8 Math 6 minutes https://share.nearpod.com/dai0rbrwq7

Rebooting Reading Instruction: Balanced Literacy 90-minute Model with I-TRS 3rd-5th

This module provides an overview of the I-TRS Pacing Tool for Reading. This module includes an understanding of the Mini-lesson structure and how it supports teacher planning.

3-5 Reading/Language Arts

35-40 minutes https://nearpod.com/libraries/5778/preview/read ingplanning-with-itrs-pacing-tools-35-L55078625

Rebooting Writing Instruction: Balanced Literacy 90-minute Model with I-TRS 3rd-5th

This module provides an overview of the I-TRS Pacing Tool for Writing. This module includes an understanding of the Mini-lesson structure and how it supports teacher planning.

3-5 Reading/Language Arts

35-40 minutes https://share.nearpod.com/P3CLbZEjB8

Harry Potter Camp Michelle Gandara, fabulous 6th grade RLA teacher at Ernesto Serna, shared her summer school remote learning lessons and experiences.

Secondary RLA 1 hour https://share.nearpod.com/fOqCY75Xs8

Just Travel-ous! A Reading Journey into Remote Learning

Maria Andrade, an amazing 7th grade RLA teacher at Ernesto Serna School, shared her experiences and activities from her summer school RLA class.

Secondary RLA 45-60 minutes https://share.nearpod.com/nH4LNdnky8

No Need to Reinvent the Wheel: Finding the Best Nearpods Lessons in RLA

RLA Secondary Teachers will learn how to search for the best pre-existing RLA lessons on Nearpod.

Secondary RLA 45-60 minutes https://share.nearpod.com/szMQ9bpqI7

Lead4ward Virtual Strategies Playlist Brain in the Game

This module shows how Lead4ward has adapted its Brain in the Game for virtual learning. Also included is how channels on TEAMs can be used during active instruction.

Secondary Science for the content, all teachers for classroom management

50 minutes https://share.nearpod.com/feecJVCfj8

56

HMH Science Fusion This webinar features the basic functions of using the district-adopted science book during instruction. It includes videos on how to assign tasks to students and other resources.

K-5 Science 30 minutes https://share.nearpod.com/TOZZHYpqj8

Level Up Science Instruction

This webinar will demonstrate ways to level up students’ thinking. Learn strategies for students to show what they know through the process skills.

2-5 Science 45 minutes with resources

https://share.nearpod.com/Uz66qpmCG8

Rebooting Science Instruction 2020-2021

This webinar will provide the 2020-2021 Elementary Science Teaching Framework, new pacing tools for flexible planning, and strategies for the pre-assessment of students.

2-5 Science 1 hour with additional resources

https://share.nearpod.com/zBhKDjZ1x8

Power On Science Instruction 2020-2021

This webinar will feature the process skills "tools to know" with modeled activities to power on student's thinking for marking period 1.

2-5 Science 1 hour with additional resources

https://share.nearpod.com/IxZSTUgqj8

Elementary Social Studies SAVVAS Refresher

This webinar will navigate teachers through the table of contents, the components available in the textbook, data, tools, and additional virtual professional development.

1st - 5th 1.5 hours https://share.nearpod.com/cXrSULQbI8

MS Social Studies Textbook Training

Textbook Training: Understanding the basics of using the middle school social studies textbook in a virtual setting.

6 - 8 Social Studies 45 minutes https://share.nearpod.com/mf80epiZi8

HS Social Studies Textbook Training

Textbook Training: Understanding the basics of using the high school social studies textbook in a virtual setting.

9 - 12 Social Studies 45 minutes https://share.nearpod.com/c0AeWjvR18

Lead4ward Virtual Strategies Playlist Fact or Fib Showdown

In this webinar, Lead4ward's Fact of Fib activity is adapted for a virtual classroom.

All 32 minutes https://share.nearpod.com/7M5DohclK7

Running the Remote Learning Classroom

Teachers will be given basic tips on running the remote learning classroom.

All 45 minutes to 1 hour

https://share.nearpod.com/btVX7fmfj8

Breaking the Ice Remotely!

Teachers will be given 4 ice breakers that can be implemented in the remote learning classroom.

All 30 minutes https://share.nearpod.com/rZPFAPqDk8

57

2020-2021 Professional Development Special Education: Summer 2020

Time

Monday

July 20

Tuesday

July 21

Wednesday

July 22

Thursday

July 23

Friday July 24

8:00

-9:0

0 A

M

Accommodating Lessons for Remote Co-Teaching PK – 12th Instructional Specialists ARD Etiquette EC – 12th Instructional Specialists




Accommodating Lessons for Remote Co-Teaching PK – 12th Instructional Specialists ARD Etiquette EC – 12th

Instructional Specialists

58

Time

Monday

July 27

Tuesday

July 28

Wednesday

July 29

Thursday

July 30

Friday July 31

8:00

- 9:0

0 A

M





Accommodating Lessons for Remote Co-Teaching PK – 12th Instructional Specialists ARD Etiquette EC – 12th

Instructional Specialists

59

Time

Tuesday

August 4

Wednesday August 5

Thursday

August 6

Friday

August 7

8:00

- 9:0

0 A

M

Understanding Compensatory Services due to COVID EC – 12th Instructional Specialists ULS for Novice Teachers EC – 12th Instructional Specialists _______________ eSped EC – 12th Instructional Specialists

Understanding Compensatory Services due to COVID EC – 12th Instructional Specialists Microsoft Accessibility Tools EC – 12th Instructional Specialists _______________ IEP Progress Monitoring During Remote Learning EC – 12th Instructional Specialists

Special Education Job Alike (8:00 AM-3:30 PM) EC – 12th ASD Specialists – Related Services, AI – Related Services, APE – Related Services, LSSPs, SpEd Counselors – Related Services, OT – Related Services, PT – Related Services, SLPs, Transition Services, Medical Services Clerk

Understanding Compensatory Services due to COVID EC – 12th Instructional Specialists Special Education Paraeducators: Roles and Responsibilities EC – 12th Instructional Specialists _______________ IEP Progress Monitoring During Remote Learning EC – 12th Instructional Specialists _______________ Accommodating Lessons for Remote Co-Teaching PK – 12th Instructional Specialists _______________

ARD Etiquette EC – 12th Instructional Specialists

60

Time

Monday

August 10

Tuesday

August 11

Wednesday August 12

Thursday August 13

Friday

August 14

8:00

- 9:0

0 A

M

Understanding Compensatory Services due to COVID EC – 12th Instructional Specialists

Understanding Compensatory Services due to COVID EC – 12th Instructional Specialists ULS for Novice Teachers EC – 12th Instructional Specialists _______________ eSped EC – 12th Instructional Specialists _______________ IEP Progress Monitoring During Remote Learning EC – 12th Instructional Specialists

Understanding Compensatory Services due to COVID EC – 12th Instructional Specialists Web Extensions for the Exceptional Learner EC – 12th Instructional Specialists _______________

Microsoft Accessibility Tools EC – 12th Instructional Specialists _______________

Understanding Compensatory Services due to COVID EC – 12th Instructional Specialists Special Education Paraeducators-Roles and Responsibilities EC – 12th Instructional Specialists _______________ Accommodating Lessons for Remote Co-Teaching PK – 12th Instructional Specialists _______________

ARD Etiquette EC – 12th Instructional Specialists

Understanding Compensatory Services due to COVID EC – 12th Instructional Specialists

61

2020-2021 Professional Development On-Demand Webinar Series: Special Education

Elementary Math & RLA Accommodations for Remote Learning

This webinar will review Access to the General Curriculum, contrast Accommodations and Modifications, demonstrate how to implement accommodations in a remote learning environment, and share ways to collect data.

PK – 5th 1 hour with resources

https://share.nearpod.com/vsph/geWoSrUVLu

Secondary Math Accommodations for Remote Learning


6th – 12th Math 1 hour with resources

https://share.nearpod.com/vsph/zoYvbYNfNu

Secondary RLA Accommodations for Remote Learning


6th – 12th RLA, Social Studies, Science, and Electives

1 hour with resources

https://share.nearpod.com/vsph/NvVqmTyqMu

IEP Progress Monitoring During Remote Learning

This webinar will focus on how to update IEP goals and objectives during remote learning.

Early Childhood – 12th 1 hour with resources

https://share.nearpod.com/vsph/62AeoUdcMu

Understanding Compensatory Services Due to COVID Closures

This webinar will review legal guidance from our Special Education Attorney on Compensatory Services.


https://share.nearpod.com/vsph/1YbnK4PNMu

ULS for Novice Teachers

This webinar will focus on demonstrating how to navigate and implement the Unique Learning System in the remote learning environment.


https://share.nearpod.com/vsph/oF1jELJSMu

eSped This webinar will focus on demonstrating how to navigate the eSped platform for writing and updating IEPs.


https://share.nearpod.com/vsph/GRl2RsZwNu

ARD Etiquette This webinar will walk participants though the steps to prepare for an ARD one’s role during the meeting.


https://share.nearpod.com/vsph/D1S013DaNu

Accommodating Lessons for Remote Co-Teaching

This webinar will focus on implementing Specially Designed Instruction in the remote Co-Teach setting.

PK – 12th 1 hour with resources

https://share.nearpod.com/vsph/ax78UJ5DNu

62

2020-2021 Professional Development

Bilingual/ESL Education: Summer 2020

Session Nearpod Link Instructional Specialists

Integrating the ELPS Into Your Instruction https://share.nearpod.com/xHliJpWqS8

Ana Marioni / Rosa Jimenez / Maria Saldana

Give 1 Get 1 https://share.nearpod.com/khcAUSjgt8

Diana Torres / Maribel Diaz / Rosa de la Rosa

Language Skills https://share.nearpod.com/6o8fKimDQ8

Ana Marioni / Rosa Jimenez

Framing the Lesson https://share.nearpod.com/e/kidpYp7Hd9


Engaging English Learners through Sheltered Instruction https://share.nearpod.com/rSfCLQJ5K8


SIOP- Day 2 https://share.nearpod.com/fARbwByeP8


A Sheltered Instruction Lesson using Virtual Strategies. https://share.nearpod.com/e/1G7MrfbId9

Diana Torres / Maribel Diaz

ELPS https://share.nearpod.com/xHliJpWqS8


Building your Toolbox of Sheltered Instruction Strategies https://share.nearpod.com/SnqmHDY1U8

Ana Marioni / Maria Saldana

Building Your Toolbox of Sheltered Instruction Strategies- Word Study Strategies https://share.nearpod.com/rydX5vChV8


Building your Toolbox of Sheltered Instruction Strategies, Listening and Speaking Stations https://share.nearpod.com/e/1G7MrfbId9


63

2020-2021 Professional Development

Research and Analysis: Summer 2020

Eduphoria Aware Training Training Time Recommended Viewers

Part A: How to Create a Campus Common Assessment

44 mins *New Teachers *Review for Experienced Teachers

Part B: How to Activate and Proctor Online Testing 37 mins *All Teachers Part C: Teachers Can Now Edit Data Views

15 mins *All Teachers

SOCORRO INDEPENDENT SCHOOL DISTRICT 2020-2021 …

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