UCP-CDS Larson School Remote Learning Plan for COVID-19 Shutdown


Purpose

Due to the unprecedented shutdown of all Illinois Public and Private Schools due to the COVID-19 Shutdown, districts are now providing learning opportunities at home for our students, which we are referring to as a Remote Learning Plan. We know that this is new to everyone and our plan is to implement regular checks with our stakeholders to determine if and how we can improve this process. We encourage all members of the community, including our staff, to be lifelong learners. This is a great opportunity for us to be models for our students and families.

Timing

We have been following our Alternative Learning Plan during the initial shutdown of our school that the state has referred to as Act of God days. Teachers provided educational packets to cover two weeks’ worth of lessons and spring break. Our new Remote Learning Plan will be very similar to the Alternative Learning Plan and will be going into effect beginning April 7, 2020. This will allow for continuity of instruction without lapse.

Communication/ Availability

We expect teachers to be available to be in communication with students/families throughout any Remote Learning Plan Day. Minimal teacher expectations are to monitor their e-mail and/or Remind App from 9:00am- 11:00am and 1:00pm- 3:00pm. Our Remote Learning Plan Days are purposely set up as an asynchronous experience to provide flexibility for both the students and the staff.

All certified staff will be asked to record their work time on Remote Learning Days. During this time, 5 ½ hours will be needed to be given credit for a full day of work. This timeframe allows for lesson preparation, lesson monitoring, recording and viewing data, student feedback and student/ family communication.

Attendance

Teachers will not be taking attendance online or from students’ completed assignments. While attendance is not being taken, we still emphasize and encourage daily interaction with instructors to maintain a continuity of learning and instruction. As a result, students who are conducting their Remote Learning online through the Unique Learning System should try to check in by 1:00pm on the Remote Learning Days.

Instruction

Remote learning can be real-time or flexibility timed, and it may or may not involve technology. It is fully acceptable for any teacher to utilize a blend of real-time, flexibility-timed, technological and non-technological options. Our staff has been asked to prioritize the state learning standards, and focus on the individual student goals delineated in the IEP that are pertinent to moving forward in the future when we are allowed to utilize face-to-face instruction.

Research Based Instruction

All curricular features of the Unique Learning System will be available to students, as well as additional resources, such as Reading A-Z and News 2 You. Unique is a research based curriculum designed especially for students receiving special education services and aligned to the Illinois Learning Standards. In general, student work on Remote Learning Days will be based upon Research Based Instruction. Some examples of Research Based Instruction appropriate for Remote Learning include but are not limited to:

  • Setting objectives
  • Reinforcing Effort/ Providing Recognition
  • Cues, Questions & Advance Organizers
  • Nonlinguistic Representation (Graphic Organizers)
  • Summarizing and Note Taking
  • Identifying Similarities and Differences
  • Generating and Testing Hypotheses
  • Homework for later grades with minimal parental involvement with a clear purpose
  • Scaffolding Instruction
  • Student Practice
  • Individualized Instruction
  • Inquiry-Based Teaching
  • Concept Mapping
  • Reciprocal Teaching
  • Promoting Student Metacognition
  • Teacher Clarity (learning goals, expectations, content delivery, assessment results, etc.)
  • Setting goals
  • Higher-level questioning
  • Learning feedback that is detailed and specific
  • The Directed Reading-Thinking Activity
  • Question- Answer Relationship
  • KWL Chart
  • Comparison Matrix
  • Anticipation Guides
  • Response Notebooks
  • Student Reflection

Accommodations/ Modifications

Teachers will create lessons and materials that reflect the accommodations and modifications necessary for student success and outlined in students’ IEP’s. Accommodations and modifications are based on each student’s unique, individualized and documented need allow students to demonstrate progress. Teachers will share those accommodations and modifications with parents in an effort to foster successful implementation of instruction while students are at home.

An Accommodation is generally thought of as a change in the course, standard, test preparation, location, timing, scheduling, expectations, student response and/or other attribute which provides access for a student with a disability to participate in a course, standard or test. It does not fundamentally alter or lower the standard or expectation of the course/test. Accommodations are basically physical or environmental changes, generally referred to as good teaching strategies.

Presentation Accommodations (changes the way information is presented)

  • Listen to audio recordings instead of reading text
  • Learn content from audiobooks, movies, videos, and digital media instead of reading print material
  • Work with fewer items per page or line
  • Work with text in a larger print size
  • Have a “designated reader”- someone who reads test questions aloud to students
  • Hear instruction read aloud
  • Record a lesson, instead of taking notes
  • Use visual presentations of verbal material, such as word webs
  • Get a written list of instructions
  • Concrete examples and use of manipulatives
  • Immediate feedback
  • Extra visual and verbal cues and prompts
  • Verbal and visual cues regarding directions and staying on task

Response Accommodations (changes the way students complete assignments or tests)

  • Give responses in a form (spoken or written) that’s easier for them
  • Dictate answers to a scribe who writes or types
  • Capture responses on an audio recorder
  • Use a spelling dictionary or digital spell-checker
  • Use a word processor or communication devise to types notes or give answers
  • Use a calculator or table of “math facts”
  • Alternate ways to show concept mastery

Setting Accommodations

  • Work or take test in a different setting, such as a quiet room with few distractions
  • Use special lighting or acoustics
  • Use of sensory tools to expend energy or allow focus

Timing Accommodations

  • Take more time to complete a task or test
  • Have extra time to process spoken information and directions
  • Take frequent breaks, such as after completing a worksheet

A modification is a change in the course, standard, test preparation, location, timing, scheduling, expectations, student response and/or other attribute which provide access for a student with a disability to participate in a course, standard or test, which does fundamentally alter or lower the standard or expectation of the course, standard or test. Modifications involve deliberate intellectual lowering of materials presented.

Assignment and Curriculum Modifications

  • Presentation of curriculum is modified using a specialized curriculum
  • Materials are adapted, texts are simplified
  • Grading subject to different standards, such as basing on IEP goals
  • Testing adaptations used
  • Complete different homework problems than peers
  • Answer different test questions
  • Create alternate projects or assignments
  • Learn different material that grade level peers
  • Get graded or assessed using a different standard than other students

Instructional Time Expectations

Grade Level Minimum Maximum Recommended Length of Sustained Attention
PreK-K 30 minutes/day 90 minutes/day 3-5 minutes
1-2 45 minutes/day 90 minutes/day 5-10 minutes
3-5 60 minutes/day 120 minutes/day 10-15 minutes
6-8 Class: 15 minutes/day

Total: 90 minutes day

Class: 30 minutes/day

Total: 180 minutes/day

1 subject area or class
9-12 Class: 20 minutes/day

Total: 120 minutes day

Class: 45 minutes/day

Total: 180 minutes/day

1 subject area or class
Transition Class: 20 minutes/day

Total: 120 minutes day

Class: 45 minutes/day

Total: 180 minutes/day

1 subject area or class

Further, we encourage teachers to give additional optional work, engagement opportunities, and enrichment opportunities (e.g., independent research projects) as long as it is made clear to students and families that the work is optional and will not negatively impact a student’s grade. Students will have the opportunity to re-do, make up, try again to complete, show progress, or attempt to complete work assigned. Also, we will be encouraging alternate methods of assessment moving forward.

Suggestions for Additional Activities

Mind Body Spirit Environment Family
Reading, e.g., independent reading, listening to someone else read, audiobooks

Puzzles, Word Searches

Write a story or in a journal

Count money

Draw a map of your neighborhood

Building with blocks or Lego

Listen to a podcast

Watch a documentary

Take a walk

Dance

Exercise

Fine/ gross motor activities

Stretch or do yoga

Play a sport

Listen to music or sing

Playing (inside or outside)

Creative arts

Coloring or drawing

Imaginative play

Meditate

Do something you’ve been avoiding

Clean up your room

Do age appropriate chores

Gardening

Fix something broken

Take care of pets or plants

Cook or bake

Write a letter to someone

Play board games with a family member

Tell jokes or riddles

Build a fort and tell stories in it

Offer to help someone

Additional engagement is especially important for primary grades, where it is not developmentally appropriate to expect a student to attend to academic tasks for a long period of time. Instead, students and families should be supported in having access to varied enrichment opportunities. In addition, students and families are encouraged to support academic skills and social-emotional health through activities that extend beyond assigned remote learning work.

Grading and General Expectations

Student work during the suspension of in-person instruction will not negatively impact a student’s grades or otherwise impact a student’s academic standing. Grading is defined based upon the principle of no educational harm to any child. The aim, emphasis and focus for schoolwork assigned, reviewed, and completed during remote learning is on learning, not on compliance.

What is our definition of Do No Harm? Mastery is Not Required on new content.

  • Meaningful feedback
  • Assessment of learning (summative)
  • Assessment as learning (self-assessment)
  • Assessment for learning (formative)
  • Student/ teacher partnership (home)
  • Criteria for work and expectations (exemplars)
  • Confidential
  • A dialogue
  • Part of the learning process
  • Reflective
  • Coaching
  • Purposeful
  • Supportive
  • Focused on student growth
  • Individual
  • Differentiated

We will document all the best efforts being made under the current emergency conditions with IEP and/or 504 plans. We will structure student engagement in learning according to age appropriate thresholds, align to standards, and be relevant and appropriate for each student. If a student does not have access to the internet or required technology to complete the work, a non-electronic method of completing the work will be provided to the student.

Two-Way Communication

As you all know, this is a new situation for all of us. We are proceeding in a manner that we believe is in the best interest of our students, our families, our staff and our communities. However, we know that there is a good chance that our program will change in the near future as we implement different instructional techniques that our staff might not have ever tried before. As a result, we are going to be communicating frequently with stakeholders.

We will be surveying families, staff and students regularly for feedback, in order to evaluate our effectiveness. We will be sharing our plan with our partner school districts to keep them informed of the instruction and progress of our students. We will continue to work with our partner districts to monitor the progress of our students on their IEP goals and collaborate on the IEP process.

Free Resources/Websites:

 Wide open school: https://wideopenschool.org

Free collection of the best online learning experiences for kids from over 25 organizations. Covers math, reading, science, social studies, emotional wellbeing, moving, arts, virtual field trips, and life skills.

Scholastic: https://classroommagazines.scholastic.com/support/learnathome.html

You will have to first set up a free Book Flix or Watch & Learn Library account (login: Learning20 password: Clifford). You will then have access to 15 days works of stories to watch, activities and books to read. This site will also allow for you to go on virtual field trips and can be accessed on any device.

Storyline Online https://www.storylineonline.net/

This site allows you and your child to listen to hundreds of different children’s books online.

Mystery Science https://mysteryscience.com/school-closure-planning

Explore different science lessons to do at home. There is no login or account needed. They can watch different videos for mini science lessons, or they can complete a full lesson which comes with hands on materials that correspond to the different lessons.

Typing Club https://www.typingclub.com/sportal/program-3.game

Students can learn the proper way to type on a computer using this website.

Virtual Field Trips https://docs.google.com/document/d/1SvIdgTx9djKO6SjyvPDsoGlkgE3iExmi3qh2KRRku_w/mobilebasic?urp=gmail_link

Take over 30 virtual field trips from the comfort of your own home!