Advisory Advisors will continue to support students through advisory during distance learning. Advisory will meet on Tuesdays and Thursdays from 11:00-11:30. Students are expected to check in with their advisor during this time. Advisors will determine the best way for students to check in whether it be by email or through Teams. Student participation in advisory is mandatory and will count towards weekly attendance.
Attendance and Grading Information Monday, March 16 marks the start of the 4th quarter and our distance learning plan. All work completed during distance learning will be entered into MyBackpack as 4th quarter grades. Attendance will be counted through advisory and punctual submission of learning modules. Learning modules will be posted on Monday and Wednesday mornings by 8:30 a.m. Students should check Teams/ or Haiku for assigned work. Learning modules posted on Monday should be submitted by 12:00 p.m. on Wednesday. Learning modules posted on Wednesday should be submitted by 5 p.m. on Friday. Teachers will let students know which learning platform assignments will be posted on.
Counselor Resources Click here to access resources for managing the emotional impact of social distancing and distance learning.
Student Support Team The Student Support Team (Lia Gerety, Danielle Wattleton-Anderson, Lauren Garrett, Cameron Gaede, JP Hemingway) will continue to gather information on student wellbeing during distance learning and will address concerns as they arise. Mrs. Garrett will be available by email during office hours from 9:00-11:00 on Mondays, Tuesdays and Thursdays to address any pertinent counseling needs.
We are well-prepared to continue serving our students during a long-term interruption in learning due to COVID-19. We have a robust infrastructure in place with intuitive tools that will allow us to continue teaching remotely while students continue to learn from their homes. To deal with this shift, we’ll be employing a technique called asynchronous (async) learning. Async learning provides opportunities for students to connect to the material without real-time interaction. Async learning allows students to engage with the material at their own pace – within a given timeframe – that has clearly stated outcomes. Async learning is modular by design and allows for a concept to be introduced, for students to produce an artifact, and for there to be a form of assessment that evaluates the effectiveness of the lesson and the scope of a student’s understanding.
Material Introduction For each lesson, teachers will develop a screencast to guide students through the materials and expected learning outcomes. Over communication is appropriate communication: the information shared via this screencast – while hopefully informative and appropriate to the lesson itself – will also serve as a redundant effort in clearly outlining what is expected of students.
This screencast should be anywhere between five and fifteen minutes. Teachers can use PowerPoint to record their screen and voice; during this screencast, a teacher can illustrate concepts using OneNote, Microsoft Whiteboard, or simply guide students through a resource.
For ease of distribution and student access, a teacher should post this recording to Microsoft Stream and then share the link with students using the appropriate LMS (Haiku or Teams) for the course.
Student Artifact Each lesson should have a student artifact of some kind; a demonstration of a student’s learning during the lesson. The format these artifacts can take is nearly endless. For some lessons a simple worksheet may suffice to illustrate a student’s comprehension of different concepts. In a math class, it could take the form of completing a certain number of minutes on IXL, practicing the material illustrated by the teacher. Any format in which a student is capable of demonstrating their engagement with the material is considered an appropriate artifact.
Formative Assessment Accompanying each lesson should be a formative opportunity for both the student and the teacher to identify the effectiveness of the lesson. In some cases, this will be a standalone piece (such as a Microsoft Form) that assesses a student’s knowledge of the lesson’s outcomes. In other cases, the line between an artifact and an assessment is blurred; this is fine! One example of this obfuscation could be a reading reflection for an English class: the student is assigned a passage and a question to reflect on. This demonstration of a student’s work is also serving as their formative assessment for the material.
Office Hours Office hours will be on Mondays, Tuesdays and Thursdays from 9:00-11:00. This is the time for students to ask any questions they may have about their assignments for the week. Teachers will have their email open and will respond to students’ questions quickly. Students seeking help should email from their Altamont email addresses.