GCPS Learns Anywhere2020-2021

Planning for the Virtual Start

Published: 8/4/2020

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Overview

● Local/regional health conditions, as well as operational challenges, prompted the GCPS School Board to approve remote learning for all students for the first quarter of the 2020-21 school year.

● Conditions will be re-assessed regularly to determine whether/when some students may begin to return prior to the end of the first quarter.

● If conditions improve, a scaled return would be considered, beginning with younger learners (e.g. PK-3) and those needing more intensive supports.

● Our priority is to establish a safe and secure in-person learning environment for all students and staff.

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Overview (continued)

● Survey results from July 2020 show that approximately 23% of families indicated an initial preference for a fully remote learning option for fall semester;

● GCPS will honor requests from families to continue fully remote learning after the first quarter;

● Additional information will be collected regarding preferences for the second quarter and beyond after the school year begins.

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What Can Families Expect?

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CharacteristicsSpring 2020 Closure

(after 3/16/20)GCPS Learns Anywhere

(beginning 9/8/20)

New Instruction & Learning Some All

Graded Instruction Some All

Synchronous Interaction Encouraged, Optional Expected (And As Required*)

“Daily” Attendance Generally Measured By Participation

Attendance & Content Proficiency Required*

Central Learning Platform Multiple

* Definitions and guidelines are being developed.

Student Schedules

● Schools are developing specific schedules to meet the needs of students and staff; these will be published by each school in the coming weeks;

● Schedules will provide multiple opportunities for daily meaningful interactions with teachers and staff per VDOE guidance;

● Staff will be mindful of family circumstances, including working families, those with limited connectivity, as well as those with multiple children connecting remotely each day.

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Learning Framework ● Four days per week (M, T, Th, F) of synchronous “live” instruction and

interaction, support with the teacher, as well as asynchronous learning activities for all students to engage and complete throughout the week.

● One day per week (Wednesday) of synchronous interventions for select students, contact with families as needed, and necessary planning time for teachers to prepare lessons for remote learning.

● More specific “seat time” expectations for synchronous learning, daily attendance, and participation will be developmentally-appropriate and shared in an upcoming communication.

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Synchronous & Asynchronous Interaction

Synchronous = occurs at the same time, or at a specific time, such as “live” instruction from the teacher to a group of students.

Asynchronous = occurs at a different time, such as pre-recorded instructional videos that students can view anytime.

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Synchronous - expected, and some will be required ● Two-way interaction between a teacher and a student

(e.g. through a virtual meeting platform or phone call;● Focus is on answering questions, extending skills and

knowledge introduced in pre-recorded instructional videos.

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Asynchronous

● Similar to independent learning tasks assigned during a typical school day, or as homework;

● Teacher-directed tasks facilitated through the Learning Management System (LMS);● Student/Family may have choice when the learning

tasks are completed;● Learning tasks build upon skills and knowledge

introduced in pre-recorded instructional videos.

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Elementary Learning (Grades PreK-5)● Daily synchronous opportunities for learning (whole group, small

group, independent);● Asynchronous, teacher-directed “anytime, anywhere” experiences,

some with flexible participation times;● Developmentally-appropriate expectations for daily interaction and

engagement, for example:○ Kindergarten: 10-15 minutes at a time for each mini-lesson or learning

experience ○ Grade 4: 20-25 minutes per mini-lesson, plus independent activity

● Schools will develop schedules to provide support for students and families during traditional school hours, as well as afternoons/evenings for working families, as needed;

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Middle School Learning (Grades 6-8) ● Daily synchronous opportunities for learning (whole group, small group,

independent);● Synchronous support will be scheduled by schools with several synchronous

sessions a day determined by the student’s schedule;● In addition to synchronous learning, students engage in asynchronous,

teacher-directed “anytime, anywhere” assignments;● Schools will develop schedules to provide support for students and families

during traditional school hours, as well as afternoons/evenings for working families, as needed;

● Schools will follow a 6-period day with opportunities for intervention for struggling learners, enrichment for advanced learners, and advisory for all learners to promote social-emotional supports and digital citizenship.

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High School Learning (Grades 9-12)

● GHS is following the 4x4 schedule to support synchronous learning opportunities, including support for students and families during traditional school hours, as well as afternoons/evenings for working families, as needed;

● The schedule will accommodate intervention for struggling learners, enrichment for advanced learners, and periodic advisory to promote social-emotional support and digital citizenship;

● In addition to synchronous learning, students will engage in asynchronous, teacher-directed “anytime, anywhere” assignments;

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Technology Support

● 63% of families indicated they have access to a device at home; 37% indicated a need for a loaner device. GCPS is making plans to issue loaner devices to students in need.

● 16% of families indicated limited to no internet connectivity. GCPS is pursuing the acquisition of hot-spot devices/resources. More information about this availability will be shared soon.

● Parent resources such as orientation, as well as recommendations for supporting learning from home, are being developed.

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Curriculum Support

● Unit plans are being developed to support teachers, including resources for virtual instruction, with attention to content gaps, new learning, social-emotional learning, and digital citizenship.

● Strategies are being developed to support all learners, including Students With Disabilities, Advanced Learners, and English Language Learners.

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Professional Development

Synchronous and asynchronous training and support are being developed to support teachers, parents, and students with topics including:

○ Establishing online community of learners ○ Supporting students and families with virtual learning, including support for navigating ○ Social-emotional learning ○ Tiered systems of support

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Next Steps

● Additional communication with families during the weeks of August 10 and August 17○ More specific details shared weekly;○ Resources for parents to support learning from home;○ Plans for device and meal service;○ Information regarding Open House and/or Orientation events;○ Specific communication from each school.

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