• Sunnyslope Distance Learning Program 

     

    Aligned with legislation and South Bay Guiding Principles, students will receive rigorous, standards-based, and personalized instruction through web conferencing tools and other digital means. As per Senate Bill 98, students' distance learning will include content aligned to grade-level standards that is provided at a level of quality and intellectual challenge substantially equivalent to in-person instruction. Students will participate in daily, live interaction with teachers and peers.  Priority will also be placed on building community, social-emotional learning, and students feeling connected to each other and their teacher(s). Each day, students will join a class meeting through web conferencing to check-in and set goals. 

     Distance learning in the 2020-2021 school year will be significantly different than during school closure in the spring. Families and students can expect:

    Instruction and Interaction:

    • A minimum number of instructional minutes per day will be provided to students.  Students in kindergarten will participate for at least 180 minutes per day.  Students in grades 1-3 will participate for at least 230 minutes per day. Students in grades 4-8 will participate for at least 240 minutes per day.  At least 55% to 60% of this time will be live with teachers and peers.This instruction can be a combination of live instruction, prerecorded instruction, and the time value of independent work assigned by the teacher. SBUSD strives to provide as much live instruction per day as is feasible, while also recognizing the value of prerecorded lessons and some independent work.  
    • Students will have both synchronous (live) and asynchronous (prerecorded) lessons with teacher(s). Priority will be placed on live instruction, with pre-recorded lessons being made available as appropriate. Synchronous academic lessons should be recorded so that students who are absent, ill, or have inconsistent connectivity are still able to access learning as this is an equity issue.
    • Students will participate in daily lessons in the core subject areas of reading, writing, math, and English language development (for English Learners) at the K-6 level.  Middle school students will participate in all core subject areas as determined by site master schedule.
    • Regular instruction in social emotional learning will occur through daily class meetings and/or social emotional learning lessons. 
    • All students will participate in at least one small group, in each content area of  reading, writing and math per week at the TK-6 level.
    • Students will participate in weekly science, social studies and physical education lessons at the K-6 level. Middle school students will participate in these subjects in accordance with the master schedule determined by the site. 
    • Students will participate in visual and performing arts lessons and STEM lessons on a regular basis  with a VAPA/STEM teacher.
    • English learners will participate in a daily designated English language development synchronous lesson based on their proficiency level. English learners will also work on digital platforms for language development. Throughout all lessons, integrated English language supports will be offered. 
    • Supports and services for special education students will continue as per student’s IEP.
    • Students will have some independent learning time using District-supported digital content tools (Dreambox Math, ST Math, Learning A-Z, Imagine Learning, etc.) or students will work on projects and assignments.
    • Support for students who are struggling or are below grade level will be provided in the form of tier two interventions, additional small group instruction, one-to-one instruction, and family conferencing.
    • Students will receive feedback from teachers on a regular and consistent basis. Feedback from instructors shall be provided on all assignments/work students produce. Feedback should be kind, specific, and helpful
    • Teachers will provide regular communication to families.
    • Teachers will hold regular office hours.
    • Student progress will be monitored and students will receive report cards.
    • Student attendance and participation will be taken on a daily basis. As per Senate Bill 98, students are required to participate in distance learning everyday. Students who do not participate will be deemed absent. Teachers will document daily participation.  In addition, teachers will complete a weekly engagement record for each student documenting  synchronous or asynchronous instruction for each whole or partial day of distance learning, verifying daily participation, and tracking assignments.

     

    Synchronous Learning (live interaction) 

    Students will receive synchronous learning (live interaction) on a daily basis. Minimum number of live minutes per day varies per grade level.   

    • Direct instruction to students through video conferencing
    • Whole or small-group instruction
    • 1:1 Conferring and instruction
    • Teacher guided peer-to-peer learning and interaction
    • Class Meetings/Restorative Circles

     

    Examples of high leverage synchronous learning include the following suggestions generated from SBUSD teachers serving on teh Educational Delivery Recovery Team include the following:

    • Social emotional learning lessons and class meetings
    • Classroom community building events
    • Phonics lessons in TK-2
    • Shared reading and shared writing lessons
    • Selected mini-lessons
    • Small groups (guided reading, strategy groups, etc.)
    • English language development lessons
    • Unit of Study Introductions in reading, writing and mathematics
    • Number Talks
    • Selected math lessons
    • Student feedback
    • Intervention groups (Leveled Literacy Intervention, etc.)
    • Special education services, as appropriate
    • Hands-on science demonstration lessons
    • VAPA/STEM lessons

     

    Asynchronous Learning

    Students will also participate in asynchronous learning activities to support learning.

    • Pre-recorded lessons
    • Self guided instructional lessons/activities/modules
    • Discussion forums, online collaboration/chats that do not happen live

     

    Examples of high leverage asynchronous learning include the following suggestions generated from SBUSD teachers serving on the Educational Delivery Recovery Team include the following:

    1. Prerecorded mini lessons (either TCRWP Virtual units, or teacher recorded)
    2. Student feedback through Google Classroom or Seesaw
    3. Read Alouds
    4. Selected math lessons for front loading
    5. Science lessons
    6. History Social Science lessons
    7. Discussion forums
    8. Collaborative projects
    9. Physical Education modules and video lessons

     

    Independent Work

     

    Students will be assigned independent work that supports mastery of grade level standards and provides opportunities to practice the content and instruction of synchronous and asynchronous learning. 

    • Independent work on district supported digital content platforms (i.e. ST Math, Dreambox, Imagine Learning, etc.)
    • Independent reading and writing
    • Independent Practice
    • Completion of projects
    • Choice or Menu Boards

     

    Examples of high leverage independent work include the following suggestions generated from SBUSD teachers serving on the Educational Delivery Recovery Team include the following:

    1. Student responses through SeeSaw, Google Classroom, Flip Grid, etc.
    2. Independent writing with paper and pencil in addition to digital writing  to ensure fine motor development
    3. Independent reading with response activities, discussions, and reading logs
    4. Word Problems to support skill and concept development
    5. PE Choice Board and Activity Log
    6. Assigned content and adaptive content on ST Math, Dreambox, Learning A-Z, Imagine Learning