• ACSD

    Voluntary Educational Enrichment

    Opportunities

    Continuous Learning Plan 

    May 1 - 29, 2020

     

     

    Introduction

    Ankeny Community Schools is committed to supporting students, families, and staff.  This plan is intended to provide meaningful continuation of learning during school closure and defines the following key elements:

    • Essential functions of staff, students, and families
    • Implementation procedures to engage in voluntary educational opportunities remotely until the resumption of normal operations
    • Essential resources necessary for implementation

    The current VEEO plan, which includes a more structured approach, will be implemented May 1 and will continue until the end of the school year. The plan for May 1-29 is a continuation of the VEEO plan implemented on April 13. The revised VEEO adds language to clarify processes and expectations. Our work will be centered around the board-approved curriculum. We are committed to providing the most engaging and robust learning experiences for our students. While the state requires us to use the word "voluntary" at this time, we certainly hope and expect that all students and families who are able will participate for their benefit.

     

    Sincerely, 


    Dr. Bruce A. Kimpston

    Superintendent of Schools

    Definitions

    Distance Learning

    Learning occurs where teachers and students do not meet in a classroom but use the Internet, e-mail, mail, etc., to engage in the teaching-learning process.

    Offline learning

    Learning occurs without the internet; hard copies and materials are utilized.

    Online learning 

    Aspects of learning occur in a web-based digital format (example: google apps, accessing websites, electronic platforms, etc). Technology is used as a resource for learning. This learning may be synchronous or asynchronous. 

    Asynchronous Learning

    Instruction and learning between teacher and students who are not in the same place; learning occurs at different times. (example: pre-recorded video lessons, email exchanges, online discussion boards)

    Synchronous (live) Learning

    .

    A real-time interactive session occurring between teacher and students who are not in the same place; can happen in a face-to-face virtual format or in a google doc format.

    • Ex: Google Meet, Google Hangout, Google Docs or discussion boards utilized concurrently

    Office Hours

    Scheduled times where the teacher is available to respond to student requests for extra help, clarification, and/or follow-up on some aspect of instruction.  

     

    Staff Roles and Responsibilities

    Academic Services Department

    • Create and distribute the Voluntary Educational Enrichment Opportunities (VEEO) Plan
    • Align and comply with state and federal guidance
    • Support staff, students, and families in shifting to a distance learning environment
    • Provide support to PK-12 building teams
    • Monitor and adjust plan as it is implemented

    Technology Department

    • Support faculty and students/families shifting to a distance learning environment
    • Provide written/video support to assist faculty with using district identified resources

    Print Shop

    • Print, package, and deliver materials through grab-and-go distribution or mail

    Principals

    • Ensure communication between teachers and their students
    • Work with teachers and district office to determine students in need of support for access to VEEO
    • Support staff, students, and families shifting to a distance learning environment
    • Respond to teacher questions regarding implementation of VEEO
    • Plan building level professional learning in collaboration with ILT and document the learning plan weekly on the Professional Learning 2019-20 google doc

    General Education Teachers

    • Collaborate with other members of your PLC or department to provide optional learning opportunities for your students.
      • This may include offline or online (synchronous or asynchronous).
      • Provide regular, ongoing feedback with respect to student’s voluntary work
    • Participate in building level and/or specialized professional learning as communicated through your principal and/or district lead
    • Use district curriculum and resources
    • Review and respond to email at least twice per day
    • Connect with students 
    • Communicate with parents, as necessary
    • Review this document in full for more specific grade level guidance

    Special Education Teachers

    • Serve as a resource for general education teachers needing support with supplemental materials/accommodations
    • Provide supplemental, skill based learning opportunities that support student needs and ensure reasonable accessibility on a weekly basis or as needed (see below for more specificity)
      • This may include paper packets, recorded mini lessons,  posting online resources or other outreach activities.  
      • Asynchronous Learning is preferred to support skill based learning. Optional synchronous (live video) learning sessions are viable for groups of special education students, pending electronic parental consent to participate. 
    • Provide regular, ongoing feedback with respect to student’s voluntary work and communicate responsively to students that you serve and/or their parents
      • 1:1 virtual interactions with students should follow the same safety parameters as teacher office hours.
    • Connect with students 
    • Consider using colleagues and coaches to assist in sharing resources
    • Participate in building level and/or specialized professional learning as communicated through your principal and/or district lead
    • Additional clarity based on intensity of service

    Instructional Coaches

    • Collaborate with other members of your IC PLC, building PLCs, and departments to support their provision of optional learning opportunities for students
    • Participate in building level and/or specialized professional learning as communicated through your principal and/or district lead
    • Review and respond to email at least twice per day
    • Support teachers in their work
    • Review this document in full for more specific grade level guidance

    Learning Support Teachers (ex. Literacy Leaders, DOP, ELL, AELP etc.)

    • Serve as a resource for general education teachers needing support with engaging and providing access for special populations of students.
    • Provide collaborative and consultative support to general education teachers to ensure accessibility of educational opportunities for special populations of students.  
      • This may include assisting general education teachers in incorporating best practice strategies within their own delivery or creating your own voluntary educational opportunities to share with students.
    • Communicate responsively to students that you serve and/or their parents.
    • Consider using colleagues and coaches to assist in sharing resources.
    • Communicate regularly with the subject or classroom teachers who teach the students on your roster.
    • Review and respond to email at least twice per day.
    • Additional clarity based on population
    • Participate in building level and/or specialized professional learning as communicated through your principal and/or district lead

    K-5 Specials

    (PE, Music, Art, Media) Instrumental Music

    • Collaborate with other members of your PLC or department to provide optional learning opportunities for your students.
    • Use district curriculum and resources
    • Review and respond to email at least twice per day
    • Communicate with students/families, as necessary
    • Participate in building level and/or specialized professional learning as communicated through your principal and/or district lead

    6-8 Music and PE

    • Collaborate with other members of your PLC or department to provide optional learning opportunities for your students.
    • Develop a bank of activities being mindful of the resources families may or may not have in their home  
    • Communicate with students/families, as necessary
    • Participate in building level and/or specialized professional learning as communicated through your principal and/or district lead

    6-8 Exploratories

    • Collaborate with other members of your PLC or department to provide optional learning opportunities for your students.
      • This may include offline or online (synchronous or asynchronous).
    • Use district curriculum and resources
    • Review and respond to email at least twice per day
    • Communicate with parents, as necessary
    • Review this document in full for more specific grade level guidance
    • Participate in building level and/or specialized professional learning as communicated through your principal and/or district lead

    Preschool

    • Follow guidelines listed above for Core Teachers and Special Education Teachers
    • Participate in building level and/or specialized professional learning as communicated through your principal and/or district lead

    Associates

    • Collaborate with teacher(s) as they support to connect with students and enhance voluntary educational experiences for students
    • Support building needs under the direction of the principals

    Counselors, Social Workers

    • Serve as a liaison for communication with students/families in crisis
    • Actively reach out to families that have yet to connect with school
    • Provide resources for students and families to support them while they are away from school (adhere to social distancing guidelines when resources are delivered to families)
    • Communicating with community resource organizations
    • Address 2020-21 registration needs per guidance from administration
    • Continue communicating learning opportunities and resources aligned to Mindsets and Behaviors in online learning formats that were utilized prior to school closure
    • Participate in building level and/or specialized professional learning as communicated through your principal and/or district lead

    Media Specialists

    • Collaborate with colleagues to find resources for high-quality distance learning experiences and research
    • Regularly check in with subject and classroom teachers to identify ways to support their design of distance learning experiences
    • Be available for teachers and students as needed for support and respond to identified technology issues.  Complete a help desk ticket when necessary.
    • Collaborate with Technology Department to track device repairs in Destiny
    • Participate in building level and/or specialized professional learning as communicated through your principal and/or district lead

    School Nurses

    • Prepare for student transitions (Typical transitions such as preschool to kindergarten, students transitioning to other buildings)
    • Update records
    • State reporting
    • Final return of medications to families
    • Participate in student meetings as necessary
    • Medicaid billing (continue work from prior to closure)
    • Online registration
    • Incoming kindergarten paperwork



    Student Roles and Responsibilities

    • Establish daily routines for engaging in the learning opportunities
    • Identify a space in your home where you can work effectively and successfully
    • Identify a space in your home where you can participate in synchronous (live) learning sessions.  
    • During any synchronous (live) learning sessions with a teacher, sit away from background distractions, mute your microphone when not speaking, and wear school appropriate dress.  If video is to be used, please orient the camera so there is a wall behind you.
    • Use technology tools and resources appropriately
    • Engage in all learning with academic integrity
    • Monitor online platforms daily (email, Remind, Google Classroom, SeeSaw, etc.)
    • Communicate with your teachers if you need additional support

    For questions about...

    Contact

    an activity or resource

    the relevant teacher

    a technology related problem or issue

    the relevant teacher or your media specialist

    a personal, academic or social-emotional concern

    a trusted adult, school counselor, and/or social worker

    access to community resources (food, mental health referral, housing, etc.)

    your school counselor or social worker 

    other issues

    your school principal or assistant principal

     

    Family Roles and Responsibilities

    Provide support for your children by:

    • Establishing routines and expectations
    • Defining a physical space for your child to study
    • Monitoring communications from your child’s teachers
    • Taking an active role in helping your child process his/her learning
    • Encouraging physical activity and/or exercise
    • Remaining mindful of your child’s stress or worry
    • Monitoring how much time your child is spending online

    For questions about...

    Contact

    an activity or resource

    the relevant teacher

    a technology-related problem or issue

    the relevant teacher or your child’s media specialist

    a personal, academic or social-emotional concern

    your child’s school counselor and/or social worker

    access to community resources (food, mental, health referral, housing, etc.)

    your school counselor or social worker

    other issues

    your school principal or assistant principal

     

    General Guidelines for Voluntary Educational Enrichment Opportunities

    Assessment / Grading

    Report cards and transcripts will provide marks that most accurately represent the student’s progress up to the point of closure on March 13, 2020.  Listed below are the marks that Ankeny Community Schools will use to report learning for Spring 2020.

    • Pass (P) indicates there is sufficient evidence to support a passing grade.  A Pass (P) results in credit being awarded (where appropriate), but has no impact on a  student’s grade point average.
    • No Mark (NM) indicates there is not sufficient evidence to support a pass.  No Mark (NM) results in no credit being awarded but has no impact on a  student’s grade point average.  
    • Not Assessed (N) indicates that there has not been adequate time to accurately assess a student prior to the closure.
    • Letter Grade (8th-12th Only) indicates a student’s progress up to the point of closure on March 13, 2020. Students have the option of requesting a P or NM to replace the letter grade.

    Feedback

    • Universal feedback: As teachers are developing learning opportunities, they are encouraged to think about guiding questions, rubrics, and resources students can use to monitor their work. This naturally builds in feedback loops and opportunities for students (and their parents/guardians) to assess their work.  This information can be included in the printable materials as well as be posted electronically in Google classrooms.
    • Targeted feedback: Students can request specific feedback by emailing their classroom  teacher; conversely, the classroom teacher can reach out to individual students to provide targeted feedback.
    • Feedback includes anything that supports the student in moving forward in their learning.
    • Answering questions to clarify educational enrichment opportunities
    • Assisting with error analysis in work students elect to submit
    • Providing optional mini-lessons as needed or requested
    • Feedback for voluntary work may use language from rubrics provided the teacher is clear that a grade is not being assigned. (similar to individual feedback in a classroom)
    • Provide timely feedback.

    Offline Work

    • Minimize activities that require students to print from home.  Utilize Print Shop to send student printed materials as needed
    • PK-5 printable materials can be found on the district website or picked up at designated schools during assigned times.
    • Consider including optional offline activities that connect to district standards. 

    Instruction

    • Voluntary educational enrichment opportunities may be offline or online (synchronous or asynchronous). This applies to both standards covered prior to closure as well as standards not yet taught. Student participation is voluntary. 
    • Voluntary educational enrichment opportunities implies more than posting lists of activities. Teachers should expect to engage with learners seeking these opportunities.
    • For any secondary teacher choosing to engage in any optional synchronous (live) learning sessions with students, please follow the guidelines for time and schedule listed below in the specific grade level guidance.
    • Instructional options: Staff may use a variety of methods to deliver voluntary instruction. They might include: screencast/recorded lessons, targeted instructional links, defined student expectations for learning tasks, resources that are accessible and support the instructional purpose (paper copies that are comparable learning), or video tutorials.  To the extent possible, utilize tools that are familiar to students.

    Distance Learning Environment

    • Make every attempt to use the same platform(s) in use prior to Spring Break. This could include Google Classroom, SeeSaw, FlipGrid, EdPuzzle, GoFormative, ClassDojo, Bloomz, etc.
    • Utilize previously established channels of classroom communication that are already familiar to students as much as possible.
    • Please keep in mind the Legal Considerations for Continuous Learning when engaging in live video-conferences with students.  Google Meet and WebEx are the  two video-conferencing platforms licensed and supported by the district.
    • Remember that real time learning can be achieved through collaboration on a Google doc; it does not necessarily require a video connection between teacher and student.

    Office Hours

    • Office hours are one optional method for teachers to meet the academic needs of students.
    • If teachers elect to use office hours, they will set the time for these hours. Hours may be placed differently each day depending on the needs of the teacher's schedule.  
    • Teachers should avoid  situations where they are only with one student at a time by using strategies such as: partnering with a colleague, ending sessions with fewer than 2 students and responding via email, or other methods as discussed with the building principal. If using video conference, teachers should record and save the session.
    • If a parent would like to discuss individual student progress,  they should contact the teacher.
    • Office hours will be no more than one hour per day. 

    Professional Learning

    • Access formal and informal professional learning opportunities to maximize the effectiveness of voluntary educational enrichment opportunities: Covid-19 Teacher Resources



    Preschool

     

    Optional Preschool:

    • Optional learning will include the areas of: social skills, literacy, fine-motor, daily reading, large-motor, and math.
    • The PK PLC will need to determine which standards will be covered for the remainder of the year. From those, teachers will determine activities and resources to provide in alignment with VEEO.
      • NOTE: The PK PLC will need to document which standards will be omitted and communicate accordingly with the next grade level or sequential course.
    • Students will have both online and off-line learning opportunities.  These activities will be posted to our district website.
    • The primary tools for communication between teachers and families will be email and previously established classroom channels (SeeSaw, Dojo, Bloomz).

     

    Approximate Time Suggestions for Learning

    Preschool

    10 minutes per day

    Emergent Literacy Activities and Read Alouds focused on language development, vocabulary, concepts of print, letter and sound recognition

    10 minutes per day

    Emergent Numeracy Activities/Games (examples: counting, sorting, positional words)

    10-20 minutes per day

    Fine and Large Motor Activities/Games to support cognitive, physical, and social development

    Learning through Play

    Social Skills Activities and Games

    Learning takes place in many ways for our youngest learners.  The online and printed resources are meant to supplement, not supplant, how preschoolers learn best….through play. (Board games, pretend play, puzzles and designing and building structures with blocks or other available materials).



    Elementary

     

    Optional K-5 Elementary

    • Optional learning will include the content areas of literacy, math, social studies, and science. Art, music, PE, technology, enrichment, and social emotional learning opportunities will also be provided. 
    • PLCs determine essential standards to be covered for the remainder of the year. From those, teachers will determine activities and resources to provide in alignment with VEEO.
      • NOTE: PLCs will need to document which standards will be omitted and communicate accordingly with the next grade level or sequential course.
    • Students will have access to both online and off-line learning activities.  These activities will be posted to our district website.
    • The primary tools for communication between teachers and families will be email and previously established classroom channels (for example, Google Classroom, Seesaw, etc.)



    Approximate Time Suggestions for Learning 

    Kindergarten to Second Grades

    20-25 minutes per day

    Reading (Science/Social Studies connections as appropriate)

    15-20 minutes per day

    Writing

    20-25 minutes per day

    Mathematics

    20-25 minutes per day

    Special Area Teachers will provide a range of activities that continue to support the current program



    Approximate Time Suggestions for Learning 

    Third to Fifth Grades

    25-30 minutes per day

    Reading (Science/Social Studies connections as appropriate)

    25-30 minutes per day

    Writing

    25-30 minutes per day

    Mathematics

    20-30 minutes per day

    Special Area Teachers will provide a range of activities that continue to support the current program

     

    6-7 Middle School

    Priorities

    • VEEO will focus around standards covered prior to closure as well as standards not yet taught. 
    • PLCs determine which standards will be covered for the remainder of the year. From those, teachers will develop lessons that include activities and resources aligned with VEEO.
      • NOTE: PLCs will document which standards will be omitted and communicate accordingly with next grade level or sequential course
    • Students will have access to both online and off-line learning activities.  
    • The primary tools for communication between teachers and families will be email (student and parent) and previously established classroom channels, e.g., Weebly, Google Classroom, etc.

     

    Approximate Time Suggestions for Learning 

    6th-7th Grades

    25-30 minutes per day

    Literacy

    25-30 minutes per day

    Mathematics

    25-30 minutes per day

    Science

    20-30 minutes per day

    Social Studies

    20-30 minutes per day

    Exploratories



    8-9 Middle School

    Priorities

    • VEEO will focus around standards covered prior to closure as well as standards not yet taught. 
    • PLCs will determine which standards will be covered for the remainder of the year. From those teachers will determine activities and resources to provide in alignment with VEEO.
      • NOTE: PLCs will need to document which standards will be omitted and communicate accordingly with next grade level or sequential course
    • Students will have access to both online and off-line learning activities 
    • The primary tools for communication between teachers and families will be through previously established channels, including Google Classroom, Remind, student email, and parent email.
    • Teachers may provide optional synchronous (live) learning sessions in accordance with the schedule below, being mindful to provide other options for students who are unable to join live.
    • Teachers of DMACC concurrent enrollment courses will continue to follow the DMACC Concurrent Enrollment Guidance.

     

    OPTIONAL 8-9 Middle School VEEO Synchronous (Live) Learning Schedule

    Period

    Time

    OPTIONAL Synchronous (Live) Learning Guidelines

    1st Hour

    8:20 AM - 9:07 AM

    • Optional Synchronous (live) learning sessions should be limited to no more than twice per week per teacher in deference to the needs and screen time of our students.
      • Should it be necessary, further guidance / schedules will be provided in order to minimize total screen time per day for our students. 
      • A day courses would select Monday or Wednesday for an optional session.
      • B day courses would select Tuesday or Thursday for an optional session. 
    • Google Meet and WebEx are the two video-conferencing platforms licensed and supported by the district.
    • The teacher should end the meeting for all participants at the conclusion of the synchronous (live) learning session.
    • Communicate the link to your synchronous (live) learning session in advance.

    2nd Hour

    9:11 AM - 9:58 AM

    3rd Hour

    10:02 AM - 10:49 AM

    4th Hour

    10:53 AM - 11:40 AM

    5th Hour

    11:44 AM - 12:32 PM

    6th Hour

    1:06 PM - 1:53 PM

    7th Hour

    1:57 PM - 2:44 PM

    8th Hour

    2:48 PM - 3:35 PM

     

    High School 10, 11, & 12

    Priorities

    • VEEO will focus around standards covered prior to closure as well as standards not yet taught. 
    • PLCs will determine which standards will be covered for the remainder of the year. From those, teachers will determine activities and resources to provide in alignment with VEEO.
      • NOTE: PLCs will need to document which standards will be omitted and communicate accordingly with the next grade level or sequential course.
    • Students will have access to both online and off-line learning activities 
    • The primary tools for communication between teachers and families will be through previously established channels, including Google Classroom, Remind, student email, and parent email.
    • Teachers may provide optional synchronous (live) learning sessions in accordance with the schedule below, being mindful to provide other options for students who are unable to join live.
    • Teachers of DMACC concurrent enrollment courses, both with and without the AP designation, will continue to follow the DMACC Concurrent Enrollment Guidance.

     

    OPTIONAL High School VEEO Synchronous (Live) Learning Schedule

    Period

    Time

    OPTIONAL Synchronous (Live) Learning Guidelines

    1st Hour

    8:25am – 9:12am

    • Optional Synchronous (live) learning sessions should be limited to no more than twice per week per teacher in deference to the needs and screen time of our students.
      • Should it be necessary, further guidance / schedules will be provided in order to minimize total screen time per day for our students. 
    • Google Meet and WebEx are the two video-conferencing platforms licensed and supported by the district.
    • The teacher should end the meeting for all participants at the conclusion of the synchronous (live) learning session.
    • Communicate the link to your synchronous (live) learning session in advance.

    2nd Hour

    9:17am – 10:04am

    3rd Hour

    10:09am – 10:55am

    4th Hour

    11:00am – 11:46am

    5th Hour

    11:51am – 12:37pm

    6th Hour

    1:12pm – 1:58pm

    7th Hour

    2:03pm – 2:49pm

    8th Hour

    2:54pm – 3:40pm

    The plan is based upon work completed in Elkhorn Public Schools in Elkhorn, Nebraska.