VIRTUAL LEARNING OVERVIEW                                           

 

The new virtual environment will be much different than what we were able to offer in the spring of 2020:  

  • Teachers will be conducting daily synchronous teaching and crew meetings

  • Small groups will be conducted daily and designed to meet the academic needs of students

  • The EL Education curriculum has been adapted to an online format

  • Bridges 2nd Edition and CPM math curriculum will be adapted to teach synchronously

  • Students’ work will be graded, and attendance will be taken

  • Students generally will spend 220 minutes of high quality learning for grades K-4 and 230 minutes of high quality learning for grades 5-8

  • The first two weeks of school will be focused on gradually becoming accustomed to the distance learning environment.  

  • Teachers will conduct family and student interviews with every family as well as academic assessments 

Transition to virtual school requires City View to provide learning opportunities that
are standards-aligned and responsive to the various
needs of students and families.
Therefore, City View will provide the
following:

  • Asynchronous opportunities Self-paced activities that may follow along
    with a video or a follow up activity from synchronous learning session.  

  • Synchronous opportunities Live learning sessions (over zoom) that builds
    crew and allows for timely feedback.  These sessions will be recorded for those who cannot attend the session.   

  • Applied Learning Student led independent learning such as Dreambox,EPIC, or independent reading.   

Increased SEL (social emotional learning) support with our counseling and wellness program

Key Term

Asynchronous: at your own pace
Synchronous: scheduled

SCHOOL COMMITMENTS
 

During virtual learning, families can expect that the school and teachers will:
 Make sure each student has a laptop or other device, if needed. 

  • Provide a daily mix of live, interactive classes – which will be recorded and posted in Canvas with self-paced learning activities.

  • Give students regular feedback on their work. 

  • Have consistent office hours each week  

  • Cover all the scheduled content for the year in each course.

  • Provide SEL supports to all students. 

  • Meet the needs of diverse learners and ensure that we provide accommodations, modifications, access, and equity for all students.

STUDENT COMMITMENTS

During virtual learning, students are expected to:

  • Complete assignments with integrity. Students will be given regular feedback on their assignments. Just like they do during the school year, teachers will routinely check for evidence of students’ learning and assess levels of understanding.

  • Engage in their learning through synchronous (scheduled) and asynchronous (self-paced) opportunities. In recognizing the varied schedules of families and the complex challenges students are facing during virtual learning, this learning model will maximize student engagement with instructional content.

  • Contact teachers for additional support and inform parents of any barriers to successful engagement they may be facing. Students will have the opportunity to practice self-advocacy skills through communicating their SEL and academic needs during virtual learning.

  • Be responsible for the integrity of school devices

FAMILY COMMITMENTS

This school year will present unique challenges to students, parents, and teachers. City View does not expect parents to become educators, but there are some things that parents can do to maximize students’ productivity in the virtual learning environment: 

  • Create a daily routine so your student always knows when it will be time to focus on learning.

  • Designate a quiet, at-home learning space that is organized and includes a comfortable chair and desk, adequate lighting, no distractions, and easy access to other learning materials. 

  • Determine the time when your child is best able to focus and, as needed, will be able to access devices for their learning. For some children, mornings work best. For others, afternoons are better.  

  • As you are able, keep device screens within your view and monitor screens when students are working online to ensure they are actively engaged in the digital schoolwork and resources provided.

  • Have your children set goals prior to engaging in learning. For example, ask them: What do you plan to work on today? What will you do if you get stuck? How can I support you?

  • Make sure they’re getting adequate sleep and are well-rested when they start learning each day.

  • Provide your child with frequent encouragement and reminders as needed. 

  • Allow your child to take a movement or sensory break every 30-60 minutes. 

  • Once your children are done working for the day, ask them to reflect. For example, ask them:  What did you learn today? Is there an area/content where your teacher can assist? What did you find challenging today? 

  • Be patient and flexible with yourself and your child. Focus on ensuring that your child remains academically engaged, connected to his or her school community, and emotionally supported.

FAMILY CAN EXPECT DAILY: 
 

  • Daily crew meeting

  • Students will have virtual learning activities that reinforce grade-level standards and prioritize social and emotional needs.

  • Students will receive rigorous learning opportunities that are designed to meet their diverse needs. 

  • Students with an IEP will receive services synchronously 

  • Families can contact school personnel, including their child’s teacher, principal, and counselor, through email with any questions or concerns. 

FAMILIES CAN EXPECT WEEKLY:

  • Students will receive feedback on their work, and teachers will monitor and track students’ engagement.

  • Teachers and/or the school principal will reach out with key updates and announcements about the coming week.

  • Teachers will be available during office hours to engage with students and families.