Robla School District

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District Programs & Initiatives » Campus Re-Opening » Structure of Learning Models

Structure of Learning Models

The Robla School District is offering two learning models when schools reopen and students return to school for the 2020-2021 school year – a Transition model with an A/B schedule for students to attend school two days a week and engage in distance learning on the other three days; or a model for full-time distance learning.
 
Cohort A is at school on Mondays and Tuesdays; distance learning at home Wednesday through Friday each week.
Cohort B is at school Thursdays and Fridays; distance learning at home Monday through Wednesday each week.
 
Daily Structure for Transition Model
 
At School Learning Day

Schedules will be modified to adhere to safety protocols. More in-depth, complicated work will be introduced to support the work students engage in during distance learning. Teachers will teach distance learning expectations, procedures, and skills. Due to safety protocols and time constraints, specialists and enrichment teachers will push-in to classrooms for instruction. Exceptions will be made for students with Individualized Education Plans (IEPs) or testing situations.

Classroom teachers will be responsible for designated English Language Development (ELD) instruction. Specialists will need to prioritize the students they serve.
 
Each class cohort will receive 30 minutes of Art, Physical Education (PE), or Technology every week while on-site on a rotating basis. These schedules will be site specific due to the following constraints:
  • The number of classes at each site.
  • Enrichment teachers who need to provide enrichment at more than one site
    due to construction.
  • The need to allot time for sanitizing equipment and materials.
  • PE teachers will provide support at recesses for structured activities.
  • This time will not be tied to PLC or prep time.
  • Art and technology will push into the classrooms.
  • During times enrichment teachers are not scheduled to work with a class cohort for the designated 30 minutes, they will support cohorts in flexible ways within their discipline.
Teachers are encouraged to schedule movement/brain breaks throughout the day, as needed. If going outside during non-recess times, sites will need to coordinate the use of outdoor space to maintain distance between other class cohorts.
 
Extended Day will continue with smaller groups than in the past, students would have extended day only on days that they are at school. Extended Day may also be dependent on the changes to transportation.
 
Distance Learning Day

Teachers will assign work that is in preparation for or an extension of the two on-site learning days. Enrichment teachers will provide distance learning lessons to support on-site/in-class learning. Intervention and English Language (EL) specialists will provide lessons based on the needs of the students on their caseload.

Teachers will prioritize the workload - as appropriate - for students who have IEPs, are in Tier II/III interventions, or are ELs (ensuring teachers and specialists are communicating regularly). TK-6 teachers can send home limited, targeted pencil paper work for students to complete (for example, ELD Companion workbook, handwriting practice, number writing). Large packets will not be sent as a distance learning component or in lieu of distance learning.  Traditional homework packets will not be sent home.
 
Teachers/specialists can Zoom with the A/B cohort who is on their distance learning days, if time allows. Zoom time will not take away from the onsite instruction that occurs during the school day.
 
Non-Contact Day (Wednesday)
 
Teachers will have their prep, planning, and Professional Learning Community (PLC) time on this day. Teachers will have the opportunity to meet with specialists and enrichment teachers. Teachers will have office hours for students and parents via Zoom, text, phone call, email, etc. Teachers will prioritize who needs to be contacted on this day.
 
A schedule will be created for staff to access campus that does not interrupt the deep cleaning that must occur on this day. February 12 and 15 holidays will remain the same. Both A/B cohorts will lose an on-site learning day equally.  Due to Monday holidays on September 7, January 18, May 31, and November 11, and Professional Learning Days on November 2 and March 8, Cohort A instruction will occur on the Tuesday and Wednesday of the week of the Monday holiday. It is suggested that on that week:
  • Wednesday will not have meetings scheduled so that teachers can have additional
    planning time.
  • Staff meetings are not scheduled that week.
  • Enrichment time the week of the Monday holiday can be used for planning time.
  • Friday minimum days will move to the Wednesday non-contact day.
Full-Time Distance Learning Model
 
Teachers will have a scheduled time each week to check in with students and families on fulltime distance learning. Parents will be actively engaged in their child’s distance learning, ensuring they are completing assignments and attending Zoom meetings. Full-time distance learning teachers will have more Zoom time scheduled with students than the A/B model (synchronous vs. asynchronous).

The prioritization of standards will align with the Cohort A/B model. Teachers assigned to full-time distance learning will collaborate with other distance learning teachers and/or with their site grade level team. Full-time distance learning teachers will attend staff meetings at their home site. Distance learning class sizes will adhere to current contract class size language.
 
Depending on numbers, a teacher may be assigned to all students in a grade level across the district, or to a multi-grade level span (limitations for the Dual Language Immersion (DLI)
program).