Remote Learning - Beaumont Independent School District€¦ · SEL (Social Emotional Learning)...

Remote Remote Learning Learning Guidebook for ParentsGuidebook for Parents

2020-21

2

District-Wide Remote Learning Period Protocols 3

Instructional Engagement Time Requirements/Attendance Protocols 4

Synchronous "Live Learning" Opportunities 5 - 6

Synchronous Students and Parent Responsibilities 7

Terminology and Clarifications of Responsibilities 8

Zoom CHAMPS Expectations 10 - 11

Zoom Netiquette 12

Elementary Live Learning Schedules 13 - 16

Middle School Zoom Live Learning Schedule 17

High School Zoom Live Learning Schedule 18

Asynchronous "Self-Paced" Learning Opportunities 19 - 21

Weekly Checklist 21 - 22

Attendance Protocols 23

Asynchronous Students and Parent Responsibilities 24

Strong, Smart Start Resources 25 - 26

Resolving Technical Issues/Dress Code/Cyberbullying 27

Glossary 34

Published by the Beaumont ISD Office of Curriculum & Instruction - August 2020

3

Students will engage in both synchronous and asynchronous learning

opportunities throughout the initial remote learning time period:

Synchronous learning denotes specific scheduled live opportunities where the class is

able to meet together in a platform such as Zoom under the direction of the teacher to

review concepts, work collaboratively, and ask questions. A variety of scheduled live

opportunities will be offered, but it is not required that students participate in all of

them. The district understands challenges parents and students may have with work

schedules, daycare setups, and shared devices. We encourage students to participate

in as many live learning opportunities as possible to help build their instructional

knowledge and alleviate isolation by connecting with their teachers and peers in a

learning environmemt.

Asynchronous learning is where students will be progressing at their own pace through

the content which will be accessed through each teacher's Google Classrom. Teachers

will post a Weekly Checklist in their Google Classroom by each Monday morning which

briefly describes the weekly required activities, live learning opportunities, recorded

lessons from the teacher or outside resource, discussion questions, project timelines,

and any assessments that may be given. Students will have the opportunity to view

posted learning videos, complete assignments posted in Google Classroom, and then

submit completed assignments. They will additionally be guided to complete work on

specific online programs in some content areas.

4

Instructional Engagement Time Requirements:

Students in PreK - 5th grade are required to have a minimum of 180 minutes (3 hours)

of instructional engagement each day

Students in 6th - 12th grade are required to have a minimum of 240 minutes (4 hours)

of instruction engagement each day

Instructional engagement time may be a combination of synchronous and asynchronous

learning.

* Please note: Daily synchronous touchpoints for PreK and Kinder should not be longer than

20 continuous minutes

With the Live Learning opportunities provided combined with the asynchronous learning

expectations as outlined on each teacher's weekly checklist, it is anticipated that students will

exceed the required minimum of 180 minutes (3 hours) of daily learning in Grades K - 5 and

240 minutes (4 hours of learning) in Grades 6 - 12.

Attendance Protocols

There are a variety of attendance measures that will be implemented during the district-wide

remote learning period:

Students complete a brief daily survey stating what was accomplished in the particular

subject and submit to their teacher. This will be available through each teacher’s

Google Classroom.

Teachers may also track engagement through Google Classroom assignment

submissions and participation in online learning programs that are utilized.

Attendance will be taken and recorded for those participating in the live learning

opportunities through Zoom.

Elementary students will be guided to check in with their Homeroom teacher or other

designated teacher on their schedule. Elementary students must ensure they check in

on the Google Attendance Form or through attending a live Zoom session each day.

Secondary students (middle and high school) must check in with each subject every

school day. Please see detailed attendance information on page 23.

Attendance protocols are subject to change based on TEA guidance. Updates

will be provided through the teacher’s Google Classroom and through BISD

correspondence to parents.

5

Synchronous learning happens in real-time. What is typically done face to face is instead accomplished through video tools such as Zoom, allowing for modeling of concepts, discussion, small group targeted instruction, or question and answer time. For the initial remote learning period of 4 to 8 weeks, all BISD students and teachers will be conducting both synchronous and asynchronous learning opportunities. For those students/parents who opt for fully virtual instruction rather than face-to-face instruction after the initial remote period has concluded, they will be provided both synchronous and asynchronous learning opportunities.

Synchronous "Live Learning" Opportunities include:

Community building

Relationships are foundational to learning and intentionally building community and a safe space to connect and learn is critical to start the year but also important to sustain the culture throughout the year.

o Community check-in o Share celebrations of learning success o Discuss current events o Breakout groups o Show and tell

Whole Group Lesson

Use this time to introduce new ideas or content where you can solicit input from students and encourage interaction.

o Introduce and/or model a concept o Provide clarification for student misunderstanding o Readers/writers workshop o Share a strategy o Launch projects or challenges o Question and Answer o Facilitated talk about posted discussion questions on the learning

6

Feedback + Guidance

Create intentional time to connect and provide feedback to learners and ensure that peers can review and provide feedback and guidance as well.

o Goal setting for the day, week, month, grading period, by end of year o 1:1 check in o Small Group instruction o Peer Feedback opportunities o Collaboratively review outcomes of submitted independent practice and rectify

any misthinking

Celebration of Learning

Opportunities to make learning public and share progress is motivating and helps learners take ownership of their learning.

o Exhibition of work o Showing student-created exemplars o Student presentations that foster peer understanding o Share and reflect on learning

How will students know about the Live Learning Opportunities

during our district-wide remote learning time?

The district will be publishing the Live Learning Opportunities schedule district-wide so parents

are aware of these opportunities. Through Google Classroom, teachers will post the Zoom link

to their specific Live Learning time. It is suggested that teachers create a dedicated Zoom link

for their particular subject for ease of student access.

Please note: The District is not providing a fully synchronous remote model which replicates

live school. Students and parents will still be engaged in the learning through asynchronous

methods (outlined in the next section). In fact, many parents have stated that with their work

schedules and daycare options, they will not have the opportunity to support their child until

after work hours nor will their child be able to participate in most live opportunities during the

school day. In situations such as that, the main way for teachers to connect with students will

be through uploaded lesson modeling videos in Google Classroom and students completing

work through Google Classroom and online learning programs. Students are not required to

attend every live opportunity, but we do want to make live opportunities fully available to our

students and parents to take advantage of when they can.

7

Student and Parent Responsibilities for Live Learning

(Synchronous) Opportunities During the Remote Learning Period

● Be proactive in acquiring a device during the designated device check-out times on

campus. Seek to acquire additional devices to support live learning opportunities such

as unused smartphones that can access the Zoom opportunities using home WiFi or

district-provided WiFi hotspots.

● Review the Live Learning schedule for your grade level/campus posted in your

teacher's Google Classroom. You do not need to attend every live session that is

offered. Prioritize attending the sessions where you need the most support.

● Be actively engaged in the live learning opportunities. Utilize the live learning times to

ask questions at the appropriate time or submit your needs/questions through Google

Classroom.

● Follow the behavior norms for attending live learning sessions. Students who

purposefully disrupt the learning will receive a warning then will not be allowed to

participate. Student choices and actions will have consequences.

● Follow the attendance protocols and ensure that you are counted as present for the

day using one or more of the systems in place.

● Review the Weekly Checklist provided by your teacher in their Google Classroom.

Understand what is expected for you to accomplish during the week and dedicate

yourself to completing the work and submitting on time. Take some time to plan out

what you need to accomplish each week in each of your classes.

● If a certain amount of time or certain modules are required to be completed in online

learning programs, schedule your time so that you can reach or surpass the

requirements.

● Put forth your best effort and self-monitor good study habits. You are responsible for

your learning and your success.

● Your teachers understand that you may have to share a device with others in your

home. It is okay to work on assignments after school hours and submit them in the

evening if needed. Please try to have assignments submitted by 10:00 PM on the due

date.

8

Terminology and Clarifications of Responsibilities

In the Live Learning schedules outlined below, several terms are utilized which may need clarification:

SEL (Social Emotional Learning) "Lunch Bunch" - Elementary Campuses

The intent of the elementary "SEL Lunch Bunch" time is to provide a way for students who are

at home and isolated from social contact to eat lunch remotely with other caring adults and

their peers in a Zoom setting if they desire. Our SEL supervisors and campus staff will work

together to support this time with appropriate activities, talking points, etc. to foster

socialization and build community.

SEL (Social Emotional Learning) time - Middle and High School

During face-to-face (F2F) instruction, this will occur during an Advisory period. For the remote

learning period, the SEL supervisors will be providing links to videos and activities students can

do independently during SEL time or any time they wish to access it. The campus will also be

offering some live SEL sessions for students to join.

RTI/Small Group Interventions

This time will be utilized to work with identified groups of students in each grade level needing

extra help. Through campus data reviews, campuses will determine which students need

additional help and will reach out to the specific students/parents to ensure they are able to

connect at the appropriate intervention time.

PLEASE NOTE: The Live Learning Opportunities are provided for parents and

students to take advantage of when they desire. It is not mandatory for a

student to attend every live learning opportunity, but particularly for those who

are struggling, Live Learning is an important way to help support the learning.

10

Zoom CHAMPS Expectations

● Students participating in a Zoom must adhere to CHAMPS Expectations.

● CHAMPS is part of our Safe and Civil Schools Foundations Program (a positive

proactive approach to discipline). CHAMPS is an acronym designed to help students

understand the expectations for a class activity:

C = Conversation Which level voice the students may use during the task

Level 0 = Silent. No talking.

Level 1 = Whisper Voice

Level 2 = Conversational Voice

Level 3 = Presentation Voice

Level 4 = Outside voice

H = Help How students signal for help during a task

A = Activity What is the task or objective

M = Movement

How much movement the students are allowed during the

activity

P = Participation What students do or sound like that demonstrates they are

participating Zoom

S = Success The end result when a student follows the program

● Zoom Classroom CHAMPS Expectations. See poster. Zoom Classroom CHAMPS

Expectations

C = 0

H = Raise Your Hand button

A = Zoom Classroom Instruction

M = None

P = S.L.A.N.T

S = SUCCESS

https://docs.google.com/presentation/d/e/2PACX-1vTht_TLWRmUXfYuEMvXfp0DkPnqvOWaqMk4y8_jxjHAN9oc2T8O8F8zVi4hyYKlEtyVV2y3rlL7O-K8/pub?start=false&loop=false&delayms=3000

https://docs.google.com/presentation/d/e/2PACX-1vTht_TLWRmUXfYuEMvXfp0DkPnqvOWaqMk4y8_jxjHAN9oc2T8O8F8zVi4hyYKlEtyVV2y3rlL7O-K8/pub?start=false&loop=false&delayms=3000

11

● “SLANT” is an acronym that stands for Sit up, Lean Forward and Listen, Ask and

Answer Questions, Nod & Note Key Information, and Track the Speaker. See

poster. S.L.A.N.T.

https://docs.google.com/presentation/d/e/2PACX-1vT6RwgU_6aoPCXtFfFAIcextbLD3HiPCZZIiWdj3Z5AFzIJPYMKq_BbKWrUFXQeo_FCaNhfnOCsghkN/pub?start=false&loop=false&delayms=3000

12

Zoom Netiquette:

● Students’ microphone should remain on mute until you are given permission to talk.

● If you need assistance or would like to ask a question or offer a comment, use the raise

your hand button and wait for the teacher to call on you.

● Students should have minimal movement during the Zoom. Movement is distracting to

others in the group.

● Students are expected to use appropriate language on all online learning platforms.

● Inappropriate language, gestures, or clothing can result in a student being dismissed

from an online lesson and the camera and/or microphone being disabled for future

use.

● Bullying or Cyberbullying of any kind will not be tolerated during Zoom or any online

learning. Doing so will result in disciplinary action.

Zoom Netiquette Slide Presentation Grades 3 - 12

Zoom Netiquette Slide Presentation Grades PreK - 2

Zoom CHAMPS Expectations Slide Presentation

Zoom MAC Expectations Slide Presentation

Student On-line Learning Expectations:

● The student will watch the following video to learn about Google Classroom.

https://youtu.be/VOOnCwWZxX4

● The student will participate in discussion posts, chat box, or virtual discussions as

directed by the teacher.

● The student discussions should be consequential and full of content. For example,

simply responding “me too,” or “thanks,” doesn’t include content.

● The student will use good grammar and spelling when posting online. Use the spell

check feature.

● The student will complete required tasks in a timely manner.

● The student will be proactive with a back-up plan in case internet access is not available

in his/her regular place of study.

● The student will preplan for testing situations to ensure uninterrupted span of time.

● The student will not plagiarize the work of others and claim it as their own. Cite sources

using the writing style guide required for your field of study (e.g., American

Psychological Association’s manual for social science). Use the latest edition.

https://docs.google.com/presentation/d/1MjeApVJWKy9aM48WqxkvPotp6dr9WXmJeJ4QaYcZuUI/edit?usp=sharing

https://docs.google.com/presentation/d/1eg7CTq-NTmyQ1f0tTLqCBvgIBBf4AFCo4JKSuj4J5kk/edit?usp=sharing

https://docs.google.com/presentation/d/1jrma3RtxX3PtUY17SmF0a07gurQfZVZZ08UBeAf7ODI/edit?usp=sharing

https://docs.google.com/presentation/d/17fs7QalEIKb-HvCbrUu5JpPrrDL_gcZN4473t363OUc/edit?usp=sharing


Live Learning Opportunities Schedule

PreK

13

13

PreK Live Learning Opportunities Schedule

Times PreK 3 yr. olds PreK 4 yr. olds

9:00 – 9:30 Morning Meeting (SEL)


11:00 – 11:30 SEL Lunch Bunch


12:00 – 12:30 Read Aloud

12:30 – 1:00 Read Aloud

3:00 – 3:30 Relationship Building/Check Ins/Review the Day

13

PreK Live Learning Opportunities Schedule

Times PreK 3 yr. olds PreK 4 yr. olds





12:00 – 12:30 Read Aloud

12:30 – 1:00 Read Aloud

3:00 – 3:30 Relationship Building/Check Ins/Review the Day

10

Elementary Live Learning Opportunities Schedule

Kindergarten & 1st Grade

9:25 am -10:10 am ELAR Live Zoom (w/Integrated Social Studies) 10:15 am – 11:05 am Google Classroom Assignments (suggested time for

students to complete assignments independently) 11:05 am – 11:50 am Fine Arts/PE/ Library Live Lesson 12:00 pm -12:30 pm Lunch Bunch/ SEL Time 12:40 pm- 1:25 pm Math Live Zoom Lesson 1:30 pm -2:15 pm Google Classroom Assignment (Independent work) 2:20 pm – 3:05 pm Science/ Social Studies Alternating Live Lessons 3:10 pm – 4:10 pm RTI Intervention/Relationship Building

STUDENT EXPECTATIONS CHECKLIST Students Parents

Your learning matters!

Check your Google Classroom daily Make sure you are working in your quiet space

(turn off the TV/radio while you complete assignments/lesson)

Attend online “live” learning lessons daily unless unable to do so; watch recorded lesson in Google classroom if unable to attend live

Complete lesson activities/assignments each day

Continue to utilize online programs (EdGalaxy, MyOn, Social Studies Weekly, Accelerated Reader)

Ask for help when you need it Remember to charge your device and Mifi each

night

We can do this if we work together! Review the grade level Weekly Checklist every

Monday to see your child’s expectations for the week

Provide your child with the supplies needed to complete assignments

Keep open communication with school staff via Class Dojo/Remind and the campus FB page

Contact teachers during office hours to get help when needed for technology or classroom support

Check your child’s Google Classroom to monitor their progress and remind your student about due dates

Help your child find a place where work can be completed with minimal distractions

Ask your child questions about their learning for the day & celebrate their progress

10













night











We can do this if we work together!Your learning matters!

STUDENT EXPECTATIONS CHECKLIST

14

10













night










2nd & 3rd Grade



11


2nd – 3rd Grade 8:30 am – 9:20 am Google Classroom Assignments (suggested

time for students to complete assignments independently) 9:25 am -10:10 am Math Live Zoom Lesson 10:15 am – 11:05 am Fine Arts/PE/ Library Live Lesson 11:05 am – 11:50 am Google Classroom Assignments (independent work) 12:00 pm -12:30 pm Lunch Bunch/ SEL Time 12:40 pm- 1:25 pm ELAR Live Zoom (w/Integrated Social Studies) 1:30 pm -2:15 pm Google Classroom Assignment (independent work) 2:20 pm – 3:05 pm Science/ Social Studies Alternating Live Lessons 3:10 pm – 4:10 pm RTI Intervention/ Relationship Building






Complete lesson activities/assignments each day Continue to utilize online programs (EdGalaxy,

MyOn, Social Studies Weekly, Accelerated Reader) Ask for help when you need it Remember to charge your device and Mifi each

night






Check your child’s Google Classroom to monitor their progress and remind your child about due dates



15

10













night










4th & 5th Grade



• 8:30 am – 9:20 am Google Classroom Assignments (suggested time for students to complete assignments independently)• 9:25 am -10:10 am Supplemental Online Programs (independent work)• 10:15 am – 11:05 am ELAR Live Zoom (w/Integrated Social Studies)• 11:05 am – 11:50 am Math Live Zoom Lesson• 12:00 pm -12:30 pm Lunch Bunch/ SEL Time• 12:40 pm- 1:25 pm Google Classroom Assignment (independent work)• 1:30 pm -2:15 pm Fine Arts/ PE/ Library Live Lesson• 2:20 pm – 3:05 pm Science/ Social Studies Alternating Live Lessons• 3:10 pm – 4:10 pm RTI Intervention/ Relationship Building

16

Math

Science

PE or Fine Arts

SEL

ELAR

SocialStudies

Electives

Intervention

ELAR

SocialStudies

PE or Electives

SEL

Math

Science

Fine Arts

Intervention

Math

Science

PE or Fine Arts

SEL

ELAR

SocialStudies

Electives

Intervention

ELAR

SocialStudies

PE or Electives

SEL

Math

Science

Fine Arts

Intervention

Math WeeklyWrap-Up

Social Studies Weekly

Wrap-Up

Science Weekly

Wrap-Up

PE or Electives

SEL

ELAR WeeklyWrap-Up

Fine Arts

Intervention

Middle SchoolLive Learning Opportunities Schedule

Students in 6th - 12th grade are required to have a minimum of 240 minutes (4 hours) of instructional engagement each day.

Instructional engagement time may be a combination of

synchronous and asynchronous learning.

MondayTime

9:00

10:00

11:00 -11:45

11:45 -12:15

1:00

2:00

3:00

3:45 -4:15

Tuesday Wednesday Thursday Friday

17

Students in 6th - 12th grade are required to have a minimum of 240 minutes (4 hours) of instructional engagement each day.

Instructional engagement time may be a combination of

synchronous and asynchronous learning.

High SchoolLive Learning Opportunities Schedule

Fine Arts

Science

Math

Athletics

ForeignLanguage

ELAR

Social Studies

SEL

Electives

ELAR

Social Studies

Fine Arts

ForeignLanguage

Science

Math

Intervention

Fine Arts

Science

Math

Athletics

Electives

ELAR

Social Studies

SEL

Electives

ELAR

Social Studies

Fine Arts

ForeignLanguage

Science

Math

Intervention

Electives

Science Weekly

Wrap-Up

ELAR Weekly

Wrap-UpMath

WeeklyWrap-Up

Athletics

ForeignLanguage

SEL

MondayTime

7:45

8:30

9:30

10:30

11:30

12:45

1:45

2:45

Tuesday Wednesday Thursday Friday

Social Studies Weekly

Wrap-Up

18

19

Asynchronous learning occurs through online platforms, such as Google Classroom or through online learning programs, and can occur offline as well. Asynchronous learning allows the learners to move at their own time, place, and pace.

Asynchronous Learning will involve:

Teaching New Skills or Content

New skills will be modeled/taught through teacher-created or curated videos:

o Teachers will create a mini video lesson covering specific concepts that we want all students to learn and post through the teacher's Google Classroom

o The lesson should provided guided practice and modeling for students and be aligned with the required work students will complete

o Teachers may model a strategy or concept through the video lesson o Teachers may record a morning greeting with the charges for the day/week o Teacher may record a daily read-aloud of a chapter of a children’s book (for all

ages)

Practicing Skills and Implementation of the Learning

Students will demonstrate proficiency through dedicated practice of the learning by:

o Accessing the posted Weekly Schedule through their teachers' Google Classroom to understand the learning expectations each week

o Viewing videos posted in Google Classroom that model/describe the lesson concept

o Completing and submitting the posted assignments through their teachers' Google Classroom

o Practicing skills through designated assignments or pathways in district online learning programs

o Dedicating time to independent practice to improve critical skills such as independent reading time each day and practicing math facts

20

Personalizing Learning

Teachers will guide students through a variety of learning activities to complete tasks at their own pace based on their grasp of the concept and their own context. Some examples include:

o Curate videos, articles, practice activities for learners to engage and go deeper on a specific skill, concept, and practice

o Use hyperdocs to link to a variety of resources that you want students to engage in o Create weekly Choice Boards from which students will select assignments/

activities; this helps promote student voice and choice with clear parameters

Fostering Project-based Learning

Teachers may provide structure and opportunities to engage in interdisciplinary projects to learn and apply new knowledge and skills:

o Inquiry/Passion projects o Research/ Investigate o Create and construct meaning

Reflection

Time will be allowed for students to reflect on goals, new learning, and needs:

o Goal-setting and progress monitoring checkpoints o Self assessment o Review feedback o Revision as needed

21

How will students know about the Asynchronous, self-paced learning

expectations during our district-wide remote learning time?

Once student schedules are complete, teachers will be able to create their Google

Classroom(s) and generate the code(s) to share with their roster of students. Unless the

teacher is teaching vastly different content among the different class periods, it is acceptable

to create one Google Classroom for a particular subject. For example, a teacher who is

charged with 3 sections of 7th grade Math may elect to create one Google Classroom for those

students where they will access the 7th grade Math lessons and work. This same teacher may

also have several sections of 8th grade Math to teach, and that will necessitate a different

Google Classroom set up which contains the appropriate grade level materials aligned with the

TEKS.

Campuses will be publishing the Google Classroom codes for each teacher via a variety of

methods which may include posting on the campus windows as one would do with schedules

at the start of the school year, emailing to parents or emailing directly to students for those

who have district email accounts, posting in a campus digital newsletter sent to parents,

posting on the campus social media site. Teachers will be carefully monitoring their Google

Classroom participants and will immediately remove any student who is not assigned in their

rolls.

Within each teacher's Google Classroom will be their posted Weekly Checklist showing the

required activities, live learning opportunities, recorded lessons from the teacher or outside

resource, discussion questions, project timelines, and any assessments that may be given.

Sample Weekly Checklist

Once school begins and students have joined the appropriate Google Classroom(s) for their

teacher(s), the teachers will post a Weekly Checklist by Monday morning each week. The

checklist will give an overview of what will be covered during the week, the assignment names

and due dates, discussion questions to ponder during the week about the learning, and Zoom

links to the Live Learning opportunities. The Checklist is to better help the student understand

what is required of him/her for the week in each particular class.

23

Attendance Protocols

Students participate daily by completing instructional tasks, answering questions, submitting

assignments, completing projects, or submitting pictures of assignments and tasks. Students

are also encouraged to actively participate in the Live Learning opportunities for any additional

support and answers to questions they may have.

There are a variety of attendance measures that will be implemented during the district-wide

remote learning period:

Students complete a brief daily survey as part of the Google Attendance Form stating

what was accomplished in the particular subject and submit to their teacher. This will

be available through each teacher’s Google Classroom.

Elementary students will be guided to check in with their Homeroom teacher or other

designated teacher on their schedule. Elementary students must ensure they check in

on the Google Attendance Form or through attending a live Zoom session each day.

Secondary students (middle and high school) must check in with each subject every

school day either through the Google Attendance Form in each subject or through

attending the subject's live Zoom session.

Teachers may also track engagement through Google Classroom assignment

submissions and participation in online learning programs that are utilized.

Attendance will be taken and recorded for those participating in the live learning

opportunities through Zoom.

Students may also connect with teachers through email, Remind, Class Dojo, or other

parental contact platforms.

Students are required to be engaged daily with work; students who do not

demonstrate engagement on a given day are marked absent. The attendance will

count toward determining course credit.

Attendance protocols are subject to change based on TEA guidance. Updates

will be provided through the teacher’s Google Classroom and through BISD

correspondence to parents.

24

Student and Parent Responsibilities for Asynchronous (Self-paced)

Learning Opportunities During the Remote Learning Period

● Every Monday, review the Weekly Checklist provided by your teacher in their Google

Classroom. Understand what is expected for you to accomplish during the week and

dedicate yourself to completing the work and submitting on time. Take some time to

plan out what you need to accomplish each week in each of your classes.

● Access and view the posted lesson videos and assignments in your teacher's Google

Classroom to help support your understanding of the concepts being taught.

● Put forth your best effort and self-monitor good study habits. You are responsible for

your learning and your success.

● Follow the attendance protocols and ensure that you are counted as present for the

day using one or more of the systems in place.

● Review the feedback/grades submitted by your teacher in Google Classroom. Follow

the guidance/feedback provided if revision is needed. You will receive feedback at

least once per week from your teachers.

● Your teachers understand that you may have to share a device with others in your

home. It is okay to work on assignments after school hours and submit them in the

evening if needed. Please try to have assignments submitted by 10:00 PM on the due

date.

● Submit your assignments on time and complete. Your assignment submissions are one

way you will be counted as present for attendance purposes.

● Make Every Moment Matter MORE - you are responsible for your success. The time

and effort you put into your learning will make a difference in your future education

and career success. If you are not strong with reading, take the time to practice

reading every day. If math facts are not your strength, take time every day to practice

them and apply your knowledge.

25

Beaumont ISD has developed guidelines and expectations to insure a strong, smart start for

the 20 - 21 school year. This plan will cover technology integration, and virtual learning

expectations for students. Teachers should cover the materials during the first week of school

with their students to prepare them for integrated technology lessons and virtual learning.

Google Classroom Tours

Each teacher will give a Google Classroom Tour to each of their students. Teachers will go over

content, calendars, and expectations with the students during a Live Learning opportunity the

first week of school.

1. Teachers will play the following video, FriEdTechnology Google Classroom How To for

Students, during the first week of school and upload it to their Google Classroom for students

to reference later.


2. Teachers will conduct the Chromebook Scavenger Hunt with their students during the first

week of school:

https://drive.google.com/drive/u/0/folders/1Btipb0uU44zGz_4YYmc5II27zug3cCkA

The district will also share the activity with parents on the BISD Banner (target date for

publication: Aug. 10)

Student Online Learning Expectations

Beaumont ISD has created a series of Presentations to share with students during the first

week of school. These presentations are created as a guide for teachers to lead their students

through a discussion about the topic, or share with students the district guidelines.

PreK - 1st Grade Online learning Expectations presentations

Zoom MAC

https://docs.google.com/presentation/d/17fs7QalEIKb-

HvCbrUu5JpPrrDL_gcZN4473t363OUc/edit?usp=sharing


https://drive.google.com/drive/u/0/folders/1Btipb0uU44zGz_4YYmc5II27zug3cCkA



26

Zoom Netiquette

https://docs.google.com/presentation/d/1eg7CTq-

NTmyQ1f0tTLqCBvgIBBf4AFCo4JKSuj4J5kk/edit?usp=sharing

2nd Grade - High School Online Learning Expectations Presentations

Network Usage and Safety Guidelines

https://docs.google.com/presentation/d/1uDhYGC8rukcheRYgpW6nyyesxKcsuwzZC6U9HBj0Y

04/edit?usp=sharing

Zoom CHAMPS - 2nd Grade - Middle School

https://docs.google.com/presentation/d/1jrma3RtxX3PtUY17SmF0a07gurQfZVZZ08UBeAf7OD

I/edit?usp=sharing

Zoom Netiquette

https://docs.google.com/presentation/d/1MjeApVJWKy9aM48WqxkvPotp6dr9WXmJeJ4QaYc

ZuUI/edit?usp=sharing

Public Health

Elementary Video on Handwashing

https://live.myvrspot.com/iframe?v=fN2Q2ZjJjYzFlYmE3ZWJjNDM0YjViNDQzYjdiOTZlYzE



https://docs.google.com/presentation/d/1uDhYGC8rukcheRYgpW6nyyesxKcsuwzZC6U9HBj0Y04/edit?usp=sharing

https://docs.google.com/presentation/d/1uDhYGC8rukcheRYgpW6nyyesxKcsuwzZC6U9HBj0Y04/edit?usp=sharing





https://live.myvrspot.com/iframe?v=fN2Q2ZjJjYzFlYmE3ZWJjNDM0YjViNDQzYjdiOTZlYzE

27

Protocol for Resolving Technical Issues

● First, make sure it’s not a browser issue (e.g., Google Chrome). Then, try a different

browser to see if this resolves the problem. If this works, then you need to either

update your regular browser or clear its history, cookies, and cache.

● Once you update your browser or other browsers don’t work, make sure it isn’t your

computer. Restart your computer. If the error persists, try logging in from a different

computer to see if you receive the same error message.

● Read log error messages and record problem specifics and forward this to your

instructor. Take a screenshot, if possible, to illustrate the exact problem. Your teacher

will seek assistance from tech support and respond to you within 24 hours.

● Seek assistance from your peers. They can help you, too!

● Once the problem has been resolved, refresh/reload the Web page. If you do not

refresh the web page, then the system will remember and display the exact same page

(with errors) you were looking at the last time you logged in.

Zoom Student Dress Code Expectations

● Students participating in a Zoom must be dressed in school appropriate attire. No low

cut blouses, strapless tops etc. Adhere to Student Code of Conduct.

No Cyberbullying

Cyberbullying is defined as bullying that is done through the use of an electronic

communication device, including through the use of a cellular or other type of telephone, a

computer, a camera, electronic mail, instant messaging, text messaging, a social media

application, an internet website, or any other internet-based communication tool. BISD does

not tolerate cyberbullying as stated in the Students Acceptable Use Policy, and the Student

Code of Conduct. Teachers will manage their online environment with students to prevent or

discourage cyberbullying. Teachers will report any cyberbullying to their campus

administrators. BISD has tools in place to monitor and prevent students from cyberbullying.

These tools Do Not replace the teacher from monitoring students behavior online.

28

GLOSSARY

CHAMPS - assists classroom teachers to design (or fine tune) a proactive and positive

classroom management plan that will overtly teach students how to behave responsibly. All

BISD elementary and middle schools use CHAMPS to guide students in knowing classroom, and

school behavior expectations.

Cyberbullying - is a form of bullying or harassment using electronic means. BISD does not

tolerate cyberbullying as stated in the Students Acceptable Use Policy, and the Student Code

of Conduct. Teachers will manage their online environment with students to prevent or

discourage cyberbullying. Teachers will report any cyberbullying to their campus

administrators. BISD has tools in place to monitor and prevent students from cyberbullying.

These tools Do Not replace the teacher from monitoring students behavior online.

Google Classroom - The primary purpose of Google Classroom is to streamline the process of

sharing files between teachers and students. Google Classroom is the way the BISD teachers

will communicate with students during virtual learning times. Teachers may choose to

continue to use Google Classroom during face to face learning.

Netiquette - is short for "Internet etiquette." Just like etiquette is a code of polite behavior in

society, netiquette is a code of good behavior on the Internet. This includes several aspects of

the Internet, such as email, social media, online chat, web forums, website comments,

multiplayer gaming, and other types of online communication. BISD teachers are responsible

for demonstrating good netiquette at all times with students, as well as help students develop

good netiquette skills.

Zoom - provides videotelephony and online chat services through a cloud-based peer-to-peer

software platform and is used for teleconferencing, telecommuting, distance education, and

social relations. BISD teachers will use Zoom to provide online lessons, small group

instruction, and Q & A time for students.

Remote Learning - Beaumont Independent School District€¦ · SEL (Social Emotional Learning)...

Documents

Transcript of Remote Learning - Beaumont Independent School District€¦ · SEL (Social Emotional Learning)...