BRONZEVILLE SCHOLASTIC INSTITUTE AT DUSABLE CAMPUS - Bronzeville Scholastic ...

 
BRONZEVILLE SCHOLASTIC INSTITUTE AT DUSABLE CAMPUS - Bronzeville Scholastic ...
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    BRONZEVILLE SCHOLASTIC INSTITUTE                         AT DUSABLE CAMPUS
      4934 S. Wabash Chicago, IL 60615 Phone 773.535.1150 Fax 773.535.1228

                                                www.bronzevillescholastic.org
BRONZEVILLE SCHOLASTIC INSTITUTE AT DUSABLE CAMPUS - Bronzeville Scholastic ...
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Table of Contents

Letter from the Principal                3

Mission & Vision                         4

Instructional Priorities                 4-5

Remote Learning Expectations
      -Students, Teachers & Counselors   6

Help and Support                         10

Daily Instructional Minutes              11

Behavior Expectations                    14

Remote Learning Platforms                15

Technology Support                       17

Attendance                               18

Communication Plan                       18

Staff Contact                            20

Entry Protocol                           21
BRONZEVILLE SCHOLASTIC INSTITUTE AT DUSABLE CAMPUS - Bronzeville Scholastic ...
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Letter from the Principal

     Dear BSI Community:

     I wish each and every one of you well. As you are aware, the Chicago Public Schools will remain
     closed for in-person learning through early November. We will continue to provide you with the
     most up-to-date information. Not a day goes by that we are not thinking about and planning for
     the safety and success of all of our students. We miss you all greatly! Our district leaders, school
     administrators, teachers and staff are working hard to make sure you remain at the forefront of
     our hearts, minds and educational goals.

     BSI’s Remote Learning Plan can be found on the school’s website
     (www.bronzevillescholastic.org). Please continue to visit the website to stay informed. Our goal
     is to minimize the loss of instructional time and to continue to provide our students with
     routines and structures that will assist them with remaining engaged during this time. Our plan
     includes both enrichment and social emotional learning activities for our entire student
     population. Members of our staff and teachers will continue to be available to parents and
     students throughout the regular school day. Teachers will have set office hours and engagement
     time in order to continue our goal of serving students.

     We ask that you respond to phone calls and email communications from members of CPS. This is
     how we will ensure that you are in the loop and have access to all staff and teachers. Moving
     forward, communication and enrichment activities will be forwarded to students through email
     and the Google platform. Google Classroom is a platform that has been used by BSI; therefore,
     our returning students should be very familiar with it. All returning students should continue to
     use the technology that was distributed last year.
     New and incoming freshmen will receive a laptop or Chromebook for use this school year. We have
     been working diligently to ensure that all of our students have the technology necessary to be
     successful while working from home.

     Should you have any further questions or concerns, do not hesitate to reach out to me. Take care
     of yourselves and your families.

     In good health,

     Demetra Richardson-Starks, PhD
     Principal
     ddrichardson-star@cps.edu
BRONZEVILLE SCHOLASTIC INSTITUTE AT DUSABLE CAMPUS - Bronzeville Scholastic ...
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                                              Vision
     BIG Education…Small School

Instructional Priorities

     As we plan for remote learning, we must focus on ensuring that students receive a quality
     instructional experience that is responsive to this moment, but continues to prepare students to meet
     their long-term goals. To do so, the SY21 Remote Learning Guidance is anchored in the following
     instructional priorities for the year ahead. Collectively, as a district we must commit to the following:

                                          Prioritize social-emotional skill development, relational trust, and
                                          building strong classroom communities as the foundations for
                                #1        learning.
                                          We must be attentive to the wellbeing of students and staff by providing strength-
            Whole Child                   based comprehensive supports.

                                          Provide all students grade-level, standards-aligned instruction,
                                          regardless of their starting points.
                                          All students are capable of progressing to the next grade level and mastering that
                                #2        content. Focus on below grade-level work only when necessary for a student to
                                          complete their grade-level work. In place of isolated remediation, learning should
         Academic Excellence              be accelerated through just-in-time supports embedded in prioritized, grade-level,
                                          standards-aligned content.
BRONZEVILLE SCHOLASTIC INSTITUTE AT DUSABLE CAMPUS - Bronzeville Scholastic ...
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                               Ensure curriculum materials are high-quality and provide coherent
                               academic experiences for all students.
                               High-quality, coherent curricula that can be used in a digital or non-digital
                          #3   environment offer essential support to teachers as they design learning experiences
                               that prioritize regular collaboration between students to make sense of multiple
                               perspectives and deepen their understanding of content. Note: Curriculum Equity
    Academic Excellence
                               Initiative resources will be shared in August.

                               Increase the relevance of instruction.
                               Leveraging students’ lived experiences and expertise facilitates motivation and
                          #4   deep engagement in content where students are doing most of the thinking.
                               Similarly, curriculum choices prioritize authentic and meaningful content that is
                               responsive to students, our current moment, and our world today.
     Student Centered

                               Use assessments that meaningfully connect to the curriculum and
                               provide teachers with the information needed to help students access
                               priority grade-level work.
                          #5   Teachers and students need assessments that will support them in moving all
                               students forward with grade level learning. Assessments should reflect the critical
                               abilities of the subject and grade level standards and ask students to apply these
    Continuous Learning        abilities to situations that are authentic to the discipline and are relevant to
                               students’ lives.

                               Anchor instruction in equity to meet the needs of all students.
                          #6   Focusing on the most disparately impacted students provides a strong foundation
                               for instruction for all students and will help to address the opportunity and
          Equity               achievement gaps that have widened during the pandemic.
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Remote Learning Expectations

                                        Expectations for Students

                              DO                                                  DO NOT

        • Create a schedule and stick to it                 • Do NOT share links to students      not in your
        • Try to create an environment that is quiet and      course
          suitable for learning                             • Do NOT keep your camera off; it’s how your
        • Wake up the same time every day                     teacher knows if you are engaged
        • Be on time every day for each class. Be ready.    • Do NOT procrastinate; turn on all your work
          Be present.                                         on time so you don't get behind
        • Sit down and turn your camera on                  • Do NOT ignore emails and Google
        • Use a headset/headphones to maximize your           Classroom announcements; check and
          focus                                               respond daily
        • Communicate with your teacher if you are sick     • Do NOT dress or act like you are not in
          or have an emergency                                school; be in your “school” mindset to do
        • Mute your microphone until your teacher             your very best!
          gives your permission to unmute                   • Do NOT wait to ask for help; reach out to
        • Use the chat to ask a question                      your teachers right away!
        • Participate in discussions, ask questions, and    • Do NOT plagiarize, copy, or collude;
          give feedback                                       complete your own work.
        • Practice academic integrity

What should I do if I am sick?
Have your parent call the school to report your absence, and email your teachers to let them know.

What should I do if I accidentally miss a Google Meet?
Email your teachers right away. Your teacher may need to speak to a parent to verify.

What should I do if I have technology issues?
If you can still email, contact your teacher or Ms. Alexander for help. If you have no access to email, call the
school as soon as possible for assistance.

    As a parent, how can you help your child?
    • Support your child with routines to complete assigned
      work and participate in remote learning.
    •   Know your child's schedule and become familiar with
        learning expectations.
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    •   Check in with your student daily to ensure he/she is on track.
    •   Help create an environment that supports your
        child's learning experience.
    •   Connect with all teachers. Make sure the school has updated phone numbers and email addresses.
    • Please communicate with teachers whenever you have a question or concern.
    • Check our school website for updates and resources.

Daily Schedule
        •   Our regular bell schedule (with virtual passing periods) applies to each day of the week
        •   Each class is scheduled to have 50 minute periods, a portion of which is set aside for daily, live learning.
        •   In addition to the two scheduled class periods per week, students can expect to complete up to 30 minutes of
            additional work per course, per week (asynchronous).

                                         9:00-9:50              1st period
                                         9:55-10:45             2nd period
                                        10:50-11:40            3rd period
                                         11:45-12:35            4th period
                                        12:40-1:30              LUNCH
                                         1:35-2:25              6th period
                                         2:30-3:20              7th period
                                         3:25-4:15              8th period

        •   Each course will have 50 minutes of instructional experiences each period. This will be a
            combination of synchronous (live) and asynchronous learning activities.
        •   Daily participation by students is required in each class and attendance will be recorded.
        •   Similar to the regular school year, students may be required to complete homework beyond the
            scheduled class periods.
        •   Timely completion of work and make-up work will be required. Teachers must set realistic
            deadlines and accommodations with an equitable approach.
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                                   Expectations for Teachers

General FAQs

    Will students be able to pick up textbooks and other materials from teachers?
    Yes, we are planning for them to pick up materials during registration and
    orientation, and we can organize additional pick-ups as needed.
    My department ordered books or materials. How can we verify if they have
    arrived? Please contact Ms. Glover for assistance.
    Will the school give teachers devices? We can assist teachers with
    Chromebooks if needed. Please contact Dr. Starks for assistance.
    Will the school be open for me to work from there? Teachers have the option
    to work from the school if they choose. Let Dr. Starks know if you plan to work
    from home, at school, or a combination of both.

Expectations for Instruction
    How am I expected to deliver live instruction? You are expected to
    provide instruction via Google Meet (do not use Zoom or other
    conferencing software). Each course should include a combination of
    synchronous and asynchronous learning.
    Will we have instruction daily? Yes, BSI will operate using the regular
    bell schedule that we selected last spring. We are expected to provide
    synchronous, live instruction 80% of the time. This means that teachers
    must embed 10 minutes of asynchronous time during each class period
    (independent work, conferencing, SEL, etc.)
    Do I have to turn my camera on while teaching? Yes. If for some reason you
    feel uncomfortable, speak to Dr. Starks.
    What should I do if a student does not show up to class? After reaching out to the
    parent, please contact Ms. Alexander. We plan to also discuss these
    students during grade level meetings.
    What are the expectations for me during asynchronous time? Start or
    end each class with 10 minutes of SEL time. This is a time for checking
    in on students, individual help, etc. Teachers must be available for quick
    email responses, phone calls, and/or use of Google Chat with students.
    Every teacher is expected to have their email and Google
Chat open and ready to respond to student questions.
How are we grading students? Grades will be given
as usual. Participation in Google Meets should be
recorded under the “ATL skills” category in your grade
book.
How are we tracking engagement? Attendance will be
taken in Aspen for each class. Teachers should
communicate with students and parents to determine
any “excused” absences and can reconsider
engagement based on individual circumstances.
Reach out to administration with any questions or
concerns.
What are the expectations for teachers to set up their Google
Meets? Teachers must set up a regular, repeat event on their
Google calendar and invite students to it.
This will allow students to use the same Google Meet code each day they meet with you. Please contact Ms. Collins for
help in setting thisup.
I want to conference with students. What is the best way to do this? Google Chat is a great way to respond
to students live on an individual basis. You can also embed “individualized” support during a class Google Meet by
assigning students a time you will talk with them over Google Meet. You can then ask all other students to mute their
microphone AND their audio. Remember, you can speak with students over the phone as well with permission from
a parent/guardian.

 Expected Practices

     If you are taking a benefit day (sick or personal), follow
     normal process, but be sure to post an away message
     in Google Classroom and send an email to your
     classes.
BSI Remote Learning Learning Guidance 2020

Help and Support
    Who do I contact for technical support with an online app, tool, or device? Please contact
    Ms. Alexander for assistance.
    Is there a common place to access online tools and resources? Yes, please visit the CPS
    Instructional Tools website. We will also have a space in our teacher Google Classroom to share
    resources and ideas. Consult the BSI Teacher/Staff Handbook for additional information.

Daily Instructional Minutes

     Students will receive live, real-time instruction each class period every day. The first ten or
     last ten minutes of each class period will consist of learning activities that include check-ins
     with teachers, small group instruction and independent learning and SEL activities.

     Real-time instruction will make up 80 percent of each class period, each day with the
     remaining 20 percent saved for learning activities.

     BSI will follow its regularly scheduled eight period school day (9am - 4:15pm)
     Students will have forty (40) minutes of synchronous instruction and ten (10) minutes of
     asynchronous instruction each school day. There will be a 5 minute passing period (break)
     between each class.

     We will continue to have one lunch period (5th period) each day.
BSI Remote Learning Learning Guidance 2020

             Remote 9-12 Student Day                              Remote 9-12 Teacher Day
            (300 Instructional minutes)                           (7.25 hours)

        · 280 Minutes of Synchronous                                        · 200 Minutes of Synchronous
        (live) Instruction                                                  Instruction
        · 70 Minutes of Asynchronous                                        · 50 Minutes of Asynchronous
        Instruction                                                         Support
                                                                            · 50 Minutes Principal Directed /Self
                                                                            Directed prep
                                                                            · 50 Minutes Self-directed prep
                                                                            · 50 Minutes Duty Free Lunch
                                                                            · 35 Transition Minutes

                                                    Asynchronous                                   Asynchronous
            Synchronous
                                                   with Technology                              without Technology

Prioritize learning that requires         Prioritize purposeful learning that can be completed individually or with peers on
collaboration, multiple perspectives,     different schedules. It is easier to disengage during asynchronous learning so it is
and the discussion of ideas.              essential to maximize relevance and supportive structures for peer accountability.
Synchronous learning is ideal for
tasks that allow the teacher to
diagnose learning needs in the
moment and provide immediate
feedback, such as:                        Asynchronous learning with               Asynchronous learning without technology is
                                          technology is ideal for tasks that       ideal for tasks that allow students to
                                          require technology for active            individually create, explore, or apply their
                                          engagement without direct support        thinking. These tasks may have more flexible
  •    Dedicated time for social-
                                          from a teacher, such as:                 deadlines than others and they should not
       emotional development focused
       on identity, relationships, and                                             require in-the-moment feedback for
       community                                                                   completion, such as:
  •    Whole-class or small-group            •    Watching a short video
       discussion (introducing new                (teacher recorded read-aloud,
       learning or summarizing                    lecture, mini-lesson,               •    Independent reading
       previous learning)                         presentation, etc.)                 •    Skill practice/development
  •    Opportunities to demonstrate          •    Use of ed tech products to          •    Long-term projects
       learning (student presentations,           support differentiated needs
                                                                                      •    Written reflection on previous learning
       role-play, short writing              •    Low/No stakes diagnostic
       assignments)                               assessments                         •    Learning menus offering a range of
                                                                                           activities that promote student choice
  •    Interactive activities such as        •    Self-assessment (google
       virtual labs, simulations, or              forms, Checkpoint, etc.)            •    Longer writing assignments
       reasoning about shared                •    Peer-Feedback (providing            •    Goal setting for upcoming learning
       tasks/prompts                              comments through Google
  •    Small-group (differentiated as             Docs, Google Jamboard, etc.)
       needed) problem-solving,              •    Demonstration of learning
       activities, or discussion                  through creation (video,
                                                  Google Slides, etc.)
BSI Remote Learning Learning Guidance 2020

  Planning Considerations                    Planning Considerations                Planning Considerations

    •    What content and skills must be       •   What daily routines can be         •   How will students be able to step away
         developed through hearing and             put in place to support                from technology during this time?
         responding to the ideas of others         student engagement? (Daily         •   What long term projects can students
         in the moment?                            Reflection/Journal, Posting to         revisit?
    •    How will community be built               Classroom Jamboard, etc.)          •   What can be completed independently?
         across the entire class during        •   How can you prioritize
         synchronous learning?                     community and relationships
    •    How will you manage speaking              during asynchronous
         norms?                                    learning?
    •    How will you use and rotate           •   What content/skills can be
         breakout groups to increase               addressed or clarified
         participation?                            through pre-recorded
    •    How will you provide recordings           lessons?
         of lessons for students who miss
         synchronous interactions?

Additional Expectations:

            •    Provide daily instruction centered on grade-level, standards-aligned content by
                 leveraging clearly articulated curriculum and aligning to prioritized standards.
            •    Enact instructional strategies that address potential learning loss by focusing on
                 acceleration over remediation.
            •    Provide daily instruction that attends to students’ social-emotional needs.
            •    Provide students opportunities for daily physical activity.
            •    Use assessments tied to content to monitor student learning and inform
                 instructional decisions.

Counselors’ Expectations
        Student Engagement-
        BSI’s school counselor (Ms. McCaleb) will provide quarterly awards assemblies, self-
        care drop-in hours and Google Meet lunches where students can interact with one
        another as well as school staff. In addition, the counselor will send weekly newsletters to
        all students and parents and will conduct daily check-ins to ensure that students are online
        daily.

        Instruction-
        Classroom lessons across the three domains of academic, social-emotional, and
        postsecondary should remain a primary, tier-one focus for school counselors during
        this school year. The school’s counselor will coordinate with classroom teachers to
        provide lessons. Lessons may need to be broken down into smaller segments of time, pre-
        recorded, and modified to meet the needs of students.
BSI Remote Learning Learning Guidance 2020

       Postsecondary Advising-
       Postsecondary exposure and advising must occur at all grade levels. During remote
       learning, school counselors, teachers and postsecondary teams will leverage college and
       career events, lesson plans, virtual tours and Individualized Learning Plans (ILPs) to
       support this work. High school counselors and postsecondary advisors can review the
       Guide to Postsecondary Supports for High School Students, which includes specific next
       steps, updates during COVID-19, tools, step-by-step projects, and activities that students
       must do to ensure postsecondary preparation and completion of both the Financial Aid and
       Learn.Plan.Succeed. graduation requirements.

Small groups-

The counselor will conduct small group sessions for students within their grade band. All school
counselors must follow the Acceptable Use Policy and abide by the content outlined in Tier II
Intervention Guidance for Remote Learning, when determining how to select students for small groups as
well as how to implement them. Remember, small groups can be done for any domain, academic (such as
a study skills group), postsecondary and social-emotional (such as a group for students who’ve
experienced COVID-19 in their household). In addition, Counselors will conduct sessions for students and
their families who are experiencing additional stressors and the need for school counseling

Diverse Learner and Cluster Teachers’ Plan
In addition to the general education teaching responsibilities, Diverse Learner teachers should
also use existing school structures to collaborate with general education teachers and
modify remote learning materials to provide increased access for students with disabilities.
Additionally, related service providers will consult with administrators and teachers to provide
disciplinary expertise in providing remote learning opportunities for individual students based on
their specific needs.

Each student who is supported by an IEP or 504 Plan will have an individualized Remote
Learning Plan completed that outlines how services will be supported during the remote
learning period. This plan will be uploaded in SSM and completed by the service providers.

CTT and Instructional Classes

CTT and Instructional teachers are expected to follow the general education expectations
regarding instructional minutes and academic outcomes, inclusive of the virtual classroom
guidelines (such as the use of Google Classroom & Meet).

SECA’s
Special Education Classroom Assistants (SECA) play an essential part in supporting students in Remote
Learning based on a student’s IEP.
BSI Remote Learning Learning Guidance 2020

  •   During remote learning, SECAs will continue to support the lessons of a licensed teacher, by
      providing technical assistance and helping with classroom management, in addition to
      implementing necessary accommodations listed within a student's Individualized
      Education Plan (IEP).
  •   Supporting instruction in collaboration with school administrators and special education teachers,
      SECAs will develop a daily and weekly schedule that accommodates all professional
      responsibilities.
  •   Provide students with support according to individual remote learning plans/IEP.
  •   Participate with assigned students and classrooms virtually to take data, notes, provide prompts,
      etc. as guided by the teacher and/or RSP.
  •   Record passages, chapters or stories related to the assigned lesson that can be sent to students or
      uploaded to a digital platform.
  •   Provide visual steps or task analyses (photo or video) for completing assignments.

Behavior During Remote Learning
      Responding to challenging student behavior may be another situation that school staff may
      encounter in these changing learning environments. Challenging behaviors are normal in new and
      stressful situations. The coronavirus health crisis, civil unrest and remote learning are potentially
      stressful for our students. While it is essential for teachers to maintain a safe and supportive
      learning environment for all students across any format, challenging behaviors also present an
      opportunity for teachers and school staff to respond to the underlying feelings and needs
      communicated through these behaviors and to repair harm when it occurs.

      The CPS Student Code of Conduct remains in effect and administrators should refer to the
      Guidelines for Effective Discipline as they respond to student behaviors. School administrators can
      refer to the Student Discipline Guidance: Return to School and Remote Learning when responding
      to challenging student behaviors during remote learning. Training will also be available for school
      leaders to support this work. Spend time with your students building a sense of trust and
      community around the expected behaviors during remote learning. For example, as a class
      community, you all may need to explore a virtual “raise your hand” signal in the chat. It is best
      practice to revisit the “rules of engagement” regularly, just as if we were in-person.
BSI Remote Learning Learning Guidance 2020

                                        Behavioral Expectations
                                        During Remote Learning

                  •   Be on Time, Present & Ready to engage
                  •   Engage with the Camera On
                  •   Collaborate with a “Tiled View”
                  •   Mute Microphone to Respect the Speaker
                  •   Use a Headset to Maximize your focus
                  •   Get online early. Be ready. Be present
                  •   When in doubt, Camera Off & Microphone Muted
                  •   Do NOT SHARE URLs to outside students
                  •   RAISE your virtual hand if you have questions or USE the CHAT

Remote Learning Platforms

    Schools and educators should use Google Suite tools for all synchronous portions of daily
    instruction, and use Google Classroom to issue assignments and share materials. Schools and
    educators are not limited to using only Google Suite tools. Schools and educators can use
    supplemental educational technology (ed tech) tools. To identify approved ed tech tools, schools
    may access the Ed Tech Catalog—CPS’ list of ed tech tools with active data sharing agreements. The
    list can be found in the Knowledge Center, linked here.

    The following Google Suite tools should be leveraged in the ways described below:

    Google Classroom should be leveraged as one platform to house all essential information
    for your class. Utilizing Google Classroom will minimize stress and confusion for parents
    and students while providing teachers with a centralized communication hub. While not all
    learning takes place within the “walls” of the Classroom, all learning should flow from it.

    Classroom Stream is the social hub of Google Classroom and the first thing you see when
    opening a Google Classroom. Teachers can use the Stream to make announcements and
    post updates to students. Students, if enabled, are able to share resources or ask questions.

    Classwork in Google Classroom is where you assign and organize assignments, quizzes and
    materials. Topics should be used to organize what can easily become a chaotic list of
    random tasks. When topics are designed thoughtfully, students should always know exactly
    where to look for information.

    Classroom People is where you’ll find all students who have been added to your Classroom.
    Note that Google Classrooms will be created automatically for each course in Aspen on
BSI Remote Learning Learning Guidance 2020

September 1. Students will be added based on registration information in Aspen by the
first day of school. You also have the option to invite parents or guardians to receive daily
or weekly summaries.

Google Meet should be used in conjunction with Google Classroom to facilitate all
synchronous learning opportunities. Throughout the day, Google Meet is the tool that
students and teachers will use for all synchronous engagement, including whole group
lessons, small group instruction and questions. Google Meet for Teachers provides step-by-
step instructions on how to set up a video conference with students using Google Meet.
Google Meet for Students is a quick guide teachers can share with their students on how to
use Google Meet.

Google Chat can be used for two-way text communication in situations where Classroom
discussions are not practical. Chat can be used for either direct messaging to communicate
with a colleague or student, or by using a room to have an ongoing conversation with your
team or a group of people that can change over time. Google Chat for Students is a quick
guide teachers can share with their students.

Google Calendar can be used in conjunction with Google Classroom to provide students
with an overview of their assignments and due dates.

GMail is the only approved email platform in CPS. It can be used to communicate with
students and their guardians to provide additional support.

Google Drive can be used to store, share and collaborate on documents (e.g., Docs, Slides,
Sheets, Forms, Keep) in one secure place without space limitations. Teachers and students
can keep files organized and work collaboratively on documents in real time. You can easily
share documents with students via Classroom, email, link or publish them to the web.
Documents in Drive can be quickly accessed on a laptop, desktop or tablet/mobile device.

Google Docs can be used to create, edit, share, and print documents while bringing your
documents to life with smart editing and styling tools to help you easily format text and
paragraphs. Collaborators can edit the same document at the same time, ensuring you'll
always have the most up-to-date version. Using Google Docs, teachers can provide real-
time feedback to individual students, groups or whole classes working independently or
collaboratively on documents. Through the commenting function, students and teachers
can engage in feedback loops around the content teachers and students provided in the
document.
BSI Remote Learning Learning Guidance 2020

Technology Support
Google Classroom / Meet

Wednesday, September 9, 2020 - 01:00PM – 02:00PM Reopening

Learn the top 5 basics for Google Classroom and Google meet so you can help your students
as they learn from home. In this session, we will:

- Explore basic connection, navigation, and interaction in each application
- Provide support tips to make the experience easier for remote learning
- Share examples how CPS teachers may use the programs so you feel more prepared

English Session
Facilitator: Katie Bradford
Moderator: Lisa Cutshall
FACE Support: Ellen Rosenfeld
External Link to Event: https://www.youtube.com/watch?v=L-hIykpOaVs

Spanish Session
Facilitator: Fernando Chavez
Moderator: Cynthia Basham
FACE Support: Victoria Infante
External Link to Event: https://www.youtube.com/watch?v=cFiczy4cZPU

                   If you have technical support needs relating to a

                  CPS issued technology device or your CPS account,

                  please contact CPS’ Information Technology Team.

                           Parent Tech Support Help Center

                 Online: https://chicagopsprod.service-now.com/csp

                                 Phone: 773-417-1060

                                    Monday - Friday,
                                  7:30 a.m. - 4:30 p.m.
BSI Remote Learning Learning Guidance 2020

Attendance
Each day of Remote Learning is counted as an attendance day, per class. Despite our new way of starting
the school year, accurate attendance reporting is still a priority.

Daily goal: 100% of students attending every class, every day.

   •     Attendance will be heavily monitored throughout the day by the Attendance Team: Mrs. Charles-
         Moore and AP Alexander.
   •     All teachers must submit attendance via Aspen within the first 15 minutes of each class period.
   •     Notifications/Emails will be sent at 9AM & 10AM after monitoring 1st and 2nd period attendance
         submission
   •     By noon, the day’s membership will be monitored in order to track attendance, recover
         un-submitted attendance, and recover/contact students that are not in attendance.
   •     End-of-day Notifications/Emails will be sent at 3PM signaling un-submitted attendance for the day
   •     Phone calls will be made throughout the day. Teachers are expected to contact families as
         well.
   •     Students that are not responsive or have little to no online presence will be supported by their
         School Counselor (Ms. McCaleb and the Attendance Team (Mrs. Charles-Moore and AP
         Alexander).

Communication Plan
                                           School Communication Plan

       School Website/Daily: Our school website bronzevillescholastic.org will be updated each week.

       Parent email/weekly: We will send out important updates weekly regarding grades, expectations
       and school closures. In addition, the teachers and counselors will communicate daily to students
       and parents through email/ GOOGLE classroom and meet.

       Weekly Admin. Chats for Parents: BSI’s administration will host a weekly parent chat for the first four
       weeks of school. Chats will take place during scheduled intervals thereafter. Information on how to join
       chats will be emailed weekly and posted on the school’s website and social media pages.

       Monthly Town Hall Meetings for Students: Grade level town hall meetings have been scheduled for the
       year. Please see the BSI Student Town Hall Meeting schedule.

       We will implement the following communication plan:
         • Creation of a daily attendance tracker for teachers
         • Creation of a technology survey for students and parents
         • Two-way communication expectations between Teachers & Counselors
         • Bi-weekly Progress reports from Counselor & SECA’s
BSI Remote Learning Learning Guidance 2020

            Daily updates from Admin Team

                                            Student Town Hall
                                           Meetings* 2020-2021
 Quarter       Date                              Topic(s)                              Organized By

           9/14/2020    Welcome back, students!                                   Admin. & Grade Level
                        Review expectations, remote learning, student concerns    Teams
    1      10/16/2020 BAG Reports
                      Progress Report grades, your GPA, and finishing the
                      quarter strong

           11/9/2020    Q1 Reflection/Celebration
                        Grades, goal setting for Q2
    2      1/8/2021     BAG Reports
                        Progress Report grades, your GPA, and finishing 1st
                        semester

           2/8/2021     Semester 1 Reflection/Celebration
                        Grades, goal setting for Q3
    3      3/19/2021    BAG Reports
                        Progress Report grades, your GPA, and finishing the
                        quarter strong

           4/19/2021    Q3 Reflection/Celebration
                        Grades, goal setting for Q4
    4      6/4/2021     BAG Reports
                        Progress Report grades, your GPA, and finishing 2nd
                        semester and the year!

*Dates subject to change with notice. Additional details will be shared by the organizer(s) of
the town hall meeting.

                                    School Day Student Support Plan

  Digital Office Hours: We will have staff members available on GOOGLE meet during specific
  hours of
  the day from 10-4pm. Parents can join the link or call the number to ask questions they have for staff
  members.
BSI Remote Learning Learning Guidance 2020

  Non-Digital Office Hours: We will have staff members available by phone during the school day
  between 9:00am & 1:00pm. Students and parents/guardians can call the school to ask questions they
  have for school staff. The main office number is (773) 535-1150.

Staff Contact List
                Admin. Staff                                                  Support Staff
 Dr. Demetra Richardson-Starks, Principal                  Sarah Collins, IB Coordinator
 ddrichardson-star@cps.edu                                 sjcollins@cps.edu
 Adrienne Alexander, Assistant Principal                   Heidi McCaleb, Counselor
 aralexander@cps.edu                                       hdmccaleb@cps.edu
 Cheryl Glover, School Clerk ceglover@cps.edu              Theresa Waters, Post-Sec Specialist
                                                           twaters9@cps.edu
 Janet Charles-Moore, STLS Support                         Mai Al-Dadah, Social Worker
 jcharles-mo@cps.edu                                       maldadah@cps.edu Mai Al-Dadah, Social
                                                           Worker maldadah@cps.edu

               English Dept.                                              Math Dept.
 Charese Lake cledmond@cps.edu                             Lawanda Funches lfunches@cps.edu
 Fernando Martin fmmartin@cps.edu                          Wen Kang Chien wchien@cps.edu

Science Dept.                                                        Physical Education Dept.
 Les Nagy lnagy@cps.edu                                    Patrice Cash, Athletic Director
                                                           plcash@cps.edu

               Social Studies Dept.                                        Arts. Dept.
 Casey Weedon cjweedon@cps.edu                             Margaret Mask mkmask@cps.edu
 Keynn Cain kbcain@cps.edu                                 Michelle Hur mihur@cps.edu

                 World Language Dept.
 Fernando Martin, Spanish fmmartin@cps.edu
 Sarah Collins, French sjcollins@cps.edu

                                                Diverse Learners Dept.
 Yolanda Powell, Case Manager                               Cantrice Wilson cdgoodlet@cps.edu
 ylpowell@cps.edu
 Jacquet Hall jfhall@cps.edu                               Christoph Stokowski cmstokowski@cps.edu
 Jason Perez jeperez23@cps.edu                             Kanegia Draine ktdraine@cps.edu
BSI Remote Learning Learning Guidance 2020

Danielle Grandberry dgrandberry3@cps.edu                 Alexis Purdiman avpurdiman@cps.edu
Portia White pwhite12@cps.edu                            Sheree Luckett sluckett@cps.edu

                                           BSI SUPPORT STAFF

             DAN HUGHES, CHIEF ENGINEER                          DAVINA DAVIS, SECURITY
             OTHA LEWIS, LEAD CUSTODIAN                        BENJAMIN HAMPTON, SECURITY
         MARY FRAZIER, LUNCHROOM MANAGER                         LEON HAYWARD, SECURITY
                                                                 VIOLA MASON, SECURITY
                                                               KENYATTA MCKINNEY, SECURITY
                                                                CHIQUITA OWENS, SECURITY

Entry Protocol

  1. Entry protocol. While we are not yet back at school, we ask that you follow this protocol:
        a. The doors open daily at 7:00 am and ALL students enter the building at the main entrance
           (door 2) on Wabash.
        b. Meals will be served at the designated sites from 7:30 am-1:30 pm
        c. 1st Period starts promptly at 9:00 am and the day concludes after 8th period at 4:15 pm.
        d. Each employee, student and visitor must fill out the Health Screener Form and have their
           temperature taken upon entry to the building each day. The bottom of the form outlines
           next steps based on the responses. Beginning Sept 8th, You should be able to complete this
           form online prior to arriving. At that time, security will simply confirm your submission
           and verify access.
        e. Temperature Checks. If an individual answers ‘No’ to all the questions on the Health
           Screening Form, the Health Screening Reviewer should take the individual’s temperature
           using an infrared thermometer.
        f. If an individual answers “yes” or the temperature exceeds the safety zone (below 100),
           entry may be denied.

  2. Health protocols. All staff, students and visitors in the school must follow prescribed health
     protocols, which include wearing cloth face coverings at all times and social distancing of at least 6
     feet. Washing hands frequently is vital to keep us all healthy. To the extent appropriate and
     possible, work spaces should be adjusted or relocated to enable social distancing and to avoid
     multiple people in enclosed spaces.
BSI Remote Learning Learning Guidance 2020

3. Attendance Reporting-Staff: All staff reporting in-person are required to swipe in and out for the
   day. Any attendance reported prior to an employee's official start date will need to be reported as
   overtime (Non-CTU employees) or as extended day in SPS (CTU employees).
4. Attendance Reporting-Students/Visitors: All students and visitors must sign in and out at the
   security desk.
5. Only students participating in approved after-school programs and/or Campus Athletics will be
   allowed in the building after school hours. However, they will be required to go immediately to
   their program’s location and not loiter in the hallways. Students found loitering in the halls,
   regardless of participation on a team, may be asked to leave and held accountable according to
   SCC.
6. The building will close at the conclusion of the last athletic event or organizational meeting.
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