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Distance Learning
in MBUSD
2020-21
This document reflects the collaborative work of the MBUSD Steering Committee,
Secondary Subcommittee, and Elementary Subcommittee for presentation to the
MBUSD Board of Trustees on July 29, 2020. This is a living document that will be
revised and expanded as laws change. The District will augment with
additional details as they become available.
Table of Contents
MBUSD INSTRUCTIONAL VISION .............................................................................................. 3
DISTANCE LEARNING IN MBUSD .............................................................................................. 4
Definition of Remote or Distance Learning 4
Number of School Days and Minimum Instructional Minutes for 2020-21 School Year 4
Learning Requirements (AB-77 43503) 4
Attendance 5
Communication 6
Additional Communication Expectations 6
Instructional Materials 7
Pick-Ups – Novels, Textbook, Manipulatives, and Supplies 7
Comprehensive Online Curriculum 8-9
Grades – Returning to 2019 Grading Practices 9
Assessment – Evidence of Student Learning and Progress Monitoring 10
and Assessment Etiquette
Assessment – Special Education 11
Professional Learning for Teachers and Staff 12
STUDENT EXPECTATIONS ........................................................................................................... 13
Responsibility and Integrity 13
Online Etiquette 13
PARENT ENGAGEMENT AND SUPPORT ............................................................................... 14
Parent Learning 14
Parent Feedback 14
Technology Tips and Support 14
Suggested Technology Needs for Teachers 14
SCHEDULE IDEAS FROM INSTRUCTIONAL GROUPS ....................................................... 15
Mira Costa – Draft Possible Schedule 15
MBMS – Draft Possible Schedule 16
Elementary – Draft Possible Schedule 16
Special Day Class 17
Learning Resource Center/Learning Center 18
Resource Class (in academic areas) – Secondary Level 18
Related Services 19-20
iLOWER ELEMENTARY CURRICULUM AND INSTRUCTION (TK-1).............................. 21
Teaching and Learning 21
English Language Arts 21
History-Social Science Framework and Standards 22
Social Justice Standards 22
Mathematics 22
Science – Next Generation Science Standards (NGSS) 22-23
Physical Education 23
Visual and Performing Arts (VAPA) 23
Social and Emotional Learning 23
UPPER ELEMENTARY CURRICULUM AND INSTRUCTION (2-5) .................................. 24
Teaching and Learning 24
English Language Arts 24
History-Social Science Framework and Standards 25
Social Justice Standards 25
Mathematics 25
Science – Next Generation Science Standards (NGSS) 26
Physical Education 26
Visual and Performing Arts (VAPA) 27
Social and Emotional Learning 27
MIDDLE SCHOOL CURRICULUM AND INSTRUCTION (6-8) .......................................... 28
Teaching and Learning 28
Grade 6 Humanities 28
Mathematics 29
Science 29
History-Social Science Framework and Standards 29
Social Justice Standards 29
Physical Education 30
Visual and Performing Arts 30
Social and Emotional Learning 30
MIRA COSTA CURRICULUM AND INSTRUCTION (9-12) ................................................ 31
Teaching and Learning 31
High School Textbooks and Resources 31
Instruction (Delivery) 31
Demonstrate Progress (Check) 32
Demonstrate Learning (Assess) 32
Engage and Connect 32
Academic Integrity 33
Grades 33
Make-up work / Flexibility 33
Social and Emotional Learning 33
iiMBUSD INSTRUCTIONAL VISION
The fundamental purpose of the MBUSD is to ensure that all students learn at high levels. Within
our Personalized Learning Framework, we take collective responsibility to help each child grow
academically, socially, and emotionally and use evidence of learning to ensure student success.
Personalized Learning Framework Elements
Know Your Learners – Intentionally take steps to study our students in
order to teach them well.
Voice and Choice – Invite, respect, and consider student perspectives, preferences, and
opinions. Provide learners with options regarding the ways in which they engage, revise,
and expand their learning.
Flexibility – Promote flexibility of groups, environment, access, and mindset.
Data Informed – Use evidence of student learning to make decisions about teaching and
learning.
Integration of Digital Tools – Integrate technology purposefully and responsibly as tools
for differentiating instruction, providing meaningful feedback, and promoting creativity,
collaboration, & efficiency.
3DISTANCE LEARNING in MBUSD
Definition of Distance Learning
Instruction in which the student and instructor are in different locations, including interacting through
the use of a computer and communications technology, as well as delivering instruction and check-in
time with the teacher; may include the use of print materials, instructional videos, and other learning
experiences that rely on computer or communications technology (cdc.gov).
Number of School Days and Minimum Instructional Minutes for 2020-2021 School
Year
● Days of school offered = 180 days
● Minimum school day, as defined by AB-77, is as follows:
○ TK / Kindergarten 180 min. (3 hours)
○ 1st - 3rd Grade 230 instructional minutes (3 hours 50 minutes)
○ 4th - 12th Grade 240 instructional minutes (4 hours)
● Total instructional time based on “time value” of synchronous & asynchronous
activities/assignments
Learning Requirements (AB-77 43503)
Distance learning shall include all of the following:
● Access for all pupils to connectivity and devices adequate to participate in the educational
program and complete assigned work.
● Daily, live interaction with certificated employees and peers for purposes of instruction,
progress monitoring, and maintaining school connectedness through internet or telephonic
communication, or by other means permissible under public health orders.
● Content aligned to grade level/course standards that is provided at a level of quality and
intellectual challenge substantially equivalent to in-person instruction.
● Academic and other supports designed to address the needs of pupils who are not performing
at grade level, or need support in other areas, such as English learners, pupils with exceptional
needs, pupils in foster care or experiencing homelessness, and pupils requiring mental health
supports.
● Special education, related services, and any other services required by a pupil’s individualized
education program (IEP) with accommodations necessary to ensure that IEP can be executed.
● Designated and integrated instruction in English language development for English learners,
including assessment of English language proficiency, support to access curriculum, the ability to
reclassify as fully English proficient.
● Nutritionally adequate meals provided for pupils who are eligible for free and reduced-price
meals.
4Attendance
Compulsory education requirements apply for the 2020–21 school year (AB-77 43504).
Daily participation, in whole or in part, for which distance learning is provided must be documented. A pupil
who does not participate in distance learning on a school day shall be documented as absent.
Daily participation may include, but is not limited to:
● evidence of participation in online activities
● completion of regular assignments
● completion of assessments
● contacts between teachers and pupils or parents or guardians.
MBUSD must ensure that a weekly engagement record is completed for each pupil documenting
synchronous or asynchronous instruction for each whole or partial day of distance learning, verifying daily
participation, and tracking assignments.
At a minimum, MBUSD will determine Aeries attendance codes to indicate when a student is present, when a
student partially attended but did not receive the equivalent of the minimum required time value for a class,
and when a student did not attend class.
Each school will regularly communicate with parents and guardians regarding pupil’s academic progress.
A plan for tiered reengagement strategies for all pupils who are absent from distance learning for more than
three school days, or 60 percent of instructional days in a school week shall include, but is not limited to:
● verification of current contact information for each enrolled pupil
● daily notification to parents or guardians of absences and partial participation
● outreach from the school to determine pupil needs including connection with health and social
services as necessary and, when feasible, transitioning the pupil to full-time in-person instruction
5Communication
District, schools, and teachers will have a clear, consistent, concise, and accessible communication plan that
prioritizes student connection to trusted school personnel. Family access to information is imperative in a
home learning format.
Tk-2 Seesaw, Class Dojo, and Google Classroom will be the primary tools used to communicate
assignments. Additional communication may come through websites, newsletters, emails, phone
calls, and Aeries.
Google Classroom will be the primary tool used to communicate assignments. Additional
3-12 communication may come through websites, newsletters, emails, phone calls, and Aeries.
Google Calendar will be utilized as a primary organizational tool for student planning
(month/week-at-a-glance).
Additional Communication Recommendations
● Teaching and learning will adhere to consistent schedule
● Teacher Teams will communicate/post general classroom information such as: “week-at-a-
TK-5 glance”, standards to be covered, video links, assessment, etc.
● Prior to the school day, and in a consistent manner, daily assignments and due dates will
be communicated
Communicate to parents regarding class content
● Assignments posted in the same place and at a consistent time
○ Posting assignments - Assignments given that are due the next time the class meets
will be posted by the end of the previous class day; no later than 3:30 p.m. (e.g.
6-12 Period 1 meets on Monday, assignment posted by 3:30 PM on Monday due the
next time the class meets), and the due time for submission will be at the beginning
of the next time the class meets.
○ Assignments with longer than one class period to complete will be due at 11:59 pm
on the due date.
6Instructional Materials
All schools are subject to the Williams standards, including the sufficiency standard.
● Sufficiency of instructional materials is defined in Ed Code 1240(c)(2)(B) to mean that each pupil has
sufficient textbooks and instructional materials in the four core areas as defined by Section 60119.
● Ed Code 60119(c)(1) states that sufficient textbooks or instructional materials means “each pupil,
including English Learners, has a standards-aligned textbook or instructional materials, or both, to use
in class and to take home.”
To access online instructional materials, every student will have access to a device and the internet;
students/families will communicate needs to school site administration
● Online materials are preferred
● Hard copy textbooks will be distributed at teacher’s request
● Schools will provide a comprehensive list of text materials for parents/student who wish to purchase
their own
Pick-Ups - Novels, Textbooks, Manipulatives, and Supplies
● As much a possible, learning materials are available online
● Schools will distribute necessary “other” materials and consumables at scheduled times during the
beginning of each trimester or designated period, following safety guidelines (e.g. printed material,
novels, math workbooks, ten frames, science consumables, counters, base ten blocks, other math
manipulatives).
7Comprehensive Online Curriculum
Options for Online Curriculum - Members of the instructional subcommittee, volunteer teachers, parents
and staff reviewed options for a comprehensive online curriculum. Stakeholders agreed that the curriculum
must promote/provide:
● Consistency ● Clarity
● Flexibility ● Rigor
● Automated Grading ● Immediate Feedback
● Pre-recorded Instruction ● Monitoring Tools
Grade 6 - 12 Secondary stakeholders reviewed resources, attended demonstration sessions, asked
questions, completed surveys, and ultimately voted to use SchoolsPLP to support distance learning in the
2020-2021 school year. Teachers may use this resource to supplement (not supplant) instruction.
● The platform provides flexibility to be used as whole courses and as supplemental materials to
enhance individual teacher lessons.
● Full-time use of an online curriculum by students would be considered a placement by the school
based on individual circumstances.
Grades TK - 5 - In preparation for returning to learning, elementary stakeholders are still considering the use
of a comprehensive online curriculum to support (not supplant) teacher instruction.
Rationale for Online Curriculum
Consistency: Students within a course or grade level will have access to a consistent curricular foundation
and learning platform. This would provide equitable access to curriculum for all.
Clarity: Objectives, learning targets, activities, and assessments would be clearly defined and communicated
for all students for each lesson and instructional segment at the outset. Teachers, parents, and students can
easily access this information for the entire year at any time. This will help families and students plan their
time more effectively instead of relying on weekly updates from teachers that might be better defined by one
teacher over another.
Flexibility: An online curriculum will enable District schools to alter the time students are on campus without
causing a disruption to the learning environment. While physical time on campus provides opportunities for
face to face interaction with teachers, peers, and instructional materials, on campus learning is not required
to meet the objectives of the curriculum. All of the learning can take place at home if necessary and teacher
meetings can continue through virtual platforms such as Google Meets and Zoom. If a school or schools were
required to close for a period of time due to a positive case of COVID-19, students and teachers would
transition quickly and effectively to 100% online learning.
Rigor: The online curriculum must be rigorous, standards aligned, and offer Advanced Placement courses,
honors courses, and be University of California a-g approved.
8Comprehensive Online Curriculum (continued)
Immediate Feedback: The online curriculum must increase feedback to students where most of the work that
students complete is automatically graded and the results of their assignments and assessments are
immediately displayed. This provides students with feedback on the work they are doing and prevents them
from having to wait for a teacher to grade everything. However, teachers will still need to grade assignments
and assessments that reflect higher levels of Depth of Knowledge that cannot easily be graded by computer
and provide feedback to students.
Automated Grading: Automated grading for many of the assignments in the online curriculum and singular
online platform would allow teachers to focus instead on those activities and assessments that measure
student learning of concepts and skills that reflect higher levels of learning, such as written assignments and
document-based questions.
Pre-recorded Instruction: Many of the lessons and activities in the online curriculum should include pre-
recorded segments that provide the direct instruction necessary to understand and access the content in
each course. This ensures that students are taught the material they need to learn as opposed to depending
on their parents or their classroom teachers for this. This allows teachers to focus on monitoring and
assessing student work, and supporting those students who are struggling.
Monitoring Tools: A singular online platform should enable teachers and parents to monitor students as they
engage in their learning, including easily accessed assignments and current grades. Parents and teachers
would also be able to monitor how much time students have been active in each lesson and how far along
they are in completing the lessons. This can ensure student accountability for their time on task and effort.
Options for Students, Families, and Staff who are Considered “At Risk” for Health Complications:
The use of an online curriculum provides options to students, families, and teachers to continue benefiting
from the curriculum while staying at home. Whether a person is considered at risk due to health
complications related to COVID-19, or a person’s family member is considered at-risk, the option to use and
receive 100% online curriculum could be made available. A comprehensive online curriculum will provide for
continued access, course delivery, and course completion.
Grades - Returning to 2019 Grading Practices
Elementary - MBUSD Standards-based Report Cards
Secondary - A-F grading system on transcripts according to the adopted yearly grading calendar
● Teachers will strive to provide consistent and timely inputting of grades into Google Classroom so that
students can track their individual progress
● Students should be given opportunities to make up work where technology glitches prevent timely
participation or submission of assignments.
9Assessment - Evidence of Student Learning and Progress Monitoring and Assessment
Etiquette*
Educators must understand what students know and are able to do. All formative and summative
assessments must be completed independently by students.
Four Critical Questions for Educators:
1. What do we expect our students to learn? (Learning Goals/Expectations)
2. How will we know they are learning? (Assessment)
3. How will we respond when they don't learn? (Intervention)
4. How will we respond if they already know it? (Enrichment/Extension)
What do we expect our students to learn? (Learning Goals/Expectations)
● Teachers will provide California standards-aligned curriculum and instruction
● Students will know the learning objectives (within each standard) for each lesson, unit and course of
instruction
● Course syllabi will address essential standards and learning objectives, class procedures and
expectations, and outline how mastery will be demonstrated (6-12)
How will we know they are learning? (Assessment)
● Educators will annually assess student academic levels and social and emotional needs upon their
return to learn.
● Knowing your learners must be a priority at the start of every year, however accurate assessment of
student mastery levels is critical at the start of the 2020-2021 school year.
○ Pre-assessments before units of study is a best practice
○ Data from formative assessments (formal and informal) will be used to adjust instruction and
ensure students progress towards learning goals and objectives
● K-5 District assessment expectations will include scheduled universal screenings to identify specific
areas where instruction or intervention may be needed to improve student learning (e.g., STAR, F&P,
Lexia, ESGI).
● 6-12 - Course alike teams will determine formative assessments to use and determine tiers of support
(e.g. Lexia PowerUp, MDTP for math, Star Math 6th grade, on-demand writing prompts)
● Data will be used to create small homogenous groupings to target skills students need (e.g. Interim
Assessment Blocks (IABs).
How will we respond when they don't learn? (Intervention)
1. Utilize a Multi-Tiered Systems of Support (MTSS) RtI and PBIS and utilize data to monitor progress
2. Develop and follow a clear, intervention strategies within the general education classroom
3. Utilize PLC and Student Success Team (SST) structures to develop intervention plans
4. Utilize asynchronous time on (e.g. on Wednesdays, during office hours) to provide additional support
How will we respond if they already know it? (Enrichment/Extension)
• Voice and Choice - Independent Study Projects
• Small group projects that provide students to go deeper into standards application
• Utilize online curriculum platforms to provide additional learning opportunities
10Assessment - Special Education
• Documentation of prior interventions completed for evidence of student learning and progress
monitoring.
• Establish in-person assessment center/testing rooms (plexiglass dividers, masks) and protocol for
special education assessments (in person and if appropriate, remotely including parent
interviews/rating scales).
• Determine at what point and how in the phase-in process of in-person assessment centers may begin
operation
Resource NASP resources
11Professional Learning for Teachers and Staff
MBUSD utilizes Federal Relief funds, MBEF grants, and PTA/PTSA support to provide professional learning
opportunities for teachers, instructional support staff, and classified employees. Employees will receive initial
and ongoing training on best practices in pedagogy, safety protocols, use of specific platforms and other
distance learning tools.
Between August 1-23, MBUSD facilitators will build roughly five two-hour learning workshops in the areas
identified as most important for starting the year with distance learning (VIDEO):
1. Google Classroom: Getting Started, Organizing Assignments, Providing Student Feedback, Grading
a. Google Forms: Quizzes, Student Responses, Polls/ Survey, feedback
b. Google Slides
c. Google Email
d. Giving Feedback in Google Docs
e. Additional Feedback tools - Doctopus, Mote
f. Google Voice “Phone Number” anonymous texting or messages
2. Zoom:
a. Settings for success and privacy
b. using breakout rooms, polls, whiteboards, attendance
3. Best Practices in Online Teaching - an Overview
4. Screencastify
a. Creating videos for slipping the classroom, teaching, and reteaching
b. Student use of Screencastify for projects/assignments to demonstrate learning
5. Online Curriculum Platforms
Throughout the year, ongoing training will include but is not limited to the following:
● Assessment software and alternate forms of assessment
● Using online resources to the max: (e.g. Boom Cards, Reading A-Z, Freckle, STAR, TCI, Newsela, NRI,
Stemscopes)
● Teletherapy Bootcamp
● Behavior Strategies/Implementing Behavior Plans via Zoom
● SEL Intervention Strategies for distance learning
● Understanding and Managing Student Emotions
● How to teach in a distance learning model (pedagogy)
● Online student engagement (connectedness)
● Assessment software and alternate forms of assessment
● Peardeck
● Restorative Circles
● Online curriculum platforms
● MTSS (RtI and PBIS)
● Antiracism and Implicit Bias
● How to re-engage students when they are in refusal mode
● Assessment software
12STUDENT EXPECTATIONS
Responsibility and Integrity
Students will:
● Be respectful of themselves, teachers, and peers
● Review assignments
● Ask clarifying questions when they need help or don’t understand
● Submit work on time and utilize feedback to optimize learning
● Submit assignments, projects, tests, work that is reflective of what they know and are able to do
Online Etiquette
Link to Do’s and Don’ts and Link to Online Etiquette Poster
● Arrive on time
● Stay in the Zoom meeting until you are excused by the teacher
● Have school supplies at the ready
● Log in with first and last names
● No toys, no food
● Dress appropriately
● Sit down at a quiet workspace (desk or table)
● Cameras on
● No unmuting, no setting backgrounds
● Parents/guardians allow students to work independently
● Behavior management support from the administration
● Norms for Virtual Instruction/Service Delivery Model: Special Education
13PARENT ENGAGEMENT AND SUPPORT
Parent Learning
Provide opportunities (e.g. videos, articles, workshops) for parents to learn about:
● Preparing your child for their “Return to Learn” (Social Stories Examples)
● Learning progressions in reading, writing, and math
● Encouraging and supporting a growth mindset in their children
● How and why adults encourage students to work independently and demonstrate what they know
and are able to do.
● How to navigate Clever, Single Sign On. Google Classroom, and Aeries
● How to Manage Stress
● How to Keep Students Engaged in Learning: Addressing Zoom Refusal and Participation
● Provide resource and contacts - South Bay Families Connected, Beach Cities Health District
Parent Feedback
Provide regular opportunities for parents to communicate what is working and what can be improved.
Technology Tips and Support
● All passwords and other login information should be readily available
● As much as possible, utilize Single Sign On (Clever) for all digit resources
● When technical difficulties arise, look to the MBUSD Distance Learning Website for tutorial videos
and written directions
● Use a search engine for the answer to a technical question that is specific to your device or concern
that is not related to the school district
Suggested Technology Needs for Teachers
● Document camera / additional camera
● Computer/laptop
● Internet Access
● Additional tools to be determined
14SCHEDULE IDEAS FROM INSTRUCTIONAL GROUPS
MIRA COSTA - Draft Possible Schedule
Block schedule to reduce number of transitions between classes
Year-long schedule to be used for distance learning or on-campus learning to avoid schedule disruption when
increasing or decreasing campus use through hybrid phase-ins levels
Proposed year-long schedules:
● 3x3 with skinny schedule
● A/B block schedule
M/T/T/F designated for synchronous learning for 2020-2021 school year regardless of phase-in level
W designated for asynchronous learning for 2020-2021 school year regardless of phase-in level
15MBMS - Draft Possible Schedule
ELEMENTARY - Draft Possible Schedule
The elementary schedule will include regular instruction for science lab, library, PE (grades 1-5), and music
(grades 3-5)
Kindergarten Sample Schedule
First Grade Sample Schedule
Third Grade Sample Schedule
Fourth Grade Sample Schedule
Fifth Grade Sample Schedule
Sample Music Schedule
16SPECIAL DAY CLASS
● Recommendations
○ Determine how services will be delivered and include the information in the Student Distance
Learning Plan inclusive of all special education and related services
○ Utilize support staff to work with students, for example during asynchronous learning, gen ed
synchronous lessons using chat features, break out rooms, etc. and other various tools to
support inclusion in general education
○ Enable Zoom features to facilitate communication between staff and students (i.e. individual
chat feature, polls)
○ Asynchronous learning may include but not limited to Freckle, TeachTown, Boom cards,
Unique, and other instructional programs/assessment tools (for ongoing data collection)
○ Synchronous learning to include structured and unstructured times for social connection (i.e.
lunch bunch clubs) in addition to academic goal work
○ Collaborate with related service providers (i.e. Speech, Occupational Therapy, School
Psychologists) to work on goals within the classroom.
○ Regular check-ins with family (beginning of the year meeting/interview, surveys/check-ins)
○ IEP team will help to provide parent partnership/coaching for learning at home (activities to
support goals, behavior strategies to access learning etc.)
○ Teacher/staff collaboration, job-alike groups and professional learning
○ Allotted time to be determined and will be based on school schedule and distance learning
plan
17LEARNING RESOURCE CENTER/LEARNING CENTER
● Recommendations
○ Determine how services will be delivered and include the information in the Student Distance
Learning Plan inclusive of all special education and related services
○ Utilize support staff to work with students, for example during asynchronous learning, gen ed
synchronous lessons using chat features, break out rooms, etc. and other various tools to support
inclusion in general education
○ Enable Zoom features to facilitate communication between staff and students (i.e. individual chat
feature, polls)
○ Develop Student Distance Learning Plans in collaboration with related service providers and parents
○ Access to general education lesson/activities (i.e. Google Classroom)
○ Asynchronous learning to include but not limited to (Razz kids, Readworks, Lexia Core5/powerup,
Khan Academy)
○ Synchronous learning to include and not limited to work to help address IEP goals
○ SEL- Consistent and ongoing
○ Combination of whole group, small group and 1:1 sessions, as appropriate to support instructional
and social-emotional learning
○ Collaborate with related service providers (i.e. Speech, Occupational Therapy, School Psychologist to
connect goal work across settings.
○ Maintain ongoing communication/consultation with families
○ Teacher/staff collaboration, job-alike groups and professional learning
○ Allotted time to be determined and will be based on school schedule and distance learning plan
RESOURCE CLASS (In Academic Areas)- Secondary Level
● Recommendations
○ Determine how services will be delivered and include the information in the Student Distance
Learning Plan inclusive of all special education and related services
○ Utilize support staff to work with students, for example during asynchronous learning, gen ed
synchronous lessons using chat features, break out rooms, etc. and other various tools to support
inclusion in general education
○ Enable Zoom features to facilitate communication between staff and students (i.e. individual chat
feature, polls)
○ Resource classes follow the essential standards for the subject area and are aligned with general
education curriculum
○ Access curriculum (i.e. Google Classroom and other platforms)
○ Asynchronous learning to include but not limited to (presentations, independent work, materials to
address IEP goals)
○ Synchronous learning to include and not limited to lessons via distance learning
○ SEL- Consistent and ongoing
○ May use small group via distance learning platforms
○ Maintain ongoing communication/consultation with families
○ Teacher/staff collaboration, job-alike groups and professional learning
○ Allotted time to be determined and will be based on school schedule and distance learning plan
18RELATED SERVICES
***Related services will be delivered during the school day
***These services are based on your child’s specific IEP
Speech
● Recommendations
○ Determine how services will be delivered and include the information in the Student Distance
Learning Plan inclusive of all special education and related services
○ Synchronous learning may include distance learning via zoom or other platforms
○ Asynchronous learning may include but not limited to access to materials in google classroom
such as Boom Cards, Kahoot, activities in Google Classroom, Hearbuilder
○ Teacher/staff collaboration, job-alike groups and professional learning
○ Allotted time to be determined and will be based on school schedule and distance learning
plan
Occupational Therapy/Physical Therapy/Adaptive PE
● Recommendations
○ Determine how services will be delivered and include the information in the Student Distance
Learning Plan inclusive of all special education and related services
○ Distribute a set of personal equipment to each student as needed for APE
○ Synchronous learning for OT services may include OT/COTA participation in small group, class
Zoom (individual/group) following directed teaching
○ Asynchronous learning may include at home activities
○ Teacher/staff collaboration, job-alike groups and professional learning
○ Allotted time to be determined and will be based on school schedule and distance learning
plan
Psychologists/Counseling
● Recommendations
○ Determine how services will be delivered and include the information in the Student Distance
Learning Plan inclusive of all special education and related services
○ Synchronous learning may include counseling / groups via distance learning
○ Asynchronous learning may include access to materials (social stories, videos, mindfulness,
DBT/CBT strategies) to help with social emotional needs via google classroom or other
platforms
○ Services will be addressed according to IEP DIS Counseling goals of individual student
○ More specific SEL tools related to IEP goals (using evidence based practice)
○ Teacher/staff collaboration, job-alike groups and professional learning
○ Allotted time to be determined and will be based on school schedule and distance learning
plan
***Related services will be delivered during the school day
***These services are based on your child’s specific IEP
19Behaviorist (BCBA)
● Recommendations
○ Determine how services will be delivered and include the information in the Student Distance
Learning Plan inclusive of all special education and related services
○ Collaborate with staff to develop clear schedules for students
○ Participation in class Zoom following directed lesson to target skills
○ Behavior goal data collection within Zoom sessions
○ Provide coaching to staff (including support staff) and parents on implementation of behavior
supports via Zoom
○ Schedule parent consultation for behavior support related to accessing distance learning
○ Assist with social and life skill learning
○ Teacher/staff collaboration, job-alike groups and professional learning
○ Allotted time to be determined and will be based on school schedule and distance learning
plan
IBIs/Instructional Assistants
● Recommendations
○ Determine how services will be delivered and include the information in the Student Distance
Learning Plan inclusive of all special education and related services
○ Provide instructional and behavioral support to assigned students within special and general
education settings using various platforms (i.e. using Zoom chat, Zoom break-out rooms, etc.)
○ Review classroom content/material and provide feedback to students (i.e. Google Classroom)
○ Collect data on student progress (as required)
○ Teacher/staff collaboration; continue professional learning as assigned
○ Allotted time to be determined and will be based on school schedule and distance learning
plan
***Related services will be delivered during the school day
***These services are based on your child’s specific IEP
QUESTIONS?
Contact Case Carrier for general questions, concerns and/or clarification
For specific questions about Speech, OT, PT, APE, School Psychologist please contact DIS provider directly
20LOWER ELEMENTARY CURRICULUM AND INSTRUCTION
TK – Grade 1
Teaching and Learning
● Synchronous - Students and teacher together in real time
○ Teacher-led meaningful and purposeful instruction
○ Small group instruction or 1:1 conferences in core subjects
● Asynchronous - Independent Practice
○ Pre-recorded video lessons
○ Independent practice
○ Online curriculum
Teachers will deliver live instruction in all core subject areas and regularly integrate History-Social Science
and Science content standards into core instruction.
Teachers will utilize live instruction with students daily. This should include a combination of whole group,
small group, and 1:1 instruction.
Teachers will utilize the Workshop Approach in reading and writing and Cognitively Guided Instruction (CGI)
in math.
English Language Arts - California Common Core State Standards (CCSS) Link to Standards
Synchronous Balanced Literacy Learning Opportunities:
● Reading Workshop Minilesson (3-4x / week)
● Writing Workshop Minilesson (3-4x / week)
● Phonics / Word Study Lesson (2-3x / week)
● Read Aloud / Interactive Reading (3-4x / week)
● Small group instruction or 1:1 conferences in core subjects
Asynchronous Learning Opportunities (applying skills and strategies):
● Independent Reading (10-30 minutes / day)*
● Independent Writing (10-30 minutes / day)*
● Freckle Adaptive Skills Practice and/or Assigned Skills Practice (10-15 minutes)
● Phonics / Word study Independent Practice (15-20 minutes)*
*Times will vary depending on student, grade level, and time of year
Curriculum / Online Tools
● Freckle ELA
● Lexia Core5
● Open Court Phonics
● Reading A-Z
● Brainpop
● Scholastic News
● Handwriting Without Tears (TK-K)
21History-Social Science (H-S.S.) Framework and Standards Link to Framework Link to
Standards
Social Justice Standards - Link to Standards
Grade level teams must address how they will teach the H-S.S. standards.
Some teams may choose to departmentalize for H-S.S. All teams will integrate H-S.S. and science with
reading and writing instruction.
Mathematics - California Common Core State Standards (CCSS) Link to Standards
Synchronous Balanced Mathematics (Conceptual Understanding, Application, Procedural Skills & Fluency)
● Math Routines Warm Ups (4x / week)
○ Number of the Day
○ Choral Counting
○ Number Talk
○ True or False
○ Quick Images
○ What Do You Notice?
○ One of These Things
● Math Lesson (4x / week)
○ Story Problem
○ Strategy Share Out
○ Three Act Task
● Small group instruction or 1:1 conferences in core subjects
Asynchronous Learning Opportunities (applying skills and strategies):
● Fact Fluency Games (10-15 minutes / day)
● Freckle Adaptive Skills Practice and / or Assigned Skills Practice (10-15 minutes)
● Counting Collection (10-15 minutes)
Curriculum / Online Tools
● Freckle Math
● Everyday Math
Science - Next Generation Science Standards (NGSS) Link to Standards
Synchronous Science (District Common Science Lessons - see S3 Binders)
● Kindergarten - lessons
● 1st Grade - lessons
● Science Specialists Lab
○ 1st grade - 1x per month
○ 2nd/3rd grades- 2x per month
○ 4th/5th grades- 1x a week
Asynchronous Learning Opportunities (applying skills and strategies):
● Science Specialists Lab / Lesson Videos
● Mystery Science - Activities / Videos
● Observations and Recording of Data
22Curriculum / Online Tools
● S3 Binder (“Super Spectacular Science”)
● Brain Pop Jr
● Mystery Science
● Picture Perfect Books
Physical Education Grade 1- Link to Standards
Synchronous Physical Education
● Short meet up lessons and big Ideas for the week
● Warm ups - Stretch - Main Standard to practice during game or activity
Asynchronous Learning Opportunities (applying skills and strategies):
● Practice main standard idea through the lessons given
● Lessons through Videos, google classroom and/or Seesaw
● Accountable through forms, quizzes, pic and or video of themselves
Visual and Performing Arts (VAPA) - Link to Standards
Synchronous VAPA
● Grade level teams will determine what this will be for their students
Asynchronous Learning Opportunities (applying skills and strategies):
● Grade level teams will determine what this will be for their students
Social and Emotional Learning
Synchronous Social and Emotional Learning
● Deliver 15 lessons from MindUp curriculum throughout the course of the year
● Highlight the competencies that are identified in the SEL Visual Framework and the follow the
calendar shared by the District SEL Committee
● Integrate the SEL LIFE SKILLS into any and all opportunities all day, every day.
● Daily check-in with students
Asynchronous Learning Opportunities (applying skills and strategies):
● Monthly home activities - Shared by District SEL Committee
● Monthly Flipgrid examples of the skills in framework
Curriculum / Online Tools
● Social and Emotional Visual Framework
● MindUP Curriculum - Modified for distance learning
● SEL Resources for staff (from Cheney Public Schools)
● SEL Learning Activities (for online teaching)
● CASEL SEL Roadmap for Reopening School
● MBUSD Virtual Calming Room
● PBIS Tools
● Guidelines for where parents can go for support for their student
● Virtual Calming Room
Support for Staff
● Activities to support staff SEW
Assessment
● Focus group to add: Student needs assessment regarding SEL status
23UPPER ELEMENTARY CURRICULUM AND INSTRUCTION
Grades 2 - 5
Teaching and Learning
● Synchronous - Students and teacher together in real time
○ Teacher-led meaningful and purposeful instruction
○ Small group instruction or 1:1 conferences in core subjects
● Asynchronous - Independent Practice
○ Pre-recorded video lessons
○ Independent practice
○ Online curriculum platforms
Teachers will utilize live instruction with students daily (per AB-77) and regularly integrate History-Social
Science and Science content standards into core instruction. This should include a combination of whole
group, small group, and 1:1 instruction.
Teachers will utilize the Workshop Approach in reading and writing and Cognitively Guided Instruction (CGI)
in math.
English Language Arts - California Common Core State Standards (CCSS) Link to Standards
Synchronous Balanced Literacy Learning Opportunities:
● Reading Workshop Minilesson (3-4 per week)
● Writing Workshop Minilesson (3-4 per week)
● Word Study / Vocabulary/ Phonics Lesson (2nd) (2-3 per week)
● Read Aloud / Shared Reading / Interactive Reading (3-4 per week)
● Small group instruction or 1:1 conferences in core subjects
Asynchronous Learning Opportunities (applying skills and strategies):
● Independent Reading (20 - 45 minutes / day)*
● Independent Writing (20 - 45 minutes / day)*
● Word Study / Vocabulary/ Phonics (2nd) (10-15 minutes / day)*
*Times will vary depending on student, grade level, and time of year.
Curriculum / Online Tools
● Freckle ELA
● Brainpop
● Scholastic News
● Open Court Phonics (2nd)
● Reading A-Z (2nd)
24History-Social Science (H-S.S.) Framework and Standards Link to Framework Link to
Standards
Social Justice Standards - Link to Standards
Grade level teams must address how they will teach the H-S.S. standards.
Some teams will departmentalize for H-S.S. All teams will integrate H-S.S and science with reading and
writing instruction.
Mathematics - California Common Core State Standards (CCSS) Link to Standards
Synchronous Balanced Mathematics (Conceptual Understanding, Application, Procedural Skills & Fluency)
● Math Routines Warm Ups (4x / week)
○ Number of the Day (2nd)
○ Choral Counting
○ Number Talk
○ True or False
○ Quick Images
○ What Do You Notice?
○ One of These Things
● Math Lesson (4x / week)
○ Story Problem
○ Strategy Share Out
○ Three Act Tasks
○ Go Math Lessons
● Small group instruction or 1:1 conferences in core subjects
Asynchronous Learning Opportunities (applying skills and strategies):
● Fact Fluency Games (10-15 minutes / day)
● Freckle Adaptive Skills Practice and / or Assigned Skills Practice (10-15 minutes / day)
● Eureka Mathematics (Engage NY) and / or Go Math Workbook Practice (15-30 minutes)
Curriculum / Online Tools
● Freckle Math
● Zearn
● Think Central
25Science - Next Generation Science Standards (NGSS) Link to Standards
Synchronous Science
● Learning experience/opportunity (2nd & 3rd grade: 1-2x per week)
● Learning experience/opportunity (4th & 5th grade: 3-4x per week)
● District Common Science Lessons - see S3 Binders
● 2nd Grade - lessons
● 3rd Grade - lessons
● 4th Grade - lessons
● 5th Grade - lessons
● Science Specialists Lab
○ 2nd & 3rd grade - 1x every other week
○ 4th & 5th grade - 1x per week
Asynchronous Learning Opportunities (applying skills and strategies):
● Science Specialists Lab / Lesson Videos
● Mystery Science - Activities / Videos
● Observations and Recording of Data
Curriculum / Online Tools
● S3 Binder (“Super Spectacular Science”)
● Stemscopes - 4th and 5th grade only
● Mystery Science - (2nd - 5th grade)
● Brain Pop
● Picture Perfect
Physical Education Elementary 2nd-5th- Link to State Standards Link to National Grade
Level Outcomes
Synchronous Physical Education
● Deliver lessons/content to 1 grade level per day or morning/afternoon allowing for equipment
cleaning etc.
● Deliver grade level content: websites, google classrooms, seesaw, live zooms
Asynchronous Learning Opportunities (applying skills and strategies):
● Deliver content assignments through google classroom, seesaw, YouTube, WeVideo
● Give opportunities to show practice through google forms, classroom and or seesaw
Online Curriculum / Tools needed for Teaching Physical Education
● Teacher - knowledge of student used platforms (Google classroom, breakout rooms, Seesaw,
YouTube, WeVideo)
● Student - Knowledge of platforms
● Equipment - Student and or Family Pack of equipment: Jump rope, gator skin ball, frisbee, bean bag,
chalk, etc.
26Visual and Performing Arts - Link to Standards
Music Grade 3 - Wheel Curriculum (choir, recorder, and violin)
Synchronous Learning
● Live music lessons with music specialists
Asynchronous Learning
● Prerecorded video lessons and/or practice videos
● Independent assignments and assignment feedback (due weekly or as assigned by music teachers)
○ Video assignments
○ Online worksheets (Google forms)
Curriculum/Online Tools
● Lessons and assignments posted on music Google Classrooms weekly
Music Grades 4–5 - Performance Curriculum (choir, band, and strings)
Synchronous Learning:
● Live music lessons with music specialists
○ Full group
○ Small group (instrument sectionals)
Asynchronous Learning:
● Prerecorded video lessons and/or practice videos
● Independent practice on instrument or voice (15-20 minutes, daily)
● Independent assignments and assignment feedback (due weekly or as assigned by music teachers)
○ Video assignments
○ Online worksheets (Google forms)
Curriculum/Online Tools
● Lessons and assignments posted on music Google Classrooms weekly
● SmartMusic (Possible resource for music teachers/students, subscription needed)
Social and Emotional Learning
Synchronous Social and Emotional Learning:
● Deliver 15 lessons from MindUp curriculum throughout the course of the year
● Highlight the competencies that are identified in the SEL Visual Framework and the follow the
calendar shared by the District SEL Committee
● Integrate the SEL LIFE SKILLS into any and all opportunities all day, every day.
Asynchronous Learning Opportunities (applying skills and strategies):
● Monthly home activities - Shared by District SEL Committee
● Monthly Flipgrid examples of the skills in framework
Curriculum / Online Tools:
● Social and Emotional Visual Framework
● MindUP Curriculum
● SEL Resources for staff (from Cheney Public Schools)
27MIDDLE SCHOOL CURRICULUM AND INSTRUCTION
Grades 6 - 8
Teaching and Learning
● Synchronous - Students and teacher together in real time
○ Teacher-led meaningful and purposeful instruction
■ Teachers will deliver live instruction with students daily
○ Small group instruction or 1:1 conferences in core subjects
● Asynchronous - Independent practice
○ Pre-recorded video lessons
○ Independent practice
○ Online curriculum
Grade 6 Humanities - California Common Core State Standards (CCSS) Link to Standards
Synchronous Learning Opportunities:
● Daily live interaction with students (attendance, community building activities, and participation-
written or oral contribution)
● Large and small group instruction (teacher-directed Teaching Points for both Reading and Writing
Workshop, class discussions, peer editing, debates)
● Breakout rooms to facilitate small-group instruction or collaborative projects
● Book Clubs
● 1:1 Conferences
● Cross curricular reading/writing assignments and projects with Social Studies ancient history
Asynchronous Learning Opportunities:
● Grammar lessons
● Independent Reading with jotting/annotations
● Long write responses (to prompts/from jots)
● Practicing writing skills/brainstorming/rough drafts (argumentative, persuasive, narrative)
● Cross curricular focus questions based on Social Studies concepts, with support from literature and
writing assignments (will be used for discussion in synchronous class time)
● Office Hours for questions/conferences
Curriculum / Online Tools
● Google Classroom/Google Docs/forms/slides,(evolving to use more Google Extensions)
● History Alive!
● Kahoot
● Flipgrid
● Padlet
● Newsela
28Mathematics - California Common Core State Standards (CCSS) Link to Standards
● Synchronous
● Asynchronous Learning Opportunities (applying skills and strategies):
● Curriculum / Online Tools
Science - Next Generation Science Standards (NGSS) Link to Standards
● Synchronous Science
● Asynchronous Learning Opportunities (applying skills and strategies):
● Curriculum / Online Tools
History-Social Science Framework and Standards Link to Framework Link to Standards
Social Justice Standards - Link to Standards
Synchronous Learning Opportunities:
● Daily live interaction with students (attendance and participation-written or oral contribution)
● Large and small group instruction (teacher-directed, class discussions, debates)
● Breakout rooms to facilitate small-group instruction and/or collaborative projects (group/partner)
● 1:1 Conferences
Asynchronous Learning Opportunities (applying skills and strategies):
● Independent writing (DBQs/argumentative essays)
● Independent reading (articles, textbook)
● Current Event research/assignments
● Scaffold content questions
● Real-world application assignments (2020 Election unit, social justice connections)
Curriculum / Online Tools
● Edpuzzle
● History Alive!
● Kahoot
● Google Classroom
● Google Forms/Quizzes/Collaborative Docs
● Newsela
● Commonlit
● Penpalschools
● CNN10
● BrainPop
● Flipgrid
● Padlet
29Physical Education - Link to State Standards Link to National Grade Level Outcomes
● Synchronous Physical Education
● Asynchronous Learning Opportunities (applying skills and strategies):
● Online Curriculum / Tools needed for Teaching Physical Education
Visual and Performing Arts - Link to Standards
● Synchronous Physical Education
● Asynchronous Learning Opportunities (applying skills and strategies):
● Online Curriculum / Tools needed for Teaching Physical Education
Social and Emotional Learning
Asynchronous Learning Opportunities (applying skills and strategies):
● Monthly home activities - Shared by District SEL Committee
● Monthly Flipgrid examples of the skills in framework
Curriculum / Online Tools
● Social and Emotional Visual Framework
● SEL Resources for staff (from Cheney Public Schools)
30MIRA COSTA DISTANCE LEARNING SPECIFICS
Grades 9-12
Teaching and Learning
● Synchronous - Students and teacher together in real time
○ Teacher-led meaningful and purposeful instruction
○ Small group instruction or 1:1 conferences in core subjects
● Asynchronous - Independent practice
○ Pre-recorded video lessons
○ Independent practice
○ Online curriculum
High School Textbooks and Resources
To access online instructional materials, every student will have access to a device and the internet;
students/families will communicate needs to school site administration
● Adopt online text materials as the first option (where appropriate)
● Encourage teachers to find/share online resources for text materials
● Survey each teacher to determine hardcopy textbook needs for distance learning
● Only distribute textbooks at teacher’s request
● Further reduce textbook distribution by providing parents/students with a list of textbooks being used
to give parents the option of purchasing books from other sources
Instruction (Delivery)
Set up instructional processes that can go in and out of distance learning through all phases of hybrid access
to campus without interruptions to the learning process. In a hybrid environment, all students are logged into
the lesson simultaneously with a teacher who teaches the synchronous lesson once (meaning the teacher
location during a lecture can be either in the classroom or at home). The teacher teaches the lesson
regardless of location and the student accesses the lesson regardless of location.
Teachers and departments will consider essential standards and clearly define the learning objectives for
each essential standard.
Instructional delivery will be synchronous and asynchronous.
Teachers of the same subjects will align synchronous/asynchronous approaches.
31Demonstrate Progress (Check)
Students will be expected to demonstrate their progress in a number of ways. These opportunities may be synchronous
or asynchronous. For each lesson/unit: teachers will provide assignments, learning opportunities, discussions, informal
checks for understanding, exit tickets, presentations, labs, group projects, performances, etc. In their planning, teachers
will focus their planning on answering the following questions:
● What do we expect our students to learn? (Goals/Expectations)
● How will we know they are learning? (Assessment)
● How will we respond when they don't learn? (Intervention)
● How will we respond if they already know it? (Enrichment/Extension)
In validating a student’s progress, teachers will strive to provide timely feedback in order for the student to know
where they need to improve academically. Please refer to the teacher’s syllabus for details on how progress will be
demonstrated.
Demonstrate Learning (Assess)
The primary goal of instruction is to demonstrate student proficiency of each content piece/thematic unit/or
learning objective.
Course syllabi will address how students will be assessed and what will be required for success.
Teachers will communicate how learning will be demonstrated and assessed at the beginning of each
course/thematic unit/ or learning objective.
Teachers will provide California standards-aligned curriculum and instruction.
Assessments may be synchronous or asynchronous.
Assessment in this instance is meant to be summative, and can be demonstrated through a number of means
such as testing, projects, presentations, discussion.
Engage and Connect
An increased emphasis will be placed on social emotional wellness in a virtual environment. Teachers will be
sensitive and mindful of student progress, both academically as well as emotionally
With the exception of “Asynchronous Wednesdays,” teachers will strive to maximize opportunities to engage
in consistent, live, and synchronous learning. The duration of the daily, synchronous portion will be lesson-
dependent, as well as subject to individual and school-wide disruptions due to unforeseen circumstances.
Teachers will be mindful of timely responses to students and parents. Each teacher will outline in their
syllabus how best to communicate with them to include email, google chat, etc.
Students will be expected to attend class on time, every day. Regular attendance policies will be followed.
Online etiquette will be strictly enforced.
32Academic Integrity
Testing in person should be attempted where/when possible. Online test-taking should be limited to exams
through assessment software. Teachers will strive to build in assessments that allow students to demonstrate
learning without the possibility of cheating.
MCHS is working to establish test taking centers and testing calendars and access to campus as soon as it’s
allowed.
Academic integrity on individual assignments will be addressed by the teacher directly with the student. Each
infraction will be entered in the student’s discipline file.
Cheating on summative assessments will be addressed by school administration and the discipline matrix will
be strictly followed.
Grades
A-F grading system on transcripts according to the semester schedule adopted.
Teachers will strive for consistent and timely inputting of grades into google classroom so students can track
their individual progress.
Make-up work / Flexibility
Teachers will strive to provide maximum (but reasonable) flexibility pertaining to make-up work and due
dates. Students are encouraged to self-advocate and be proactive relative to missed assignments, and
teachers are encouraged to reward students who respectfully self-advocate.
Social and Emotional Learning
Asynchronous Learning Opportunities (applying skills and strategies):
● Monthly home activities - Shared by District SEL Committee
● Monthly Flipgrid examples of the skills in framework
Curriculum / Online Tools
● Social and Emotional Visual Framework
● SEL Resources for staff (from Cheney Public Schools)
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