Starting the 2020-2021 School Year in Remote Teaching & Learning - August 5, 2020 - Edition
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Starting the 2020-2021 School Year
in Remote Teaching & Learning
August 5, 2020 - Edition
Message from the Superintendent
Dear CVUSD Families:
The 2020-21 school year will kick off on August 19, our teachers and staff are excited to welcome their students
and families for a year of unique learning and personal growth. As the reopen nears, I’d like to share my gratitude
for our District’s dedicated teachers and staff, our engaged families and our supportive community
partners for the feedback and overwhelming commitment to making this school year a great one for
all students.
This document includes comprehensive schedule information for all grade levels. It outlines important
adjustments that have been made to the middle school and high school schedules over the summer
based on guidance from public health officials. This document also showcases how our Remote
Dr. Mark McLaughlin
Learning will provide students with significantly improved and enhanced learning experiences when
Superintendent compared to the emergency mode of distance learning that took place last spring.
All schedules still include a morning and an afternoon cohort, Cohort A and Cohort B, and the same dedicated time
of live-instruction that was previously communicated to you. However, after continued conversation with our school
site leaders and educators - we have adjusted the number of periods middle school students take each week and the
number of class periods high school students take per quarter:
• Middle school students will take all six periods across ten school days
• Our comprehensive high school students will take three courses each quarter
• All students will learn the same material per semester as they typically would
The structure CVUSD has developed for Remote Learning will provide smaller cohort class sizes than traditional
classrooms, to allow for more engagement and direct instruction with students during the live-virtual portions of the
day, while saving the more independent portions of typical class time (research, projects, group work, etc.) for the
reinforcement periods of the day. Our schedules are structured to allow for a seamless transition between Remote
Learning and Blended (on campus) Learning when health orders call for changes. That is why our school schedules
will continue to function, regardless of health orders, based on the schedules included within this document.
We understand our schedule for Remote Learning for all students may look different from surrounding districts and
below are our specific reasons:
• Smaller class sizes combined with multiple points of live-virtual instruction allows teachers to more frequently
assess student learning and adjust instruction as needed to ensure mastery of content standards for all students.
It will allow teachers to evaluate and determine student skill levels to inform instruction with an emphasis on
addressing learning loss.
• Small cohorts create the opportunity for teachers to closely assess students’ skills and quickly adjust their
instructional strategies and materials. Additionally, the small groups allow intensive engagement with our
English Learners, students with special education needs, and opportunities for one-on-one attention to
individual students that may need in-class intervention. Based upon teacher and family feedback from live
virtual engagement at the end of the 2019-2020 school year, the larger the group the less student engagement.
• Our schedule will allow for an efficient transition to on-campus instruction and adherence to social distancing,
lessening confusion for students when returning to campus.
• Fewer courses a day allow students to concentrate on deeper learning both with their teacher/class during
“live-virtual” instruction as well as through the reinforcing activities, assignments, and practice.
• Our schedule considers the need to balance on screen and off screen time.
• The ability for the teacher to extend learning opportunities and provide enrichment activities for our students
who can extend beyond the grade level content.
• In collaboration and partnerships with our teachers association schedules were developed and agreed upon
through negotiations to reflect the impact of COVID-19 on school schedules (teacher weekly contacts, student
contacts, contact tracing, school-level safety routine and procedures, and PPE).
Each CVUSD school is unique and as we lead up to the first day of school your student’s school site will be in
contact with important information regarding teacher assignments, class schedules, material pick-up dates and more.
The focus of the first few days of school will be similar to the typical school year where routines, social-emotional
connections, procedures and expectations will be taught and established.
We remain committed, now more than ever, to creating a new sense of normal for our students. The health and safety
of our students and staff remains paramount. Our school year schedules afford us the flexibility to keep safety in the
forefront, while providing uninterrupted learning for all students throughout the 2020-2021 school year.
Sincerely,
Dr. Mark McLaughlin
Proud Superintendent of Conejo Valley Unified School District
Table of Contents TK - 2nd Grade Remote Learning....................................................................................Page 4 3rd - 5th Grade Remote Learning....................................................................................Page 5 Middle School Remote Learning.......................................................................................Page 6 High School Remote Learning...........................................................................................Page 7 Existing Alternative Teaching & Learning Programs................................................Page 8 What Will Be Different?....................................................................................Page 9 - Page 11 Phasing Model.........................................................................................................................Page 12 Learning Management System, Canvas.......................................................................Page 13 Attendance, Grading, Materials & Technology..........................................................Page 14 Special Education..................................................................................................................Page 15 Social-Emotional Learning.................................................................................................Page 15 English Learners.....................................................................................................................Page 16 McKinney-Vento.....................................................................................................................Page 17
TK - 2nd Grade Remote Learning
FEATURES:
• Small cohorts are necessary to allow for the transition into on-campus instruction for
those who selected the Blended Teaching and Learning model, when the health orders
allow and the decision is made to make this transition.
• Five days per week of 130 min live-virtual instruction.
• Small student to teacher ratios - approximately 12-15 students in each cohort.
• Daily social-emotional learning lessons.
• Instructional emphasis on language arts and math.
TK-2ND GRADE - SAMPLE DAILY SCHEDULE
Cohort A: 8:30 am to 11:00 am Cohort B: 12:30 pm to 3:00pm
10 minutes Opening/Class Meeting
60 minutes Language Arts Lesson, English Language Development, Small Groups
and 1:1
20 minutes Movement Break and Snack
15 minutes Social Emotional Learning /Community Time
45 minutes Math Lesson, Small Groups and 1:1
11:00 am -
12:30 pm Lunch - There will be a 90 minute break between cohorts
REINFORCING ACTIVITIES
During the time when students are not participating in the live-virtual portion of their cohort, they
will be assigned Reinforcing Activities to practice foundational skills, solidify current learning,
complete assignments, and engage in grade level specific practice. Approximate minutes for
Reinforcing Time are:
Grades TK & K: 30 Min./Day
Grades 1 & 2: 80 Min./Day
WHAT WILL REINFORCING ACTIVITIES LOOK LIKE?
Teachers will assign daily reinforcing activities based on the day’s lessons.
Also, students will have opportunities for enrichment and support via Specialists and Counselors.
• Physical Education, Music, Dance, Art • School Counselor Check-ins and Small
Specialists Group Opportunities
• Math Fact Practice - hard copy or software • Printing, cutting, coloring and other fine
• Independent Reading, Word Families, motor activities provided by the schools
Flashcards • SeeSaw Activities that practice standards
and spiral learning
Page 4
3rd - 5th Grade Remote Learning
FEATURES:
• Small cohorts are necessary to allow for the transition into on-campus instruction for
those who selected the Blended Teaching and Learning model, when the health orders
allow and the decision is made to make this transition.
• Five days per week of 130 minutes of live-virtual instruction.
• Small student to teacher ratios - approximately 12-15 students in each cohort.
• Daily social-emotional learning lessons.
• Instructional emphasis on language arts and math.
3RD-5TH GRADE - SAMPLE DAILY SCHEDULE
Cohort A: 8:30 am to 11:00 am Cohort B: 12:30 pm to 3:00pm
10 minutes Social Emotional Learning/Opening/Class Meeting
Language Arts Lesson, English Language Development, Small Groups
60 minutes and 1:1
20 minutes Movement Break and Snack
40 minutes Math Lesson - Whole Group
20 minutes Science/Social Studies Lesson Whole Group
11:00 am -
12:30 pm Lunch - There will be a 90 minute break between cohorts
REINFORCING ACTIVITIES
During the time when students are not participating in the live-virtual portion of their cohort,
students will complete Reinforcing Activities to practice foundational skills, solidify current
learning, complete assignments, and engage in grade level specific practice. Approximate minutes
for Reinforcing Time are:
Grade 3: 80 Min./Day
Grades 4 & 5: 90 Min./Day
WHAT WILL REINFORCING ACTIVITIES LOOK LIKE?
Teachers will assign daily reinforcing activities based on the day’s lessons.
Also, students will have opportunities for enrichment and support via Specialists and Counselors.
• Printing, cutting, coloring and other fine
• Physical Education, Music, Dance, Art motor activities provided by schools
Specialists • Preparatory information for the following
• Math Fact Practice - hard copy or software day’s lesson (Flipped Classroom)
• Independent Reading Minutes (Reading Log) • Progress assignments toward a long term
• School Counselor Check-ins and Small project
Group Opportunities
Page 5
Middle School Remote Learning
HIGHLIGHTS:
• All six periods taught across ten school days.
• Due to COVID-19 cases and concerns, splitting this 3 period rotation into alternating
weeks enhances health and safety by reducing the number of weekly contacts for
students and staff when CVUSD returns to on-campus (Blended) learning.
• Five days per week of 130 minutes live-virtual instruction.
• Small student to teacher ratios – approximately 15 students in each cohort.
• Weekly lessons/activities on social emotional learning and well-being.
SAMPLE SCHEDULE FOR WEEKS 1, 3, 5...
Cohort A: 9:00 am to 11:30 am Cohort B: 1:00 pm to 3:30pm
Monday Tuesday Wednesday Thursday Friday
65 minutes Class Period Period 1 Period 3 Period 2 Period 1 Period 3
20 minutes Break
65 minutes Class Period Period 2 Period 1 Period 3 Period 2 Period 1
11:30 am - 1:00 pm Lunch - There will be a 90 minute break between cohorts
3:30 pm - Athletics, Co-Curriculars, Clubs (virtual)
SAMPLE SCHEDULE FOR WEEKS 2, 4, 6...
Cohort A: 9:00 am to 11:30 am Cohort B: 1:00 pm to 3:30pm
Monday Tuesday Wednesday Thursday Friday
65 minutes Class Period Period 4 Period 6 Period 5 Period 4 Period 6
20 minutes Break
65 minutes Class Period Period 5 Period 4 Period 6 Period 5 Period 4
11:30 am - 1:00 pm Lunch - There will be a 90 minute break between cohorts
3:30 pm - Athletics, Co-Curriculars, Clubs (virtual)
CLICK HERE TO VIEW SCHEDULES WITH COHORT SPECIFIC TIMES
REINFORCING ACTIVITIES
During the time when students are not participating in the live-virtual portion of their cohort, students
will complete reinforcing activities, assignments or practice to strengthen foundational skills and
solidify current learning. Teacher determined assignments will only be given for the three class periods
that students are accessing during that particular week. This enables students to ask questions and
get feedback directly from their teachers while supporting students’ focus and organization for that
week’s classes. Approximate time for Reinforcement Activities are:
6th-8th Grade: 110 Min./Day
Page 6
High School Remote Learning
HIGHLIGHTS:
• Three courses taught per quarter.
• Due to COVID-19 cases and concerns, splitting the semester course-load into quarters
enhances health and safety by reducing the number of overall contacts for students
and staff when CVUSD returns to on-campus (Blended) learning.
• Students will cover the same material per semester as they would in a typical semester.
• Five days per week of 130 minutes live-virtual instruction
• Small student to teacher ratios - approximately 15 students in each cohort.
• With three classes that meet more frequently, students will have the advantage of building
stronger connections with their peers and teachers, and will allow for a greater emphasis
on the social emotional wellbeing of students to take place.
CLICK ON THE SCHOOL LOGOS TO VIEW SAMPLE SCHEDULES
REINFORCING ACTIVITIES
During the time when students are not participating in the live-virtual portion of their
cohort, students will complete reinforcing activities, assignments or practice to strengthen
foundational skills and solidify current learning. Teacher determined assignments will only
be given for the three class periods that students are accessing during that particular
quarter. This enables students to ask questions and get feedback directly from their teachers
while supporting students’ focus and organization for that week’s classes. Approximate
time for Reinforcement Activities are:
9th-12th Grade: 110 Min./Day
Page 7
Existing Alternative Teaching
& Learning Programs
Students enrolling in one of our three Existing Alternative Teaching & Learning Programs:
SHINE Homeschool, Century Academy or Independent Study for the 2020-2021 school
year will follow individualized schedules. A member of our SHINE Homeschool, Century
Academy or Independent Study teams will be in contact with families that have enrolled
their students in these programs prior to the first day of school. Communication from
these Programs will detail program overview/expectations, schedule creation and/or
schedule management and more.
Page 8
What Will Be Different?
CVUSD’s Remote Learning for the 2020-2021 school year will provide students with significantly
improved and enhanced learning experiences. During the Spring of 2020, CVUSD’s emergency
model of Distance Learning provided a basic framework and support for continuity of learning.
However, for Fall 2020, teachers will be prepared to deliver instruction online via Canvas, a
Learning Management System, and will provide daily, live-virtual instruction via Zoom. On
page 9, page 10, and page 11 is an overview of the comparison.
Page 9
What Will Be Different?
Page 10What Will Be Different?
Page 11Phasing Model
The safety of our students, staff and families is paramount. In accordance with the current
orders from the California Department of Public Health (CDPH) and the Ventura County
Department of Public Health (VCPH), CVUSD will begin the 2020-2021 school year on
Wednesday, August 19, 2020 with Remote Learning for all students (Phase 1 shown below).
The decision and time frame to transition between the Phases will continue to be based on
CDPH and VCPH orders. CVUSD is prepared to quickly transition from one Phase to the next,
when health orders allow and the decision is made to make a transition.
Page 12Learning Management System
For the 2020-2021 school year CVUSD will be utilizing a standardized Learning Management
System: Canvas. Canvas offers students, teachers and parents a singular, easy to use
system with improved organization, accessibility features, teacher collaboration, students
assessments, progress monitoring, and usage analytics. At a future date, login instructions
will be provided by school sites for all students and parents/guardians to create their Canvas
accounts.
In the interim, we encourage students and parents/guardians to familiarize themselves with
Canvas via the below linked video tutorials.
The District will also be providing a family webinar series prior to the first day of school
that will cover a variety of important topics - including Canvas. Please stay tuned for future
communication with dates and information regarding upcoming webinars.
Canvas Video Tutorials for Students Canvas Video Tutorials for Parents
Canvas Overview Canvas Overview for Parents
Canvas Student App Canvas Parent App
Assignments Overview How to Add Additional Students to Your
Account
Calendar Overview
Dashboard Overview
New Quizzes OverviewAttendance
Student attendance is required and will be taken on a daily basis. The CVUSD and Ventura
County standard attendance accountability measures through the School Attendance Review
Team and School Attendance Review Board will be in place next year.
Grading
Grading in the 2020-2021 school year will look a lot different than it did during the emergency
distance learning last spring. Students will be returning to the traditional grading practices
and systems for this school year. The “Do No Harm” or Pass/No Pass grading practices that
were applied during the emergency closure will no longer be utilized. Your student’s teacher
will provide specific expectations for grades at the start of the year.
Materials & Technology
Students will have access to school materials, including textbooks, workbooks, and other
school materials. Students and families will be able to pick up these materials, including
requested technology devices on designated dates that are communicated to them by their
school site teams and/or the District’s technology department.
CVUSD is proud to continue to provide students with Chromebook devices, upon request, as
part of our Technology Department’s Technology Device Loaner Program to support Remote
Learning in the 2020-2021 school year. To borrow a device for your TK-12 student(s), please
fill out this Chromebook Request Form - English - Spanish. After completing the request
form, a representative from the IT team will follow-up with you regarding the pick-up of the
device(s). If your student is already in possession of a CVUSD Chromebook as part of the
Loaner Program, no action is needed, and your student may continue to borrow the device
without interruption.
If your student does not currently have internet access at home, or will be losing internet
access in the near future, please contact Shauna Ashmore, Director of Student Support
Services at sashmore@conejousd.org or (805) 497-9511 ext. 3321 to discuss how the District
can assist you in securing internet for your student to engage in Remote Learning.
Page 14Special Education
Special Education services will continue to be offered during Remote Learning. For students
who receive specialized academic instruction services through the Learning Center, services
and supports will be provided outside of the students’ general education instructional block
time based on the cohort they are enrolled in. For students in middle school, high school, and
specialized programs receiving Specialized Academic Instruction, services will be provided
during the instructional core block/cohort in which the student is enrolled as well as through
case management support and continued supports through accommodations in the general
education setting (co-teaching, accommodations, paraeducator support).
All students with an IEP will receive instruction and related services via live-virtual instruction
with their special education teacher/provider. Related services will be provided before
and/or after the direct instructional block depending on the cohort your child is enrolled in.
Additionally, paraeducators will be utilized to provide support individually and/or in small
groups in specialized programs or during the core instructional block as well as after or before
the instructional block to support previously taught skills.
Social Emotional Learning
Addressing the social-emotional and mental health needs for our students is a priority. To
support this priority our school counselors, school psychologists and mental health clinicians
are collaborating with teachers and administrators to ensure proper interventions are in place
when school reopens on August 19, 2020.
Students TK through 8th grade will receive social emotional learning lessons as part of the
core instructional block. Secondary students identified through the Student Study Team (SST)
process who are experiencing mental health challenges will receive individual school-based
mental health support outside of the core instructional day through the Wellness Counseling
Program. Students with mental health services on an Individualized Education Plan (IEP) will
also receive school-based mental health services outside of the core instructional block, as
not to interrupt direct teaching time.
Page 15English Language Learners
Comprehensive ELD Instruction
For students who are English Learners, both designated and integrated English Language
Development (ELD) instruction and support will continue to be provided. In TK-5 grades,
the integrated ELD will be provided via your child’s general education class during the ELA
direct instructional portion of their school day. In 6-12 grades, integrated ELD will be provided
during their ELD period and/or the Mathematics embedded instruction.
Integrated ELD
Examples of integrated ELD during ELA include scaffolds to provide the learner access
to grade level content in the linguistic areas of literacy such as phonological awareness
(using contrastive analysis), syntax (leveled sentence frames), semantics (strategic graphic
organizers), and pragmatics (analyzing context and its cultural relevance) to name a few.
Examples of integrated ELD during Math include scaffolds such as deconstructing the
mathematical language used in word-problems, building concepts through vocabulary
development, and using Hypothetical Graphic Organizers (HGO) to scaffold concepts.
Designated ELD
In K-5 grades, the designated ELD will be provided before and/or after your child’s direct
instructional time as designed by the classroom teacher. In 6-12 grades, students have a
designated ELD period. Examples of how we will provide this designated ELD include the
direct focus on the ELD Standards (Collaborative, Interpretative, Productive and How English
Works) in order to support the acquisition of communication skills such as using comparison
language, argumentative language, narrative language and expository language to name a
few. The literacy and writing instructional focus is designed to meet the bridging stage of
language acquisition. Designated ELD instruction is tailored to the proficiency level of the
student group as they move toward the performance levels of emerging, expanding and
bridging.
Page 16McKinney-Vento
We recognize that some of our families are struggling with housing insecurities, are in need of
extra support in order to access and engage with their school, teachers, peers and curriculum.
With that in mind, we want to reassure you that the following plans are being developed for
students and families that qualify for additional supports under McKinney-Vento:
All:
• A meeting with Principals of each grade span will be held to discuss the unique academic
and social emotional needs of students and families that qualify for additional supports
under McKinney-Vento, and to develop an explicit plan for providing interventions and
supports within the school day
Elementary
• Before/after cohorts, and in between cohorts as possible, provide live-virtual and
teleconference sessions with students/families
• Check on engagement with Remote Learning
• Provide support in navigating online platforms
• Provide regular, standards-based math and literacy support
• Maintain positive connection to adults on campus, receive social-emotional supports as
needed
• Receive information on and access to community resources to support housing/rent, food,
clothing and school supplies
Middle School
• Before/after cohorts, and in between cohorts as possible, provide live-virtual and
teleconference sessions with students/families
• Check on engagement with Remote Learning
• Provide support in navigating online platforms
• Provide regular, standards-based math and literacy support
• Maintain high school readiness path in consideration of unique program offerings at each
high school, as well as honors and AP level courses and specialized elective offerings
• Receive information on and access to community resources to support housing/rent, food,
clothing and school supplies
High School
• Before/after cohorts, and in between cohorts as possible, provide live-virtual and
teleconference sessions with students/families
• Check on engagement with Remote Learning
• Provide support in navigating online platforms
• Provide regular, standards-based math and literacy support
• Maintain graduation-readiness path and A-G requirements
• Receive information on and access to community resources to support housing/rent, food,
clothing and school supplies
Page 17Conejo Valley Unified School District
Stay connected to CVUSD, download the CVUSD Mobile App, and follow the
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