High School Distance Learning 2.0

High school students will participate in distance learning five days a week. Students will engage with learning tasks given to them by their teachers in a variety of ways:

Live class sessions conducted via Webex. Students will have live instruction in each of their classes twice a week. Each class will offer two 25-30 minute live sessions each week. Live, direct instruction may take place with the whole class or in small groups.  

Recorded video lessons and offline assignments posted in Schoology for students to work on independently each week.

Connections With TeachersIndividual connections with teachers to receive support and help where needed.


No Learning Groups in Distance Learning

Learning Group assignments (Group A, B, and existing Distance Learners) are suspended during Distance Learning. All students participate in their classes together each day.

Many high school students have already been doing Distance Learning on a slightly modified schedule than what students in the Hybrid Model had. These existing Distance Learning students will now be learning in the same schedule as their peers coming from the Hybrid Model. All students are expected to make the time to attend their live class sessions and complete assignments on time. If there are unique situations that prevent a student from attending regularly scheduled classes, they must work with their teacher to make a plan that works for them.


Distance Learning Schedule

Daily: Assignments and activities for the day will be posted or communicated to students/families by 8:00 a.m.

Weekly: Overviews of larger assignments, tests and daily class Webex meeting links will be posted by each teacher for each class by Monday morning at 8:00 a.m. on Schoology. 

Time allocation: Each week, students should expect to spend approximately 3 hours on each class, including live instruction and independent learning/homework. Students in AP courses may spend additional time on those classes.

Distance Learning 2.0 High School Schedule

Wednesday Expectations

Cougar/Panther Time: Students will begin their Wednesdays by joining their fourth hour class for a 30-minute meeting that will focus on connecting with one another, watching school announcements and social-emotional learning.

Academic Seminar: Each Wednesday, students may participate in up to three Academic Seminars, which is a time set aside for students to meet with teachers for remediation, reteaching, study groups, enrichment

Independent work: Students are expected to spend time completing work that has been assigned independently on Wednesdays 

Intensive time: Teachers will use the scheduled intensive time each day to reach out to students who are struggling in their classes and/or their families to understand concerns and create a plan for success. 

Material pick up: If a student finds that they need materials they do not have, they may be able to pick up those materials on Wednesdays.


Grading and Assessment

Grades are reported as A, B, C, D, F, P (pass) or NC (no credit). Teachers update student scores and grades in Infinite Campus on a weekly basis. 

Teachers will get weekly D and F grade reports emailed to them with all their students who are struggling so they can reach out and help students. Teachers will reach out to these students during the Intensive Time of the schedule, which begins at 2:00 p.m. every day.


Attendance

Attendance will be taken every day during live learning sessions. It is the students’ responsibility to participate in class and complete their assigned work. Students’ engagement in class and assigned work will count towards daily attendance.

Teachers will report attendance in Infinite Campus during each learning period. Students will be marked present for active online engagement or direct interaction during each class, such as:

  • Participation in a live group interaction on Webex
  • Phone call or messages exchanged between teacher and student or parent
  • Accessed Schoology during the day
  • Completion of assignments (this could include work completed with case manager, etc.)

There may be unique situations that impact a student’s ability to attend live Webex classes during the regularly scheduled class period. Students who cannot attend at the regular time should work with their teacher to find a plan that works. Unique situations include:

  • PSEO Students 
  • Students with jobs who must work to help supplement family income
  • Students who must provide child care for younger siblings
  • Students with poor internet service due to the service itself, or from poor performance due to multiple siblings/parents working at home all connecting at the same time
  • Illness

Classroom and School Supports

Social-emotional learning is a critical component for student success, regardless of the instructional model. Lakeville Area Schools is committed to the social, emotional, and behavioral success of all students, especially during this unprecedented time. We recognize your child’s success will result from positive and predictable environments that cultivate connection and sense of belonging, teach skills to build resilience and navigate uncertainty, and detect struggles as they happen.

We recognize students are experiencing a variety of feelings and thoughts about the adjustments they will experience this school year, which can result in disengagement. Throughout the school year, buildings will monitor student progress for signs of academic, social, emotional, and behavioral struggles. If we detect emerging concerns, we will work with students and families to identify effective strategies and supports that promote engagement and student success.

Individualized Support Services

Special education students will receive services based on their Individualized Education Programs (IEP/ IFSP for Early Childhood students).  In some rare instances, students receiving special education services may be in need of additional in-person or online services based on IEP needs. The following data will be reviewed to determine if additional support is needed in order for the student to receive a Free and Appropriate Public Education (FAPE):
  • IEP goals and objectives
  • Related Service needs          
  • Federal Setting  
  • Positive Behavior Support plans
  • Progress on IEP goals and objectives during Distance Learning in the 2019-20 school year. 

Changes in Special Education services will be developed through discussion by the IEP team once school staff return to work.   

The district will follow state guidance regarding staff personal protective equipment (PPE) for all students who need personal and/or medical care.  
Lakeville Area Schools will meet MDE and federal requirements for English Learners. We recognize that students may have a variety of needs and we are committed to supporting these learners. Services will be provided based on a student’s level of language development and academic progress. Student assessment will be provided face-to-face in accordance with MDH/MDE guidelines.
Section 504 of the Americans with Disabilities Act protects individuals from discrimination based on their disability. To be eligible for protection, students must have a documented disability that impacts a major life function. School building 504 coordinators will review plans to determine if changes or updates need to be made for them to participate successfully in a Hybrid Learning Model or Distance Learning Model. If a student’s disability prevents them from complying with any safety measures required by the district, the district may request documentation of the need for an exemption from the student’s physician. The district will provide all required materials or supports to ensure students with 504 plans have equal access to the school environment.

For new 504 plans, the district may meet requirements under Section 504 of the Americans with Disabilities Act for evaluation and communication without a face-to-face meeting. 

We recognize that under Section 504 student may:
  • Have a disability that precludes them from wearing a face covering or other personal protective equipment
  • Require additional supports or materials to learn in a Distance Learning Model or Hybrid Learning Model
  • Be exempt from certain elements of a Distanced Learning model or Hybrid Learning model 
  • Not have met requirements for a Section 504 plan in the past but require accommodations to access learning in a distanced/hybrid model
School building homeless liaisons and the district McKinney-Vento coordinator will work collaboratively to provide an individualized plan of support for students and families experiencing homelessness. There are several key protections under the McKinney-Vento Homeless Assistance Act that will impact student learning in a Hybrid Learning Model or Distance Learning Model. 

We recognize that students experiencing homelessness or who are unaccompanied may need additional technology and resources to access learning, require additional time and support to complete online work or need to receive communication intended for parents/guardians. 

Students who are homeless or unaccompanied may not be prevented from enrolling in and beginning school if they are in a quarantine period due to moving from another state/country.

Children who are homeless are entitled to educational benefits including transportation and free breakfast and lunch and have the right to remain in their school of origin. If your family is experiencing homelessness, including living with another family or in a temporary living facility due to loss of housing or financial hardship, please call 952-232-2072 or email megan.reikowski@isd194.org.
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