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STRONG START PLAN

SABINE PARISH SCHOOL BOARD

TO INSPIRE

TO EDUCATE TO CHALLENGE

TO ACHIEVE

THE SCHOOL BOARD OF SABINE PARISH SCHOOLS

TERRELL SNELLING District 7, Board President

DR LEAH V. BYLES District 2, Vice President

DARON CHANDLER District 1

SPENCER FAUST District 3

KOWONNO GREENE District 4

GENEVIEVE GORDON District 5

DONALD GARCIE District 6

DONALD H. REMEDIES District 8

DALE SKINNER District 9

SUPERINTENDENT

DR SARA EBARB Superintendent

SABINE PARISH SCHOOL BOARD

COVID-19 & CARES Act Educational Response

FOUR PRIORITIES

• 1:1 DEVICE & INTERNET ACCESS PROGRAM

• ELL SUPPORT

• SERVICES FOR OUR STUDENTS WITH DISABILITIES

• PROFESSIONAL DEVELOPMENT FOR OUR EDUCATORS

TECHNOLOGY NEEDS

• The district intends to combine these four priorities in order to meet and identify the academic needs of our students. Our plan includes professional development opportunities for our

educators in terms of distance education and communication for our students in the event that we are in a Platooning/Hybrid,

Virtual/Online, or Face- to-Face setting. The devices outlined in this plan include all populations within Sabine Parish,

including both ELL and SPED.

• 1 CHROMEBOOK FOR EACH STUDENT (PK-12)

• 1 LAPTOP OR EQUIVELENT DEVICE PER TEACHER FOR SCHOOL

AND HOME USE (PK-12)

• CRADLE POINTS AND OTHER ACCESS DEVICES TO EXPAND

INTERNET ACCESS TO RELIABLE HIGH SPEED INTERNET ACROSS

THE DISTRICT

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FUNDING

• FORMULA GRANT

• COMPETITIVE GRANT

• GOVERNOR’S FUNDS

SCHEDULING & INSTRUCTIONAL PLATFORMS

• In terms of lessons, this plan includes professional development for educators, communication strategies between the school and the home, as well

as diagnostic testing and analysis. Components of this plan include the following:

• COURSEWORK FOR PLATOONING/HYBRID,

VIRTUAL/ONLINE, OR FACE-TO-FACE

• VIDEO LESSONS FOR STUDENTS

• DISTRIBUTED LESSONS ONLINE FOR ALL

STUDENTS

• ONLINE PD VIDEOS, QUICK-TIPS, & SUPPORT

FOR TEACHERS

• PROCURED ONLINE RESOURCES

•

THE MODEL FOR THE RETURN TO SCHOOL WILL BE DETERMINED BY WHICH PHASE LOUISIANA IS IN AT THAT TIME

SABINE PARISH SCHOOL BOARD

TABLE OF CONTENTS

STRONG START OPTIONS REMOTE LEARNING

• OPTION1: FACE-TO-FACE 5 • ADAPTATIONS 19

• OPTION2: PLATOONING 6 • DELIVERY OPTIONS 20

• OPTION3: REMOTE LEARNING 7 • ASSIGNMENTS & PACING 21

BEST PRACTICES FOR STRONG START 8 ADDRESSING UNFINISHED LEARNING

ROLES IN SUPPORTING STRONG START 9 • SCREENERS 22

CURRICULUM RESOURCES 11 • DIAGNOSTICS 23

PK INSTRUCTIONAL MINUTES 12 • CONTENT SPECIFIC APPROACHES 24

K-2 INSTRUCTIONAL MINUTES 13 • ADAPTIVE SYSTEMS 24

PK-2 SAMPLE WEEK 15 • ATTENDANCE 28

3-12 INSTRUCTIONAL MINUTES 16 GRADING POLICIES 30

3-12 PLATOONING SCHEDULE 17

EXPECTATIONS OF TIME 18

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• K-2 Studies & Science Weekly • Discussion Boards

• Learning Logs • Online Journals

• Quick Writes • PK Frog Street, Family

Learning, & Supplemental

• K-10th IXL • Google Classroom

Assignments • Edmentum

• Exact Path for SPED 30 min/subject/week

• Schools will provide opportunities for students to receive any remediation needed

• Student work will be assessed & graded with guidance provided by the

district & following board policy • The district will follow the LHSAA guidelines for athletics practice/events

• See attendance guidance on page 28

SABINE PARISH SCHOOL BOARD

Strong Start: Face-to-Face

OPTION 1: PHASE III TRADITIONAL SCHOOL SETTING WITH RESTRICTIONS

District-Provided Instructional Materials with

Teacher Support

• Instructional materials are provided by the district for

students to access independently.

• Students receive instruction directly from teacher

using district-provided materials

• Teachers offer online component to supplement

instruction:

• Students should have at least 7 calendar days to complete online

assignments because of Internet availability in some areas

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SABINE PARISH SCHOOL BOARD

Strong Start: Platooning

OPTION 2: PHASE II LIMITED CAPACITY WITH SOCIAL DISTANCING

Teacher-Led Hybrid Instruction

• See platooning schedule for Group A/Group B rotations

• Core subjects prioritized

• Teachers curate and provide materials digitally (e.g., videos,

assignments from district materials or supplemental materials)

which students work on independently and submit.

• Student communication through Google Classroom & Google

Meet

• Online curricular components pending release by state

department

• Exact Path for SPED 30 min/subject/week

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• Schools will provide opportunities for students to receive any remediation needed

• Student work will be assessed & graded with guidance provided by the

district & following board policy • The district will follow the LHSAA guidelines for athletics practice/events

• See attendance guidance on page 28

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SABINE PARISH SCHOOL BOARD

Strong Start: Remote Learning

OPTION 3: PHASE I RESTRICTIONS APPLY

Full Digital/Virtual Instruction Model

• Teacher facilitated 100% digital/virtual instruction

• Teachers will receive coaching on the quality of resources &

instruction by school leadership teams

• Teachers follow the sequence of learning based on district approved

pacing per course

• Resources housed in Google Classroom

• Additional Online curricular components pending release by state

department

• Exact Path for SPED 30 min/subject/week

• Student communication through Google Classroom & Google Meet

• An integrated support model shall be used to provide SPED,

itinerant therapy, and mental services to students

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• Schools will provide opportunities for students to receive any remediation

needed

• Student work will be assessed & graded with guidance provided by the district &

following board policy

• See attendance guidance on page 28

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SABINE PARISH SCHOOL BOARD

Best Practices for Strong Start

General Guidance

• PRIMARY GOAL: Provide students with opportunities to

continue their trajectory of learning. This should consist of

providing students with access to content, support, and

feedback.

• ESTABLISH STRUCTURE: Begin by orienting students and

families to the new environment and creating structure with a

focus on maintaining human interaction.

• CONTINUOUS IMPROVEMENT: Maintain a focus on continuous

improvement. Practices should evolve and improve as we

continue to learn.

• SUPPORTING TEACHERS: School leaders should work to ensure

all teachers have the resources, support, and

flexibility needed to promote student learning to the best of their

ability.

• SUPPORTING STUDENTS AND FAMILIES: Teachers should be

flexible regarding expectations and processes for student

learning, with an understanding that online learning conditions

will vary across students.

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SPECIAL EDUCATION: According to Federal

guidance from the Office of Special Education

and the Office for Civil Rights, if a district closes its schools to slow or stop the spread of

COVID-19, and continues to provide educational opportunities to general education

student populations, the schools must ensure that students with disabilities also have equal

access to the same opportunities. Included in

this requirement, schools must implement the IEP of a student with a disability to the

greatest extent possible. This means every attempt possible has been tried and

documented to ensure equitable access for students with a disability.

SPSB IS COMMITTED TO EQUITY: This includes

services and programs for students with disabilities. Special Education departments

nationally and locally recognize that this will be challenging in certain circumstances and that

compensatory services may be necessary to ensure equity for all students. Health and

safety is the No. 1 concern. Additional Info

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SABINE PARISH SCHOOL BOARD

Roles in Supporting Strong Start

Students

STUDENTS WILL PREPARE FOR REMOTE LEARNING BY:

• Engaging in remote learning activities being offered by their teachers, school and/or the District.

• Ensuring that they know the usernames and passwords for instructional resources.

• Ensuring they set up a remote work space and calendar to manage their time.

Families

FAMILIES WILL PREPARE FOR REMOTE LEARNING BY:

• Assuring that a device and Internet access are available at home

• Ensuring that they are monitoring District communication for up-to-date information.

• Encouraging their students’ participation in remote learning content.

• Ensuring that they know their students’ usernames and passwords for instructional resources.

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SABINE PARISH SCHOOL BOARD

Roles in Supporting Strong Start

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Teachers

TEACHERS WILL PREPARE FOR REMOTE LEARNING BY:

• Providing instructional resources and

materials through remote means such as

Google Classroom and Google Meet.

• Reviewing state-released remote

learning materials.

• Setting office hours to connect with students

and support their learning remotely.

• Participating in group professional learning

and attending virtual learning sessions

intended to support remote learning.

• Ensuring that they are monitoring District

communication for up-to-date information.

Leaders

LEADERS WILL PREPARE FOR REMOTE LEARNING BY:

• Providing socio-emotional support and an

overall positive remote school culture.

• Supporting teachers to provide

instructional resources and materials

through remote means such as Google

Classroom and Google Meet.

• Reviewing state-released remote learning

materials.

• Setting office hours to connect with

parents to support remote learning for

students.

• Participating in leader professional

learning and attending virtual learning

sessions intended to support leading in

a remote environment.

• Ensure communication systems are

created and implemented for families.

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SABINE PARISH SCHOOL BOARD

Curriculum Resources for Strong Start

* Available on CLEVER

K-2 3-8 9-12

ELA

EL Education* X

LearnZillion* X

IXL ELA* X X ENGLISH I&II

LDOE Curriculum Hub X

MATH

Great Minds X X

IXL Math* 2nd Grade Only X X

Springboard X

Embarc X X

SCIENCE

Amplify Science* X

iHub Biology X

IXL Science* 2nd Grade Only X

Science Weekly* X

SOCIAL STUDIES

SPSB Social Studies X X

DBQ Project X X

IXL Social Studies* 2nd Grade Only X

Studies Weekly* X

MULTIPLE CONTENT Khan Academy X X X

Edementum* X X X

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SABINE PARISH SCHOOL BOARD

PK Instructional Minutes

Pre-School Instructional Minutes FACE-TO-FACE

• Morning Welcome/Greeting Circle: 20 minutes

• Literacy Circle: 20 Minutes

• Math Circle: 20 Minutes

• Read Aloud: 20 Minutes

• Story Time: 15 Minutes

• Free Choice Centers: 100 Minutes

o Includes Small Group Instruction

• Gross Motor (Outdoor Play): 45 Minutes

• Music & Movement: 15 Minutes

• Rest Time: 75 minutes

• Daily Review Circle: 15 Minutes

• Transitional Time: 55 Minutes

o Breakfast

o Snack

o Brushing Teeth

o Other Transitions

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Pre-School Instructional Minutes PLATOONING

• Morning Welcome/Greeting Circle: 10 minutes

• Literacy Circle #1: 10 Minutes

• Literacy Circle #2: 10 Minutes

• Math Circle #1: 10 Minutes

• Math Circle #2: 10 Minutes

• Read Aloud #1: 5 Minutes

• Read Aloud #2: 5 Minutes

• Free Choice Centers: 160 Minutes

o Includes Small Group Instruction

• Gross Motor (Outdoor Play): 45 Minutes

• Rest Time: 75 minutes

• Daily Review Circle: 5 Minutes

• Transitional Time: 45 Minutes

o Breakfast

o Snack

o Brushing Teeth

o Other Transitions

• Recorded Only Segments

o Story Time

o Music & Movement

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SABINE PARISH SCHOOL BOARD

K-2 Instructional Minutes for Face-to-Face BASED ON 390 INSTRUCTIONAL MINUTES AS SHOWN ON DISTRICT CALENDAR

ELAR: 185 minutes

• EL Modules: 60 minutes

• EL Skills: 125 MINUTES

o Whole Group: 20 minutes

o Small Group: 105 minutes

▪ Micro Phases based on need

▪ Phases are for remediation or

enhancement

MATH EUREKA: 120 minutes

• Eureka Whole Group: 60 minutes

• Eureka Small Group: 60 minutes

o Remediation or enhancement

o Teacher Table: Teacher will pull

students from independent work

o Independent Work: Home Work, Math

Tubs and Computer

SCIENCE: 20 minutes

• Studies Weekly Science

SOCIAL STUDIES: 20 minutes

• Studies Weekly

P.E.: 30 minutes

MUSIC & ART: 15 minutes

• Also incorporate handwriting

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SABINE PARISH SCHOOL BOARD

K-2 Instructional Minutes for Platooning TEACHERS WILL TEACH TWO (2) ELA MODULE LESSONS, ELA SKILLS & EUREKA LESSONS PER DAY

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ELAR (MORNING): 120 minutes

• ELA Modules: 60 minutes

• ELA Skills

o Whole Group: 20 minutes

o Small Group: 40 minutes

▪ Teacher Table: Teacher will pull

students from independent work

▪ Independent Work: AIR, Word

Work and Computer

MATH EUREKA (MORNING): 100 minutes

• Eureka Whole Group Day 1: 60 minutes

• Eureka Small Group: 40 minutes

o Teacher Table: Teacher will pull

students from independent work

o Independent Work: Home Work, Math

Tubs and Computer

ELAR (AFTERNOON): 90 minutes

• ELA Modules: 60 minutes

• ELA Skills

o Whole Group: 20 minutes

o Small Group: 10 minutes

▪ Teacher Table: Teacher will most

at risk students

▪ Independent Work: AIR, Word

Work and Computer

MATH EUREKA (AFTERNOON): 50 minutes

• Eureka Whole Group Day 1: 50 minutes

P.E.: 30 minutes

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SABINE PARISH SCHOOL BOARD

PK-2 Sample Week of Instruction K-2 TEACHERS WILL TEACH TWO (2) ELA MODULES, ELA SKILLS & EUREKA LESSONS PER DAY

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K-2 SAMPLE WEEK

MONDAY • Group A & B @ home working on IXL

• Teachers @ school planning for virtual lessons

TUESDAY • Group A @ school completing lesson 1 and 2

• Group B @ home working on IXL

WEDNESDAY • Group A @ home completing virtual lesson 3

• Group B @ school completing lesson 1 and 2

THURSDAY • Group A @ school completing lesson 4 and 5

• Group B @ home completing virtual lesson 3

FRIDAY • Group A @ home working on IXL

• Group B @ school completing lesson 4 and 5

PK SAMPLE WEEK

MONDAY • Group A & B @ home watching recorded Morning

Welcome, Literacy & Math Circle, Read Aloud, Story Time, and Music & Movement

TUEDAY • Group A @ school completing face-to-face instruction

• Group B @ home watching Story Time, Music & Movement, and Supplemental Digital Activities

WEDNESDAY • Group A @ home watching Story Time, Music &

Movement, and Supplemental Digital Activities Group B @ school completing face-to-face instruction

THURSDAY • Group A @ school completing face-to-face instruction

• Group B @ home watching Story Time, Music & Movement, and Supplemental Digital Activities

FRIDAY • Group A @ home watching Story Time, Music &

Movement, and Supplemental Digital Activities Group B @ school completing face-to-face instruction

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SABINE PARISH SCHOOL BOARD

3-8 & 9-12 Instructional Minutes TEACHERS WILL TEACH DAYS OF CONTENT PER FACE-TO-FACE INSTRUCTIONAL DAY

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3-8 INSTRUCTIONAL MINUTES • ELAR: 120 Minutes

o (90 CORE + 30 Intervention/Extension)

• Mathematics: 120 Minutes o (90 CORE + 30 Intervention/Extension)

• Science: 50 Minutes • Social Studies: 50 Minutes

9-12 INSTRUCTIONAL MINUTES • Master schedule will be based on a 90 minute block

2019-20 SKINNY BLOCK TIMES per schedules • CHS: 30 minutes • EHS: 30 minutes

• FHS: 40 minutes • MHS: 30 minutes • MJHS: 30 minutes & 45 minutes

• NHS: 24 minutes • ZES: 60 minutes

• ZHS: 30 minutes

ADJUSTMENTS

• You will need to remove your skinny block and (Health, IBCA, and Keyboarding for 7th and 8th

grades) from your schedule. That time will then be added back to the instructional minutes for math, science, social studies, and ELA. For

example, if you have 90 minutes to add back to the core subject areas, you would add 30 minutes

to math, 30 minutes to ELA, 15 minutes to science, and 15 minutes to social studies.

• Health, IBCA, and keyboarding will have an online option that we will offer the students so they are still able to earn their Carnegie units in

middle school. There will be a teacher of record in JCampus for these courses, who will be responsible for checking progress and inputting

grades into JCampus. It is recommended that a SCI or SS teacher also be used to check progress

daily and conference with those students during their face-to-face class.

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SABINE PARISH SCHOOL BOARD

3-8 & 9-12 Platooning Schedule TEACHERS WILL TEACH DAYS OF CONTENT PER FACE-TO-FACE INSTRUCTIONAL DAY

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MONDAY • Group A & B @ home

• Teachers @ school facilitating, monitoring, responding, planning, and assigning online learning components

TUESDAY • Group A @ school

• Group B @ home

WEDNESDAY • Group A @ home

• Group B @ school

THURSDAY • Group A @ school

• Group B @ home

FRIDAY • Group A @ home

• Group B @ school

In order to make sure the entire curriculum is covered as it would in a normal school year, teachers will provide

two days of content per subject during each face-to-face instructional day. Students at home are able to work

on independent learning assignments from the curriculum or approved resources. At the end of a week, the teachers should have covered a week’s worth of content.

Throughout the entire week, teachers consistently and

effectively facilitate, monitor, assign, and respond to online learning

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SABINE PARISH SCHOOL BOARD

Expectations for Time Spent on Schooling PER DAY BY GRADE LEVEL FOR OPTION 3: REMOTE LEARNING

GRADE TOTAL STUDENT

TIME BREAKDOWN OF TIME TEACHER TIME

PK 1-1.5 hours 10-20 minutes per area

• Greeting Circle

• Music & Movement

• Math

• Literacy

• Read Aloud

• Story Time

• Music & Movement

4-5 hours per day

• Facilitating

• Monitoring

• Responding to students

• Assigning tasks

• Planning

• Professional learning

K-2 1-2 hours 30-45 minutes per area

• Reading

• Foundational Skills

• Math

• Art/PE

3-4 2-3 hours 45-1 hour per area

• ELA (read and respond tasks, independent reading)

• Math

• Science/Social Studies

• Art/PE

5-8 3-4 hours 45-1 hour per area

• ELA (read and respond tasks, independent reading)

• Math

• Science/Social Studies

• Art/PE

9-12 4-5 hours 1-1.5 hours per course

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SPSB Remote Learning Adaptation Document

Overview:

This document will support teachers in the design and adaptation of weekly lessons for remote learning implementation. The guidance and weekly assignment templates can be used with all SPSB approved curriculum resources where lessons and projects are

customized for a teacher

Advice: Remember, “less is more”. Pick your 3 favorite tech tools max. Once you pick your tools, stick to them. Pick tools that are familiar to your students, whenever possible. Pick tools

that you and your students can learn to use quickly, and can work to master throughout the course. Create or locate a 'how to' video to share with students who may need help.

Also remind them of the help features of software before each project. Variability and Accessibility in Distance Learning:

Be flexible and offer options for delivery, format, and due dates. Always be ready and willing to provide alternatives to video and online resources so content is available for

students with and without technology access. Work with the district to identify specific distance learning strategies, accommodations, and modifications for Special Education.

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SPSB Remote Learning Delivery Options: Synchronous vs. Asynchronous Engagement Strategies

Synchronous Asynchronous

Definition Takes place in “real time,” with delivery of instruction and/or

interaction with participants

Occurs without direct, simultaneous interaction of participants

Purpose Elaborate on a project, check in with students, check for

understanding, host live group discussions, Q&A

Provide directions and resources for a lesson or project, provide formative

feedback, deliver lessons and lectures, engage group in online conversations, discussion boards, check on progress

Suggested tools

for communication

and engagement.

Many tools can be used for both

synchronous and

asynchronous engagement, depending on

intention and implementation.

Video Conference: Google

Meet,

Live Collaboration and Online Discussion: Google Meet, Padlet, Google Docs and

Slides

Learning Management System

(LMS): Google Classroom

Discussion: Padlet, Google Classroom questions feature

Collaboration: Google Docs and Slides

Journaling: Blogger, Weebly, Google

Sites, Google Docs Flipped Lecture or Lesson: Google

Slides, Youtube, Screencastify

**Remote Learning Adaptations will be shorter and less involved than a lesson designed for

the classroom. **Please clearly label, organize, and attach all reading and supplemental materials

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SPSB Weekly Remote Learning Assignments

Teacher Guidance Recommended Pacing Guide: Post activities and instructions for the week on Google Classroom by Monday Afternoon Check for Understanding via Google Classroom Tuesday Afternoon Host and record optional Google Meet Q&A on Wednesday afternoon Post recorded Google Meet Q&A Wednesday night Check for Understanding via Google Classroom Friday Afternoon Collect work for the week on Sunday night 11:59pm Host optional Google Meet conversation to close on Monday Morning Opening Activity and Instructions

• Recommended Strategies: Students can interact with instructions/discussion board in an asynchronous online format via Google Classroom and/or participate in an optional synchronous Google Meet meeting for Q&A and discussion

Main Activity and/or Project Instructions • Recommended Strategies: Students can interact with instructions through an asynchronous

lecture via narrated slide-deck created with Screencastify and Google Slides. Students can interact with each other via Google Classroom

Check for Understanding and Engagement • Recommended Strategies: Students can respond to questions in an asynchronous discussion

board on Padlet, Google Classroom Question, or Google Forms. Closing and Extension Activities

• Recommended Strategies: Students can participate in an optional synchronous Google Meet class discussion or asynchronous discussion board with Google Classroom Question.

Additional Resources and Career Connections • Recommended Strategies: Provide a list of extra resources to assist with student learning. If

students are still struggling with the main concept and/or main objective, they can access additional resources for help/practice.

Student Guidance

Recommended Pacing Guide: Review opening instructions Monday Evening Complete Check for Understanding questions on Tuesday evening Participated in optional Google Meet conversation for Q&A on Wednesday afternoon OR Watch recorded Google Meet conversation for Q&A on Wednesday evening Complete Check for Understanding questions on Friday evening Complete and submit all work by Sunday Night 11:59 Participate in optional Google Meet conversation to close on Monday morning

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Addressing Unfinished Learning Steps

Identifying unfinished learning requires schools to:

1. Administer an appropriate screener and/or diagnostic assessment; analyze student results and communicate each student’s readiness with parents.

• Use the Individual Learning Plan, as needed, to make adjustments for individual student needs using current high-quality curricula, with embedded supports for diverse learners.

2. Address unfinished learning gaps:

a. Begin the 2020-2021 school year with Unit 1 from on-grade-level curriculum,

b. Use the instructional materials guidance to develop a content-specific approach based on grade-level and curriculum, and

c. Consider the additional needs of diverse learners including students with

disabilities and English learners.

3. Ensure educators receive professional development and time to plan effectively.

Screeners

Grade(s) Screener(s)

Kindergarten

Entry Assessment

PK Teaching Strategies Gold

K DIBELS 8th: Phonemic Segmentation Fluency TS Gold

1 DIBELS 8th: Nonsense Word Fluency-CLS

2 DIBELS 8th- Oral Reading Fluency- Words Correct

3 DIBELS 8th: MAZE Really Great Reading Screener

K-12

English Language Proficiency Screener (ELPS): Used to determine if students entering K-12 for the first time

are English Learners (ELs) and required supplementary support services. Home Language Survey (HLS)

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Diagnostics***

Diagnostic assessments provide school system and school leaders, teachers, and parents a

sense of whether students are prepared for grade-level content or whether they need additional support to access grade-level content.

LEAP 360: Diagnostic Assessments

General Information

● Assessments are available for students in grades 3-8 (ELA and math), English I, English II, Algebra I, and Geometry.

● The LEAP 360 ELA diagnostic assessments require students to read and answer questions about a variety of texts and to write in response to what they read.

● Each item on the LEAP 360 mathematics diagnostic assessments is referred to as a

task and is identified by one of three types: Type I, Type II, or Type III.

● The School Systems Guide to LEAP 360 and the Teacher’s Guide to LEAP 360 are

two resources that provide more detailed information about the design and use of the diagnostic assessments.

Test Administration

● A new remote site option will be available for students to take the LEAP 360 Diagnostic assessment (if needed).

● LEAP 360 Diagnostic assessments for grades 3-12 will begin August 7, 2020. Schools and systems are required to complete test setup for both at-school and

remote site options.

***In addition to regular curricular requirements, ALL students in grades K-12 with an IEP or 504 plan must

complete Exact Path diagnostics scheduled for beginning, middle, and end of year. Exact Path lessons and/or

progress checks must be offered to students each week for a minimum of 30 minutes (or more based on

student need) per week per subject.

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Addressing Unfinished Learning: Content Specific Approaches

Each grade band and discipline is unique. Teachers will use the content-specific guidance

and resources below to tailor their approach to addressing unfinished learning in the 2020-2021 school year.

• Begin the 2020-2021 school year with Unit 1 from on-grade-level curriculum.

○ Use the curriculum-specific Instructional Materials Guidance to incorporate 2019-

2020 standards that were unaddressed or abbreviated into the 2020-2021 learning

sequence, and provide additional supports for students with unfinished learning.

• Administer diagnostics and/or screeners to help identify students’ learning needs.

• Use the Individual Learning Plan, as needed, to make adjustments for individual student needs using current high-quality curricula, with embedded supports for diverse learners.

• Administer diagnostics and/or screeners to help identify students’ learning needs.

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Approach in ELA PK-12

PK: Implement Frog Street PreK Literacy Lessons & Read Alouds to focus on listening, language, and literacy skills to demonstrate students’ phonological skills and ability to

comprehend and express understanding of complex text

K-2: Implement EL to focus on

foundational skill, reading, understanding & expressing

understanding of complex text.

Grades 3-12: Implement the ELA

Guidebooks to support students in grades 3-12 in reading, understanding, and

expressing their understanding of complex, grade-level texts, teachers should focus on supporting students in

accessing the features of complex, current grade-level texts.

Teachers should administer and analyze literacy screener results to:

• Teach the new grade-level content, starting with

Module 1. • Individualize instruction

and provide necessary

explicit, structured foundational skills phonics

instruction through small group instruction.

• Guide use of high-quality

curriculum for each student.

• Teach the new grade-level content, starting with Unit 1, using the high-quality curriculum’s complex,

grade-level texts. • Use formative assessments from

their high-quality curriculum to regularly diagnose students’ needs.

• Provide targeted supports aligned

to the theory of diverse learner support, understanding that more

students will need support and some supports will be provided in a whole group setting.

Resources:

Diverse Learners

Guide

Supports

Flow Chart

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Approach in Science

When supporting students in science, it is important to understand that content spirals

across grade levels and students continuously build on and revise their knowledge and abilities over time. Therefore, teachers should not teach entire units missed from the 2019-

2020 school year. Teachers should instead focus instruction on standards for the current grade level. Students should continue to build content knowledge through the context of

real world phenomena, use the science and engineering practices to gather evidence, and apply the crosscutting concepts to develop an understanding of science concepts.

Approach in Social Studies

When supporting students in social studies, it is important to understand

that content spirals across grade levels. Therefore, teachers should not teach

units missed from the 2019-2020 school year. Teachers should instead focus instruction on standards for the current

grade level. Students should still learn content through complex text, but

teachers will need to build strategically to the complex text, without abandoning

it. This can be done by adding in the following supports, as needed:

• Plan to preview content for students

through accessible text and videos (using the scope and sequence as a

resource).

• Teach content specific vocabulary explicitly.

Available Resources • ·District Created Google Resources

• Scope and Sequences • Companion Documents

Upcoming Resources

• In the event of a school campus closure for the beginning of the 2020-2021 school year,

distance learning packets will be developed for each course in grades 3-8, US History, and

Civics, for unit 1. The packets will not cover the entire content of the unit but will focus on a key

topic. Teachers can use the packets as a cornerstone to build materials for additional content coverage. The materials will be designed

to be low tech but can be adapted for schools using an online learning platform. The

Department will evaluate the need for more distance learning support in social studies throughout the 2020-2021 school year.

Approach in Non-Core & CTE

Coming Soon Resources: Coming Soon

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Approach in Math PK-12

PK: Implement Frog Street PreK Math Lessons to develop mathematical skills that develop an understanding of counting and cardinality, numeracy, simple patterns, shapes, sorting,

and classification.

K-12: To support students in math, teachers should not begin the year teaching the missed lessons from the 2019-2020 school year. Instead,

previous grade-level skills and supports should be embedded into the on-grade-level learning

throughout the school year. Curriculum-specific guidance for each Tier 1 math provider (coming July 2020) will include:

• Updated implementation calendars and resources that embed missed skills or

background knowledge from the 2019-2020 school year into the next grade level, connected to the on-grade-level lessons

• Additional prerequisite work connected to on-grade-level lessons that will support the

major work of each grade.

Guidance and resources from Eureka and

Springboard math curriculum will be aligned with best practices for supporting students with unfinished learning in accessing grade-level math

content:

1. Identify the standard(s) being targeted during core instruction and the connected prerequisite standards using the Remediation

Guides; 2. Use data from diagnostic assessments and

student work to determine whole class, small group, and/or individual student needs for support in prerequisite standards; and

3. Engage students in components of previous grade levels of the Tier 1 curriculum and/or

other aligned resources to address unfinished learning.

Resources:

Eureka Math Reveal (coming August 2020) resources that identify gaps in

knowledge and provide supports.

Supporting Diverse Learners in Mathematics

Remediation Guides

Additional Upcoming Resources

• LEAP 360 Diagnostic Mapping (coming July 2020): Curriculum-

specific guidance, containing mapping of LEAP 360 diagnostic

items in math to specific units of every high-quality curricula, will be

released on the K-12 Math Planning page.

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Developing Adaptive Systems Steps

● Create a staffing plan for the 2020-2021 school year that is responsive to the needs of all

students.(Coming soon)

● Provide virtual professional development offerings for the 2020-2021 school year. In the

event that professional development cannot be provided in a face-to-face setting, virtual professional development will be available.

● Support the social, emotional and behavioral needs of students as they transition back to

school. (Coming soon)

Attendance For All Strong Start Options

OPTION 1 Strong Start: Face-to-Face

ATTENDANCE FOR K-8 STUDENTS: Elementary students (grades K-8) shall be in attendance a minimum of 167 days (or 60,120 minutes) per school year to be eligible to receive credit for the courses taken. Elementary students (grades K-8) shall miss no more than 10 days during the instructional year in order to be promotable. For more information see the District Handbook. Participation in discussion boards/forums does not count as attendance under this option; however, non-participation will affect grades.

ATTENDANCE FOR HIGH SCHOOL STUDENTS: Attendance requirements are established by Board policy JB and JBD and are outlined in the District Student Handbook. Secondary students must meet the minimum attendance requirements to be eligible to receive Carnegie unit credit. For the 2020-2021 school year, Sabine Parish high school students may not miss more than five (5) days per semester. Students not in attendance compliance will be awarded a grade of F for the semester in question. The only exceptions to the attendance regulations shall be those enumerated in Bulletin 741 and verified by the Director of Student Services. Appeal will be available through the Director of Student Services. Participation in discussion boards/forums does not count as attendance under this option; however, non-participation will affect grades.

OPTION 2

Strong Start: Platooning

ATTENDANCE FOR K-8 STUDENTS: Elementary students (grades K-8) shall miss no more than 10 days during the instructional year in order to be promotable. For more information see the District Handbook.

K-2 STUDENTS: Attendance refers to seat time during assigned platooning days AND the completion of all weekly online assignments by designated due dates.

STUDENTS GRADES 3-8: Attendance refers to seat time during assigned platooning days AND student participation in the Discussion Board/Forum and Responses. Student academic attendance and attendance in an academically related activity will be taken in the form of participation in the Discussion Board/Forum. A student will be considered to have attended class on

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unassigned platooning days if the student answers the discussion questions and responds to at least two classmates' responses by designated due dates. Students who fail to participate in weekly discussion boards/forums in the manner described above will be counted as absent.

ATTENDANCE FOR HIGH SCHOOL STUDENTS: Attendance requirements are established by Board policy JB and JBD and are outlined in the District Student Handbook. Secondary students must meet the minimum attendance requirements to be eligible to receive Carnegie unit credit. For the 2020-2021 school year, Sabine Parish high school students may not miss more than five (5) days per semester. Students not in attendance compliance will be awarded a grade of F for the semester in question. The only exceptions to the attendance regulations shall be those enumerated in Bulletin 741 and verified by the Director of Student Services. Appeal will be available through the Director of Student Services.

STUDENTS GRADES 9-12: Attendance refers to seat time during assigned platooning days AND student participation in the Discussion Board/Forum and Responses. Student academic attendance and attendance in an academically related activity will be taken in the form of participation in the Discussion Board/Forum. A student will be considered to have attended class on unassigned platooning days if the student answers the discussion questions and responds to at least two classmates' responses by designated due dates. Students who fail to participate in weekly

discussion boards/forums in the manner described above will be counted as absent.

*Non-participation in designated online activities will count against attendance

and grade requirements.

OPTION 3 Strong Start: Remote Learning

Documenting Attendance in Online and Virtual Learning Attendance is defined as evidence of “engaging with the assigned material” weekly. In an online or virtual education context, documenting that a student has logged into an online class is not sufficient, by itself, to demonstrate academic attendance by the student. A school must demonstrate that a student participated in class or was otherwise engaged in an academically related activity. Students will be given a “due date” for projects for accountability purposes, while allowing a student and parent to decide how to structure their time leading up to the due date.

Grades K-2 Completion of all weekly assignments by designated due dates will be counted as attendance.

Grades 3-12 Completion of all weekly assignments, including discussion forums/responses, by designated due dates will be counted as attendance.

*Non-participation in designated online activities will count against attendance and grade requirements.

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English/Language Arts Grading Policy (Using ELA Guidebook Units)

Formative Grades

(150-300 pts)

Evaluative Grades

(250-300 pts) Choose from list below to get to 150-300 points: • Discussion Tracker (20 pts) • Express Your Understanding (10 pts) • Guidebook handout with text evidence (15 pts) • Writing formative grade (15 pts) • Formative assessment visual presentation (20

pts) • Mentor Sentence Tasks (10 pts) • Accelerated Reading (if applicable) (20 pts max) • IXL Lessons (10-30 pts) • GC Discussion Boards (5pts)

*This list isn’t exhaustive. There are others formative assessments embedded throughout.

Required: • Culminating Writing Task (100

pts) • LEAP 360 Interim (if scheduled

during grading period) (100 pts) • Section Quizzes (25pts) • Cold Read Task (25 pts)

Optional • Extension Task (100 pts)

Within each Guidebook unit, there are 2 Cold Read tasks, a Culminating Writing Task, 3-4 section quizzes and an extension task. We recommend you select a mixture of assessments from this list to fulfill the 250-300 points from assessment requirement. You will need at least 150 points of formative grades per 9 weeks. This should be accomplished through selecting the following from within the Guidebooks:

• Express your understanding

• Partner tasks turned into independent tasks the next day

• Classroom discussions scored using the discussion tracker As you select the Express your Understandings to use for formative grades, check to see that these

are tied to lessons that have built on previous lessons so that students have had a chance to move towards mastery. You may want to do so by skimming the flow of lesson titles/ topics on the Unit at a Glance page in Learnzillion.

In order to select your other formative assessments, you will likely have to preview each Lesson Plan and consider the Additional Materials also housed within Learnzillion. Please note that even though each lesson is designed with a “Let’s Discuss” portion some of these discussions are designed to be whole class discussions. Prioritize using the discussion tracker to score partner and group discussions instead of turning a whole class discussion into a partner/group discussion opportunity. Teachers are encouraged to use the Discussion Tracker to assign students a speaking/listening grade. As you score your formative grades, you may find it helpful to draw upon the student look-fors provided.

You will need 250-300 points from evaluative assessments per 9 weeks. Administering the Culminating Writing Task, is required while you also choose from the other evaluative assessments from the list. When doing so, consider the pacing/timing of upcoming LEAP 360 interims. Administering a Cold Read Task within a few weeks of the LEAP 360 Assessments will likely generate redundant data and is not recommended.

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Eureka Math Grading Policy

Formative Grades (150-300 pts)

Three 100 pt. Evaluative Grades (300-400 pts)

Choose from list below to get to 150-300 points: • Student Debriefs (15 pts) • Growth from one sprint to another on same topic

(10 pts) • Application Problems - partners (10 pts) • ++Topic Checkpoints (from Embarc) (30 pts) • IXL Lessons (10-30 pts) • Exit Tickets (10 pts) • Cumulative practice with whiteboards (10 pts) • Accelerated Math (if applicable) (20pts max) • GC Discussion Boards (5pts)

++Maximum of 3 topic level per quarter (30 points)

• Mid Module Assessments • End of Module Assessments

Within each Eureka unit, there is a mid module and end of module assessment. In most cases, you will be covering at least two units within a 9 weeks period and will have the mid and end of module assessments to help satisfy your 400 point grade requirement, if not you should be at least completing 1.5 units per 9 weeks which would still satisfy the 300 point grade requirement. You will need 150 points of formative grades per 9 weeks. This should be accomplished through selecting from the following:

• Exit tickets

• Discussion prompts

• Completion of practice items

• Sprint accuracy - improvement over time

• Debriefs As you select the Exit tickets to use for formative grades, check to see that these are tied to lessons that have built on previous lessons so that students have had a chance to move towards mastery. In order to do so, it may be helpful to first skim the lesson titles provided in the module overview. You will need 300-400 points from evaluative assessments per 9 weeks. Based on the length of the modules, you will likely be able to cover at least part of two modules in a 9 week period. For each module, if you administer a mid module assessment and end of module assessment, you will be able to satisfy the evaluative assessment requirement. When doing so, consider the pacing/timing of upcoming LEAP 360 interims. There are few exceptions where the module spans a 9 week period (Gr.1-Module 1, Gr.3-Module 7, Gr.4-Module 5, Geometry-Module 1&2). In this case, teachers will have to create a third evaluative assessment beyond the mid and end of modules already provided. We recommend the teacher leverage Edulastic items.

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Springboard Algebra I Grading Policy

Formative Grades

(150-300 pts)

Three 100 pt. Evaluative

Grades (300 pts) Choose from list below to get to 150-300 points:

Lesson Assessment/ Differentiation (10 pts) Digital End of Lesson Assessment (10 pts) Class Discussion (15 pts) Bellringer (10 pts) Practice problems (partners) (10 pts) Embedded Assessment (30 pts) IXL Lessons (10-30 pts) GC Discussion Boards (5pts)

*This list isn’t exhaustive. There are other formative assessments embedded throughout.

Digital End of Unit Assessment LEAP 360 Interim

(if scheduled during grading period) Teacher created assessments from

Springboard Digital Question Bank

Science / Social Studies / Elective Grading Policy

Formative Grades

(200-300 pts)

Evaluative Grades

(200-300 pts)

Choose from list below to get to 200-300 points:

Class Discussion (10 pts)

Bellringer (10 pts)

Exit Tickets/Admit tickets/SEET (10 pts)

Quickwrites (10 pts)

Graphic Organizers/Models (10-25 pts)

Lesson/Chapter Quiz (10-25 pts)

Learning Logs/Journal Writing (10-25 pts)

Incremental Modeling Tracker (iHub)

(10-25pts)

Creative Extension Projects (25-50 pts)

Experiments/Labs/Simulations (25-50 pts)

Multimedia/Oral/Visual Presentations

(25-50 pts)

IXL Lessons (10-30 pts)

GC Discussion Boards (5pts) *This list isn’t exhaustive. There are other formative assessment opportunities.

ALL 100 points Culminating Research

Projects/Tasks Culminating Writing Assignments Unit Assessments Benchmark Assessments (Amplify

Science) DBQ Project (Social Studies)

You will need at least 150 points (Springboard) or 200 points (Science, SS, Elective) of formative grades per 9 weeks. This should be accomplished through selecting from any combination from the list of formative assessments. The point values for each assessment are per assignment, not per 9 weeks. (ex: GC Discussion Boards (5pts). If a teacher assigned 8 discussion boards during the grading period, then the student would have 8 GC Discussion Boards in the grade book at 5pts per discussion board. Thus, 8-GC Discussion boards would satisfy 40 points of the 9-week minimum number of points for formative grades.

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Exit Tickets are written responses to questions the teacher poses at the end of a lesson or a class to assess student understanding of key concepts. They should take no more than 5 minutes to complete and are taken up as students leave the classroom. The teacher can quickly determine which students have it, which ones need a little help, and which ones are going to require much more instruction on the concept. By assessing the responses on the Exit Tickets the teacher can better adjust the instruction in order to accommodate students' needs for the next class. Admit Tickets are exactly like Exit Tickets, but they are done prior to or at the beginning of the class. Students may be asked to reflect on their understanding of their previous night's homework, or they may reflect on the previous day's lesson if the question required a longer response time. Exit and Admit Tickets can be used in all classes to integrate written communication into the content area. Creative Extension Projects allow students to create a large scope of projects to demonstrate comprehension. Quick projects help them apply the higher-order levels of Bloom’s Taxonomy. These don’t have to be big and complicated. They can take a day, a half-day, or even an hour. Here are some extension ideas for quick projects: Create a poster or collage illustrating the subject matter Record a rehearsed skit or podcast discussing the topics covered Build a diorama about the subject and create a narrative behind it Let students design their own flashcards to test each other with Keynote presentations made by students on the topic Quick Write is a literacy strategy which can be used in any content area to develop writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking. The strategy asks learners to respond in 2–10 minutes to an open-ended question or prompt posed by the teacher. Learning Logs are used for students' reflections on the material they are learning. This type of journal is in common use among scientists and engineers. In the log, students record the process they go through in learning something new, and any questions they may need to have clarified. Learning Journals are a collection of notes, observations, thoughts and other relevant materials built-up over a period of time and maybe a result of a period of study, learning and/or working experience. Its purpose is to enhance learning through the process of writing and thinking about learning experiences. Multimedia Presentations differ from a normal presentation in that it contains some form of animation or media. Typically a multimedia presentation contains at least one of the following elements: Video or movie clip, animation, or sound (this could be a voice-over, background music or sound clips).