The Virtual Classroom Model

The Virtual Classroom ModelA Plan for a New Approach to Instruction

Etiwanda School District2020-21 School Year

An Introduction to the Virtual Classroom Model

Roles and Resources Collaboration and SupportTechnology

Virtual Interactive Instruction, Tier II Support, and Independent Study

SchedulingInstructional BlocksGuidelines for InstructionGuidelines for Independent StudyGuidelines for Tier II Supplemental Intervention

Student and Family Support & ServicesGuidelines for Weekly Check-inAttendanceCommunication

Assessment and AccountabilityAccommodations and Supports

Acknowledgements

Appendix

3

Table of Contents

The Virtual Classroom ModelA Plan for a New Approach to Instruction – 2020-21

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The Virtual Classroom Model provides students

with the structure as well as many important

features of the regular classroom while learning

at home. The learning experience in a virtual

environment cannot and, in many ways, is not

meant to replicate all that occurs in the

traditional classroom; however, we can

undoubtedly provide a high quality educational

program and learning experience in a virtual

setting through creative, intentional approaches.

Students, families and staff experienced virtual

or distance learning for the first time at the

conclusion of the 2019-20 school year. Feedback

on that experience, collected through surveys

and student interviews, indicated a need to

revise the plan to provide more consistency in

daily/weekly scheduling for family planning,

increase face-to-face instruction, improve

services for high need students, and host all

instructional resources and links in one location.

ESD’s Virtual Classroom is a blended model that

combines daily online interactive lessons with at-

home independent assignments. The updated

plan provides students with a variety of

interactive and independent activities within a

An Introduction to the

Virtual Classroom Model

The Virtual Classroom ModelA Plan for a New Approach to Instruction – 2020-21 3

The Virtual

Classroom Model:

An alternative approach

to instruction where

students attend school

online and engage with

their teacher in a virtual

classroom throughout

the day, rather than

being physically present

in the school

environment.

structured framework:

Structured Interactive Online Lessons with a

Classroom Teacher

Additional Independent Activities using

Classroom Materials and Textbooks.

Scheduled Opportunities for Intervention and

Social-Emotional Learning

Particular platforms and resources are critical to the

virtual classroom:

Chromebooks are the primary tool of the virtual

classroom. For use at school and home,

Chromebooks provide each student a user

friendly, capable device for accessing resources

and information on the internet, participating

and collaborating in virtual meetings, and

creating and storing work/documents.

Google Classroom is the platform for learning in

the virtual classroom, providing a hub for

facilitating assignments, resources,

communication, and feedback. The SeeSaw

platform is available for CLOUDS, TK, and

Kindergarten.

The Aeries gradebook provides teachers

another important tool for monitoring, providing

feedback, and reporting on student progress.



(continued)


Virtual Classroom Model:






classroom throughout the

day, rather than being

physically present in the

school environment.

Daily instructional

minutes, as amended by

AB 77/SB 98, are achieved

through a combination of

online virtual instruction

and independent study.

Minimum school day

instructional minutes:

Gr TK-K - 180

Gr 1-3 - 230

Gr 4-8 - 240

Daily Instructional

Minutes

In the 2020-21 school year, the virtual classroom

model meets State requirements for school

attendance. In the event of a school or classroom

closure, all students participating in the Hybrid Model

will transition to the virtual class model until the

school can reopen. Attendance credit for the virtual

classroom model is represented by a combination of

time spent participating in virtual lessons and the

completion of independent work. Consistently

missing assignments or an absence from daily online

classes will result in the student being marked

absent.



(continued)


Virtual Classroom Model:






classroom throughout the

day, rather than being

physically present in the

school environment.

In the event of a school or

classroom closure, all

students participating in

Hybrid Model will

transition to the virtual

classroom model until the

school or class can reopen.

Students who are part of

Home School EASE or

Independent Study

continue to work in those

learning models in the

event of school closure.

In the Event of

School Closure

Roles and Resources for the



Teachers assigned to virtual classrooms provide

instruction using the district adopted materials

and supplemental programs. District diagnostic

assessments are administered to monitor student

progress and identify areas of need or strength.

Professional development and follow-up support

will be provided to all teachers and instructional

aides in areas pertinent to virtual instruction,

including online learning management systems,

virtual meeting room norms, and best instructional

approaches. Training and guidance will also be

provided to students and families to support the

transition to a virtual classroom. See Tables A-C.

Collaboration and Support for Educators

School administrators provide support through

regular staff meetings that facilitate district

communication and professional development to

teachers in the virtual classroom model.

Weekly collaboration between virtual classroom

teachers provides important resources and

support in planning and development of online

content and independent study assignments.

Principals meet with special education teams on a

regular basis to discuss the needs of and

supports for special education students.

Professional development staff continues to

provide requested training and lesson support

for educators. Virtual office hours held by

professional development team members

allows teachers opportunity for one-on-one

support.

Technology

Teachers may provide virtual classroom

instruction from home or the school building.

Technology devices, consistent internet

access, and instructional resources located at

schools provide teachers with the resources

they need to implement the virtual classroom

model.

Teacher issued Chromebooks include a

camera and microphone for recording

videos, conducting virtual lessons, and

otherwise managing a virtual classroom

from home, if the physical school is

closed for a brief period.

Google Apps for Education (GAFE) is the

preferred suite of tools for the virtual

classroom: Google Classroom, Google

Meet, Google Sheets, Docs, and Slides,

Google Drive, and Jamboard.


Virtual Classroom Model (continued)


Google Meet is the recommended video

conferencing platform. Students and staff

can access Google Meet through their

district Google accounts, and Google Meet

is integrated with Google Suite tools and

secured by the district. Recognizing the

popularity of the platform amongst many

teachers, Zoom may be used if all security

features are implemented. However, the

district may not cover any expense incurred

with using Zoom.

The Kami PDF and Annotation extension

has been added to the Chrome browser to

improve communication and interaction

between teacher and student by facilitating

the task of providing and completing

assignments. Kami allows users to take

any existing document, including scanned

PDFs, and write, draw, type, annotate, or

comment on it.

Platforms like Padlet and Kahoot may

also be used to promote student

engagement, as long as student privacy

is maintained. Other platforms may be

used at teacher discretion. (Please see

the approved platform list.)

Remind is a popular two-way

communication tool that allows teachers

and principals to conveniently text

message parents and students. Voice

calling is also an available feature.

The popular video sharing service

YouTube was made available to teachers

and students at home on a district

Chromebook with filters for gaming and

social media during the 2019-20 school

closure. Current plans are that the

platform will remain available with the

same restrictions for the 2020-21 school

year.

TABLE A. Professional Development & Follow-up Support for Teachers

Prior to school openingGoogle Classroom as a Learning Management System (LMS)Google Meets as a Virtual ClassroomIntentional Planning for Distance Learning Other Virtual Platforms: Google Drive, Teacher Webpage, Online Textbook Features

All sessions are recorded and archived for later use in the Etiwanda Teacher Binder.

https://docs.google.com/spreadsheets/d/1OZ9NzV2gnyHhDFm6nn0Zq-KGsdi_pgWOMLfwkln_Yls/edit


Virtual Classroom Model (continued)


TABLE C. Professional Development and Protocols for Students andFamilies Prior to school opening

How to Video: Google Classroom How to Video: Google Meet How to Video: Google DriveHow to Video: Online Textbook Features

ProtocolsParticipation Agreement for families who select the Virtual Classroom Model as their educational preference for the 2020-21 school year. Procedure for textbook and Chromebook pick-up developed and shared with families who select the Virtual Classroom Model as their educational preference for the 2020-21 school year. Procedure for students to take home Chromebook and charger (user agreement) in the event of a school closureProcedure for packing “Go Bag” with textbooks and materials needed for home use (procedure) in the event of a school closurePreparation of individual student list of usernames and passwords for online programs (form/process) in the event of a school closure

TABLE B. Professional Development and Follow-up Support forInstructional Aides Prior to school opening

Google Classroom as a Learning Management System (LMS)Google Meet as a Virtual Classroom Other Virtual Platforms: Google Drive

Online interactive instruction is the foundation and defining feature of learning in the virtual

classroom. The majority of students’ time is spent participating in online interactive instruction, while

independent assignments complement interactive instruction.

Virtual Interactive Instruction, Tier

II Support, and Independent Study


Additional opportunity for learning is provided

through daily independent study assignments,

aligned with the focus of online interactive

instruction. The pacing and scope of instruction

will follow the traditional school year calendar;

however, content may be condensed and

clustered around standards that are essential

building blocks for future learning.

Interactive Instruction

Interactive instruction will be centered on priority

standards, essential building blocks for students

in attaining high levels of learning. Instruction will

reflect the concepts and skills that are both

valuable to multiple disciplines and necessary for

success in the next grade level. The Priority

Instructional Content in ELA/Literacy and

Mathematics by Achieve the Core, will be a

guiding document for teacher planning and

instruction.

The topics and approach of the instructional

block for each core content area is intended to

be flexible to encourage teachers to integrate

Daily instructional minutes, as amended by AB

77/SB 98, are achieved through a combination of

online virtual instruction and independent study. In

the virtual classroom model, teachers provide:

daily online interactive instruction in language arts

and math, weekly online interactive instruction in

science and history-social studies, and regular

online Tier II supplemental intervention for

students who need additional support in the

virtual classroom model.

2020–21 Priority Instructional Content in English Language Arts/Literacy and Mathematics by Achieve the Core

https://achievethecore.org/page/3267/2020-21-priority-instructional-content-in-english-language-arts-literacy-and-mathematics



(continued)


time.

In order to meet the weekly instructional minute

requirement, (on level or advanced) students not

assigned to attend the online Tier II

supplemental intervention/instructional block

should be provided with additional, appropriate

independent study.

Independent Study

Independent study complements the daily

interactive lessons and provides students with

regular instructional breaks, limited consecutive

screen time, as well as time to practice concepts

or skills on their own.

Independent study assignments should be

developed to fulfill the minimum instructional

minutes and meet attendance requirements in

the virtual classroom model. For example, if 225

weekly minutes of independent study time is

needed, the teacher may develop daily

independent assignments that take

approximately 45 minutes to complete.

elements of art, music, STEAM, computer science,

and character education to promote access to

skills and concepts in the shortened school day.

Tier II Supplemental Intervention

Tier II supplemental intervention is necessary to

address the learning gaps that may have

developed or widened as a result of prior school

closure and despite instruction provided as part of

Distance Learning. Eligible student groups include:

at-risk, below grade level (i-Ready Red), high need,

special education, and English learner students.

These selected students, identified through the

most recent i-Ready diagnostic, will attend up to

120 minute (GR K) to 180 minute (Grade 1-8)

intervention blocks designed to address the needs

of students. Tier II students at middle school may

be selected for intervention in ELA and/or math,

as needed. Tier II intervention is intended to be

flexible, and students may be introduced to or

transitioned out of the instructional block at

teacher discretion. Students with an IEP may

receive services, support, and intensive instruction

from specialists during the Tier II intervention



(continued)


education team should be involved in the

planning in order to schedule a “protected” block

of time to assist with school-wide scheduled

supports and services. Teachers should adhere

to the grade level schedule as much as possible

to allow for others who are planning to use the

non-interactive time for planned supports and

services.

The instructional block of time reserved for each

subject area is a guideline, not a rigid directive.

Given the dynamic nature of the classroom, it is

expected that some lessons may extend beyond

the block of time, while others may fall

somewhat short.

Teachers may also add additional virtual

interactive instruction as they see fit: an

additional block of time for science or social

studies to accommodate an activity; an added art

activity around special events or holidays; a

special music activity; a guest speaker or reader;

or meetings with an advanced student group for

extension or enrichment.

Activities assigned for independent study may be

routine practice, long-term projects, or exercises

from a recent lesson. Teachers may assign up to

60 additional daily minutes of independent study

per student, beyond the minimum required

minutes. When teachers assign independent

study, they should record the approximate amount

of time to complete the assignment in the

gradebook for attendance accounting.

Scheduling

Teachers, specialists, and administrators

collaboratively establish and maintain a grade

level weekly schedule for the virtual classroom.

Changes to the weekly schedule should be

minimized so that families are able to plan weekly

schedules, specialists can use the non-virtual

class time for services or support, and timelines

for attendance are consistent.

Due to the amount of time allocated for online

interaction, grade levels will not be required to

develop separate schedules. However, when

developing grade level schedules, the special



(continued)


School lunch service will be provided to students

who select the virtual learning model or in the

event of a school closure. Teachers should avoid

scheduling virtual instruction during this time

to allow families time to participate in the lunch

pick-up. Note that the timing and procedure for

lunch pick-up may change for all students if the

district transitions to a school closure or all school

closure period. The school lunch pick-up window

is 11:30 am - 12:30 pm during the initial/current

school closure window. When schools re-open,

students participating in the virtual learning model

will be assigned a different lunch pick-up window

to avoid bringing all students to a school campus

during transition times.

Tables appearing on the following pages outline

the weekly minutes required for virtual classroom

activity by grade level span. Sample schedules

are also linked. Guidelines for conducting virtual

classroom activity follows the tables.



(continued)


Virtual Classroom ActivityWeeklyMinutes

Daily Class Meeting (30 min) (Calendar time, songs, counting, sound letter, and community building. Includes time for students to prepare Chromebooks, log onto programs, and open needed tabs)

150

Daily interactive instruction for 30 minutes in language arts. 150

Daily integrated independent study for 30 minutes in language arts. 150

Daily interactive instruction for 30 minutes in math. 150

Daily integrated independent study for 30 minutes in math. 150

One weekly interactive lesson for 30 minutes in science or social studies. 30

Four days of Tier II small group supplemental intervention for 30 minutes for identi�ed high need students. See eligible students above. -Tier II intervention may serve two student groups for two days each or one student group for all four days. -Partner teacher provides additional instructional support during the 30 minute Tier II supplemental intervention time. -In order to meet the weekly instructional minute requirements, students not assigned to attend the online Tier II supplemental intervention instructional block (on level or advanced) should be provided with additional independent study aligned with their academic performance level.

120

Total Weekly Instructional Minutes (No need for additional independent study.) 900

Grades TK-K

(180 minutes or 900 minutes/week per AB77/SB98)

(GR TK-K Sample Schedule)

https://docs.google.com/spreadsheets/d/1uvafITg9X_OHMMs3iYhmG119a7zk5Hc4pJntLEKUWcE/edit?usp=sharing



(continued)



Weekly Check-in for 20 minutes. 20



One weekly interactive lesson for 45 minutes in science. (Or, conduct a 45-minute science lesson twice in one week and a 45-minute social studies lesson twice in the next week, for a total of 90 minutes per subject every 2 weeks.)

45

One weekly interactive lesson for 45 minutes in social studies. (Or, conduct a 45-minute science lesson twice in one week and a 45-minute social studies lesson twice in the next week, for a total of 90 minutes per subject every 2 weeks.)

45

Four days of Tier II small group supplemental intervention for 45 minutes for selected high need students. -May serve two student groups for two days each or one student group for all four days. -In order to meet the weekly instructional minute requirements, students not assigned to attend the online Tier II supplemental intervention instructional block (on level or advanced) should be provided with additional independent study aligned with their academic performance level.

180

Total Instructional Minutes 890

Elementary PE time provided by PE teachers 100

Independent Study Minutes -Teachers provide independent study assignments aligned to the weekly virtual online instruction to ful�ll weekly instructional minute requirements. -Teachers may choose to provide up to 60 daily or 300 weekly minutes of independent study above/beyond the minimum requirement (160 minutes).

160-460

Grades 1-3

(230 daily minutes or 1150 weekly minutes per AB77/SB98)

Sample GR 1-3 Schedule

https://docs.google.com/spreadsheets/d/1vKYJnyXTo3WGKCdGnJ3Rh6BfF4c5NKA-NVsLzvNIpts/edit?usp=sharing



(continued)






One weekly interactive lesson for 45 minutes in science. (Or, conduct a 45-minute science lesson twice in one week and a 45-minute social studies lesson twice in the next week, for a total of 90 minutes per subject every 2 weeks.)

45

One weekly interactive lesson for 45 minutes in social studies. (Or, conduct a 45-minute science lesson twice in one week and a 45-minute social studies lesson twice in the next week, for a total of 90 minutes per subject every 2 weeks.)

45

Four days of Tier II small group supplemental intervention for 45 minutes for selected high need students. -May serve two student groups for two days each or one student group for all four days. -In order to meet the weekly instructional minute requirements, students not assigned to attend the online Tier II supplemental intervention instructional block (on level or advanced) should be provided with additional independent study aligned with their academic performance level.

180


Elementary PE time provided by PE teachers 100

Independent Study Minutes -Teachers provide independent study assignments aligned to the weekly virtual online instruction to ful�ll weekly instructional minute requirements. -Teachers may choose to provide up to 60 daily minutes or 300 weekly minutes of independent study above/beyond the minimum requirement (220 minutes).

220-520

Grades 4-5

(240 daily or 1200 weekly minutes of Virtual Classroom Activity per AB77/SB98)

Sample GR 4-5 Schedule

https://docs.google.com/spreadsheets/d/1zIT097LB7Q6F93xLe3Zcc_uhhcOeT2oxSUxgA4NzgmM/edit?usp=sharing



(continued)






Two weekly interactive lessons for 45 minutes in social studies/science for HR. 90

Two weekly interactive lessons for 45 minutes in social studies/science for SW. 90

Four days of Tier II small group supplemental intervention for 45 minutes for high need students. -Two days for Homeroom students and two days for Switch class students. -In order to meet the weekly instructional minute requirements, students not assigned to attend the online Tier II supplemental intervention instructional block (on level or advanced) should be provided with additional independent study aligned with their academic performance level.

180


Intermediate PE time provided by PE teachers 100

Independent Study Minutes needed for the week -Teachers provide independent study assignments aligned to the weekly virtual online instruction to ful�ll weekly instructional minute requirements. -Teachers may choose to provide up to 60 daily or 300 weekly minutes of independent study per student above/beyond the minimum requirement of 120 minutes. Independent study should not exceed 420 weekly minutes in total for each student.

120-420

Grades 6-8

(240 daily or 1200 weekly minutes of Virtual Classroom Activity per AB77/SB98)

Sample 6-8 Schedule

https://docs.google.com/spreadsheets/d/1CpLaCaFeN1t73CZ3cFKaY_9PdAPRTiCEO9uFSMAavPU/edit?usp=sharing



(continued)


Guidelines for Interactive Instruction

Virtual interactive instruction is facilitated through Google Meet, and allowed through Zoom with security features in place.

Establish classroom expectations for virtual classrooms: Cameras on and audio muted, unless asked to respond. See PBIS Virtual Classroom Expectations Etiwanda PBIS Virtual Meeting Expectations (Intermediate and Primary Versions).

Remind students to be prepared for class as if they were in school. Students should be dressed appropriately and prepared with needed materials and supplies. Note: If a student opts not to turn-on his/her camera for virtual instruction, please contact the parent to discuss how engagement and participation can be improved with the use of the camera/microphone.

Online interactive lessons should resemble classroom instruction with opportunities for direct instruction, guided practice, and individual/small group support. It is not necessary nor reasonable for a teacher to be presenting/leading for the full block of virtual time. Student engagement and learning can occur in a variety of approaches and modalities within the virtual space.

Teachers may combine a prepared instructional video or screencast with online interaction during the online instructional block.

Teachers may record sessions for student use and to support families. Recorded virtual classroom sessions should be stored on Google Drive or Classroom to protect student and teacher privacy.

Teachers should consider using virtual tools for student engagement (Jamboard, Google Slides, Padlet, etc.). Training on these applications is available for teachers.



(continued)


Guidelines for Independent Study

Teachers should establish a weekly timeline for independent study, indicating when work will be assigned and collected. These expectations are clearly communicated to students and families.

Link all independent study activities and resources on Google Classroom.

Independent study should include some paper/pencil and/or hands-on activities to reduce screen time and improve fine motor skills, legible writing, and organization. Independent study assignments may include materials that need to be printed (especially for primary students). To avoid requiring families to print materials, please share that families may print materials at home or pick up printed copy packets at the school office.

Independent study assignments may be submitted physically through the school (return box in the school office), completed through a Google Form, or uploaded electronically through photographs to Google Classroom.

Teachers should establish an anticipated average length of time it would take students to complete the independent assignments, recognizing it may take some students more and some less time to complete.

To monitor time spent for independent study, provide regular checks with students on how much time was required to complete assignments.

Provide assignments that support the range of learners in the classroom, including English learners, students working below grade level, advanced learners, etc.

Young students may remain online during independent study time to reduce the number of times students need to log-on throughout the day. Students may lower their screen to prevent distractions. TK/K classroom aides (if available) may be assigned to monitor students during this time.



(continued)


Guidelines for Tier II Supplemental Intervention

Tier II supplemental intervention is intended to serve students whoneed additional support to access grade level concepts/skills andaddress learning loss. Examples of Tier II intervention may be acombination of:

Targeted skills-based instruction in identified areas of need (iReady PDF Lessons)Re-teaching content from daily or prior lessons for masteryIntensive instruction in math or literacy (e.g. Project Read, Guided Reading, and/or Fluency)

Students who are not assigned by the teacher to attend the Tier IIinteractive instructional blocks are provided with appropriate andmeaningful supplemental independent learning activities.

Examples may include:

Independent reading block with AR quizzes for monitoring, reading logs, or other accountability measures.Math activities for application/practice or fluency in newly acquired foundational skills.Long term projects or research, e.g. Genius HourPerformance tasks that require higher order thinking skills.

Inside Mathematics: Performance TasksReading and Writing Performance Assessments Stanford: NAP Assessments for NGSSStanford History Educational Group: History Assessments

https://www.insidemathematics.org/performance-assessment-tasks

https://readingandwritingproject.org/resources/assessments/reading-writing-assessments

https://snapgse.stanford.edu/snap-assessments-ngss

https://sheg.stanford.edu/history-assessments

In the virtual classroom model, the social-emotional well being of students can be easily

overlooked. It is important to take the time to build rapport with students, become familiar with

their hobbies, interests and challenges, and be accessible to students who may have particular

need for another trusted adult in their lives.

Student and Family Support &

Services


an administrator and counselor for follow-up.

School administrators conduct outreach to

students in the virtual classroom model for an

informal “check-in” within the first six weeks of

participation.

The Weekly Check-in

The Weekly Check-in period provides

students with time to connect with others,

build community, and interact with a

trusted adult. This weekly meeting

provides teachers with a chance to

conduct a quick screening of students and

determine if any students need a referral to

Weekly check-ins are flexible weekly routines for teachers and

students. The time may be spent building a community circle,

read-aloud, show-and-tell, trivia games, discussion prompts, etc. It

may also be an opportunity for a teacher to review PBIS

Expectations for online classroom behavior.

Intermediate school counselors and academic advisors may be

invited to the Weekly Check-in to familiarize students with the

resources and staff members available to support them.

Counselors and academic advisors may use this time to provide

students with lessons for mental health.

Guidelines for the Weekly Check-in


Services

(Continued)


advisors conduct outreach with students and

families who are at-risk for chronic attendance

issues or regularly experience engagement

barriers in the virtual classroom model.

A school administrator or counselor will

schedule a meeting with the parent/guardian and

student who is chronically absent as defined by

SB98 (i.e. absent from virtual instruction for

more than three or more days in a week). During

the meeting, a plan will be developed to support

and re-engage the student, including providing

referrals or connections to health and social

services if needed and transitioning the student

to alternative learning models (homeschool or

hybrid, if appropriate and available).

District clinical counseling, CARES (Counseling

and Advocacy for Relational and Emotional

Support is the district replacement of WestEnd

Counseling), is available for students in the

virtual classroom. Teachers and administrators

should follow the district referral process for the

CARES program for students who may need this

type of additional support.

Attendance

Daily attendance for virtual classroom attendance

is taken in Aeries. An absence will be recorded in

Aeries by the teacher anytime a student misses a

full day of virtual instruction. Teachers may

record attendance using the format that works

best for their classroom management, including

adding a Chrome extension, daily chat question

(cat or dog?), Google Form, poll question,

Jamboard prompt, or asking students to respond

orally to roll-call for mic check for the day.

Students who are absent for three or more days

from a combination of virtual interactive

instruction and independent study are considered

at-risk in the virtual classroom model, and a parent

contact is required. Teachers should initially

contact families to determine if any barriers to

accessing online instruction exist, while also

supporting families in resolving issues. School

administrators or school counselors will provide

follow-up with families to determine if efforts to

re-engage students have been successful.

Intermediate school counselors and academic


Services

(Continued)


If using a home or mobile phone to contact

families, teachers may enter *67 before dialing a

number to conceal the teacher's phone number.

The Remind app also has features that allow

users to call from their cell phones, while not

sharing their phone number.

During the learning model selection period,

administrators should include virtual students in

school recognition events and continue to

include families in all communications and

school event activities.

If a school is in full closure, administrators

continue to connect with students and families

and maintain a positive virtual school-wide

climate through activities that support student

and family engagement. Examples may include

virtual student recognition events, library

activities, monthly incentive challenges, trivia

games, spirit week activities, or regularly

recorded messages for students.

Communication

Teachers, specialists, and administrators

collaboratively establish, announce, and maintain

a grade level weekly schedule for the virtual

classroom. Changes to the weekly schedule

should be minimized to avoid scheduling conflicts

with family schedules and the services and

supports of specialists.

Independent study assignments may be posted on

a daily or weekly basis. Teacher should use their

School Messenger website to post assignments

or class information. A teacher may use a Google

Site, if a link to the Google Site is included on the

School Messenger website. Per Board policy,

teacher websites must include contact

information, homework assignments, and

announcements/upcoming events. (See AR 1113

District, School and Teacher Web Sites.)

If a parent requests support or asks to conference

with a teacher regarding their child's progress, a

meeting (telephone or virtual) should

be scheduled as soon as possible.

Assessment and Accountability


It is important to remember that students will not

have the same level of proficiency with online

tools or support at home for using technology,

and this may be reflected in the quality of the

work submitted. Teachers should be sensitive to

this when providing feedback or scores to

students. Timelines for assignments should take

into account working families, bandwidth

challenges, and resource availability.

The District diagnostic assessment (i.e. i-Ready

Diagnostic) and other formative tools (e.g.

Interim Assessment Blocks) are administered in

the virtual classroom to help focus instruction on

critical learning goals, while also gauging and

taking action to promote student progress in

realizing these goals. State assessments, such

as CAASPP (grades 3-8), CAST (grades 5 and 8)

and ELPAC (EL students), have not been

suspended for the 2020-21 school year.

Student, family, and teacher feedback indicated

that the lack of grades and accountability may

have been a barrier to some students’ success in

the distance learning model in 2019-20.

In the virtual classroom model, students will be

assigned grades. Teachers should use the report

card categories established in Aeries to record

student progress and missing assignments.

Participation in and assignments collected during

virtual interactive instructional blocks and

independent study assignments should be used to

help determine an overall class grade.

Student progress in the virtual classroom will be

recorded in the Aeries gradebook. Teachers may

use the Google Classroom grading features to link

to the Aeries gradebook to provide students and

families with multiple points of access for

progress monitoring.

Gradebooks should be updated at a minimum of

every two weeks (AR-5121 Grades/Evaluation of

Student Achievement). Teachers may add

comments to assignments logged in the

Gradebook to indicate how the assignment was

completed or if scaffolding was implemented.

State assessments, such as

CAASPP, CAST, and ELPAC are

currently scheduled to be

administered in the 2020-21 school

year.

State Assessments

Assessment and Accountability

(continued)


English Learner

Students identified as English Learners must

receive additional language support during the

school week. Language supports include iLit or

Imagine Learning assignments and feedback,

additional academic vocabulary development

activities from Wonders/StudySync Integrated

and Designated ELD, or other language

development resources.

Accommodations and Supports

High Need Students.

Tier II supplemental intervention is a designated

time to support high need students in the virtual

classroom. High need students may be identified

through status as two or more grade levels below,

socio-economically disadvantaged, foster care or

homeless, Long Term English Learner, or

Newcomer English Learner.

Special Education

General education teachers collaborate with

resource specialists/SAI teachers on instructional

learning plans for students with an IEP. Resource

specialists/SAI teachers should be able to

support virtual instruction and assessment in a

virtual classroom for students with an IEP.

Students with disabilities will receive services and

support on IEP goals with their service providers

through regularly scheduled, virtual sessions. IEP

meetings will be held virtually for families who

select the virtual learning model or during a

school closure period.

Acknowledgments


Alone we can do so little; together we

can do so much. - Helen Keller.

We would like to acknowledge with much appreciation the role of the committee of Etiwanda

educators in the development of this plan. The following individuals generously offered their

time, insight, guidance, and enthusiastic support throughout the preparation of this

document. Their contribution has been crucial to the vision and approach of Etiwanda's

Virtual Classroom Model.

Alecia Morrison

Amy Meath

Andrea Barron

Bailee Campbell

Brynna Pratt

Cari Stanley

Chris Wilson

Dai Griffin

Jeannie Tavolazzi

Jennifer Cobb

Josh Lautenslager

Julie Barragan

Kelly Bray

Kimberly Pollock

Kristin Ledesma

Kyrstin Chavez

Danielle Sumlin

Danielle Wilson

Darlene Kushin

David Ortiz

Denise Reyes-Guieb

Dino Tavolazzi

Grainne Magee

Irayma Moffett

LaTawnya Robinson

Margaret Gooch

Melissa Kvalheim

Michele Jacks

Mindy Deal

Rashawn Voglezon

Sara Randazzo

Tahnee Harris

Appendix


Alone we can do so little; together we

can do so much. - Helen Keller.

The Virtual Classroom Agreement is an online form available via a link on each school site'swebsite.

The Virtual Classroom Model

Documents

Transcript of The Virtual Classroom Model