Importance of Student Engagement
It is very important for you to engage daily and to complete assigned work to keep skills practice up and engage in relevant content for future learning settings.
Please stay connected and will we support you in making progress--academically, socially, and emotionally. We recognize the value of staying socially connected. Teachers are encouraged to build in different opportunities for you to engage with each other in non-academic ways, as a means of continuing to foster positive relationships
Length of Assignments and Workload
We are constantly vetting feedback on the workload for students and staff. You should expect to engage in coursework for each class for approximately 30 minutes.
In the effort to be mindful of the work around e-learning, we will begin taking each Friday to focus on supporting student engagement and refining our work around distance learning. Each teacher will have their established office hours and no additional instructional material/lessons in the effort to promote mastery of the essential work assigned for engagement. Students can also use those days to contact counselors, prepare for AP test(s), or engage in other pursuits that promote wellness.
Some guiding principles of student support days:
- Teachers and staff will work to support students and their learning through communication they have already accessed with students and families.
- Teachers will collaborate with colleagues on best practices for distance learning with district-based support and PLC teams within their respective departments.
This will allow students that did not have needed access the chance to have more support and time to finish assignments.
Expectations for Feedback
Teachers and staff members will give feedback in a variety of ways. At times, you will receive individualized feedback regarding work. There are also times when you will receive small or large group feedback. All feedback is intended to support student learning.
- Please communicate to your teacher how the work is going relative to workload and stress. It is important to allow us to adjust on the feedback we hear as we do this work.
- Our staff is focusing on how students can be successful with engagement during this period and providing feedback around the intended learning. We do want to support students in continued acquisition of skills that will support future ready citizens: critical thinking, communication, and collaboration.
- Distance learning period will be a separate grading category/assignment type in Tyler SIS where all grades will be placed while school is conducting distance learning. It will have different weight, with the period prior to distance learning being ⅔ of semester grade and the distance learning period being ⅓, including the final. Students should work with their individual teacher to raise their grade for the semester in addition to the work they are doing during distance learning.
- This determination was made after consulting DESE guidance and with the awareness that distance learning is impacted by many variables for students: consistent access to digital devices or the internet at home, changes in student support in distance learning, and additional demands on students.
- Teachers and staff are working with students to maintain their previous level of achievement through a myriad of supports and assessment design. Administrators and teachers are in communication when students are not able to engage and will work to excuse or reduce work missed due to lack of access. Under our current circumstances, we are working to monitor and adjust as needed for students to be successful for the remainder of the distance learning period.
- *In the case that there is an undue hardship (i.e., health-related issues, persistent access issues, etc.), administrators will have the latitude to work on behalf of students to make determinations to ensure students are successful.