Beaver Bulletin
Remote Learning Update
Volume 29 - April 24, 2020
The Reality of COVID-19
"Some people say that we are all in the same boat, but it's not like that. We are in the same storm, not in the same boat. Your ship could be shipwrecked, and mine might not be."
-Unknown
Being at home is not easy every day is not easy while trying to work, be a teacher, a parent, a chef, and every other hat that must be worn. I find myself blessed being able to work and get paid, my wife still has her job, my family is healthy, and we have all the necessities (including toilet paper). I could not imagine if any of those were not true and still trying to juggle all of this.
The reality is that many of our families (and families across the world) do not have the same blessings that many of us have. According to the latest numbers in Dupage Country (flawed numbers but best that we have), Addison has one of the highest concentrations of COVID-19 in the county. There are a variety of factors that contribute to the high numbers size, population density, ability to work from home, access to healthcare, etc. We have seen a drastic increase in the number of families that no longer have access to food because the family is quarantined at home with no one to get groceries. We know this because the district has been supplying families gift cards, and the families can no longer accept because they cannot leave due to contracting the virus.
As we continue our Remote Learning journey, and you are planning, grading, frustrated with work completion, or quality. Please keep in mind the variety of boats that our families are in while they are weathering the storm.
Catch-Up Days
After surveying the classroom teachers yesterday, a vast majority are going to use Fridays as a "catch up" day moving forward. However, there are still a few others that are not going to use catch-up days but doing a modified version. I am not requiring everyone to use catch-up days, that is your discretion. I simply ask you to do what you think is right for your students and their families.
If using a catch-up day, the daily assignment template should still be sent. Specials and other staff may still need to communicate an assignment. When using a catch-up day, assignments can be written as "use this day to catch up on your math from the week."
Packing Up/Closing Up Rooms
Beginning on May 4 concluding on May 15, I will start opening the building for teachers to pack and close their rooms for the summer. I will assess if more time is needed, however, we are being asked to pack up during these two weeks. Much like the last time I opened the building, there will be a schedule, no more than ten people will be allowed in the building at a time, and all state and federal social distancing guidelines must be followed. I will be sending out the schedule separately soon. Unfortunately, due to the timelines for packing up and moves/transfers, you may not know if you are moving when packing up. However, this should not change much for packing as all personal things should be taken home.
This time will be for the following tasks
- Packing up students’ belongings
- Packing up personal belongings and taking them home
- Packing up instructional materials for summer cleaning
Student Belongings
We will use the following procedures for packing students’ belongings.
- All desks, lockers, bins, or other student storage must be collected and boxed. The district is supplying small boxes and tape for this. It is OK to use more than one box if necessary.
- Boxes must be labeled with the following information student's first name, student's last name, teacher name, room number, grade level, and number of boxes. I plan to supply color-coded labels for the boxes to make labeling and reuniting easier.
- Packed boxes will be stacked outside of the classroom. I will then have the boxes moved to a central location to be reunited with the students.
- During the week of June 1, parents will be able to drive up to Door 1, where I will reunite them with their belongings. This will be done in an organized fashion and grade levels assigned certain days and times. Also, during this time, students will be required to return library books, Chromebooks, or other instructional materials. We know that there will be some stuff that is not returned. We will do our best to get it back once students return to school.
Personal Belongings and Instructional Materials
We will use the following procedures for packing up classrooms, boxes and tape will be supplied again.
- All personal belongings must be taken home (please talk with me for specific situations)
- All Instructional material should be boxed or covered on shelves. Some instructional materials may need to be boxed to be moved to the district office or another school, depending on number of sections.
- ***All TEs and other necessary teacher instructional materials should be boxed separately from everything else, labeled, and placed on top of the teacher desk.***
- All desks and furniture must be emptied, so that ABM can easily move.
- Classroom phone should stay out, it will be replaced during the summer.
- All boxes should be clearly labeled, and I will create and supply standard labels. This will help movement if and when necessary.
- Walls must also be clear of posters or other instructional material. Bulletin boards may be covered
- All Classroom library books, or other books bought with Title money will stay with the classroom/grade level and should be boxed accordingly.
- There will be a place to deposit keys and ID badges near the office once completed.
Staffing Changes
Below you will find the timetable for all moves internal and external for the next school year.
- May 6-8: All internal and involuntary transfers will be shared
- May 11-15: A Voluntary Transfer Packet of remaining vacancies will be distributed to all buildings according to 17.2 of the Negotiated Agreement. Requests will be due by Friday, May 15.
- May 18-22: Principals will interview Voluntary Transfer requests and determine if transfers are accepted or declined. External postings will be done after all requests are reviewed and decisions are made.
Remote Learning Planning Days
Next Wednesday, April 29, will be our second Remote Learning Planning Day. On that day, work should still be pushed out to students. However, you will not hold normal "office hours" due to planning and collaboration.
Additionally, we will hold are Instructional Support Meetings. The meeting schedule and links are as follows. The links can also be found on the calendar on the Remote Learning Site (blue button at top of newsletter will take you to the site).
Grading During Remote Learning
Grading and assessing is one of the most unique situations that we have during Remote Learning. Students can only receive a "pass" or "incomplete," which does not leave much room for the grey areas of assessment. We cannot merely look at work completion do determine pass/incomplete status. Each student and situation must be looked at individually. After reviewing the grading expectations and talking with Donna and Kim, I have developed the following scenario that I hope helps.
The fourth-grade teacher sends out 25 ELA assignments/activities during remote learning. They have supplied feedback to the students on all submitted assignments. The teacher designates 10 of the assignments to be formally assessed and entered into Skyward. Students that did not meet the established criteria received the assignments back with feedback and the opportunity to correct.
Student A - Completed all the assignments and received a pass by meeting the criteria set by the teacher on each of the assignments. Student A would receive a "pass" on their SLP for ELA.
Student B - Completed all the assignments, met the criteria set by the teacher on some and did not on others. It was clear to the teacher that the student tried. Student B would receive a "pass" on their SLP for ELA.
Student C - Completed all the assignments but did not meet the criteria set by the teacher on most of the assignments. The teacher supplied feedback and an opportunity to correct. It was clear that the student only intended to "complete" the tasks despite the criteria and feedback. Student C would receive an "incomplete" on their SLP for ELA.
Student D - Completed some of the assignments and received a pass by meeting the criteria set by the teacher on each of the assignments. Student D would receive a "pass" on their SLP for ELA.
Student E - Completed some of the assignments, met the criteria set by the teacher on some, and did not on others. It was clear to the teacher that the student tried. Student E would receive a "pass" on their SLP for ELA.
Student F - Completed some of the assignments but did not meet the criteria set by the teacher on most of the assignments. The teacher supplied feedback and an opportunity to correct. It was clear that the student only intended to "complete" the tasks despite the criteria and feedback. Student C would receive an "incomplete" on their SLP for ELA.
Student G - Did not complete any of the work despite weekly attempts by the teacher. Student G would receive an "incomplete."
Student H - Has an IEP with a goal in reading. This student should receive a "pass" of their SLP for ELA.
Important Dates
April 27-May 1
27 - 2nd Grade Collab Meeting
28 - Specials Collab Meeting
28 - Para Collab Meeting
28 - 5th Grade Collab Meeting
29 - Remote Learning Planning Day
29 - Third Grade Collab Meeting
30 - IEP Meetings
30 - First Grade Collab Meeting
30 - IPST
30 - 5th Grade Collab Meeting
1 - ED Collab Meeting
1 - Kindergarten Collab Meeting
May 4 - 8
4 - 2nd Grade Collab Meeting
5 - Specials Collab Meeting
5 - Para Collab Meeting
5 - 5th Grade Collab Meeting
6 - Third Grade Collab Meeting
7 - IEP Meetings
7 - First Grade Collab Meeting
7 - IPST
7 - 5th Grade Collab Meeting
8 - ED Collab Meeting
8 - Kindergarten Collab Meeting