Cheltenham School District
Continuity of Education Plan
Introduction
The Cheltenham School District is committed to designing the most effective methods
and systems available in the district for the continuation of our high-quality education despite the exceptional circumstances of the full school closure in the state of Pennsylvania. The purpose of this document is to outline how CSD will offer a Distance Learning model for the continuation of the educational program. Much of the Distance Learning will involve Asynchronous Learning. An Asynchronous Learning Environment is a learning environment that does not require participants, teachers, and students to be online at the same time. With varying availability to technology within each household, our intention is to create a Distance Learning Plan that makes it possible for families to adjust to the shared usage of technology within the home. We have also kept in mind the many responsibilities the parents in our community have outside of being a support system for their students’ at-home learning. As such, the Distance Learning Plan will strike a balance between making progress on learning outcomes and keeping the learning challenges reasonable so that students have a high chance for success. Distance learning will present “unique challenges” and will require patience, understanding, and cooperation from the district, our families, and students. Our level of ease with a distance learning program will naturally evolve as we utilize it more often.
This CSD Distance Learning Plan will define the following:
Implementation Procedure to conduct school remotely until the resumption of normal operations;
The expectations required of both teachers and families for the successful continuation of student learning and family communication; and,
The District plans that address developmentally appropriate and meaningful student learning experiences.
The following CSD Distance Learning Plan is designed to address the following scenario:
Asynchronous learning to ensure the opportunity to learn for all students;
Synchronous engagements when possible to support learning and socio-emotional well-being of students through real-time engagements as identified;
Limited and/or variable online access to technology and internet for some students;
Extended flexible timeline for Distance Learning delivery;
A commitment to monitoring and improvement of this plan and the student experience during the time of its implementation.
The contents of this plan are also available on the CSD Continuity of Education website, and are presented in a format that allows for quick navigation to the various sections of the plan.
Distance Learning Platforms
The following online platforms support both Distance Learning and faculty/student/family
collaboration to ensure a quality student learning experience when planning and delivering remotely:
CSD Google email and School Messenger are the communication tools used to contact and communicate with CSD families, K-12.
Class Dojo is a communication tool used to contact and communicate with CSD families at Cedarbrook Middle School.
The Remind app is a communication tool used to contact and communicate with CSD families at Cheltenham High School.
In addition, elementary schools will also use the following communication tools:
Google Classroom is the online distance learning platform used in grades K-6.
Google Classroom and Canvas are both used at Cedarbrook Middle School (7-8) for online distance learning.
Canvas is the online distance learning platform used at Cheltenham High School (9-12).
Zoom is the faculty online collaboration platform for remote instructional planning.
In addition to the above resources, we encourage faculty, students, and parents to contact techhelp@cheltenham.org for any tech-related question and to expect a response within 48 hours. This email account is managed by our Technology Department.
Roles and Responsibilities (School)
Roles and Responsibilities (Students)
Roles and Responsibilities (Families)
Questions related to:
.............................................................................................................. Building Assistant Principals
for 7-8 students ....................................................................................... 8th Grade: Mr. Byron Ryan
for 9-12 students .........................................................................................10th Grade: Ms. Zubairu
...................................................................................................................11th Grade: Dr. Hammond
.....................................................................................................................12th Grade: Ms. Felgoise
Distance Learning for Elementary School
Overview
Over the course of this Distance Learning time period, our faculty will partner with families to
engage students in experiences that stretch their understanding and expand how they approach
learning. Teachers will continue to carry forward their instrumental role in guiding, supporting,
and challenging students to take on new responsibilities and to become excited about learning.
Teachers will communicate with students and families through online subscriptions, to engage students in rich learning tasks. For students with IEPs, GIEPs, and 504s, the assigned case manager will continue to take the lead on facilitating and coordinating supports and services. Please refer to the Special Education, Gifted Education, and 504 Overview section regarding distance learning and meeting the needs of individual students.
Role of Families
As Elementary School students are still developing their independence, a teacher-family partnership is necessary for students to engage in Distance Learning tasks and to access on-line resources. The designed learning tasks and activities will provide direction and support to families with the understanding that task completion depends on each individual families’ circumstances. We recognize and have taken into consideration that parents may have more than one child to guide as we have developed this plan. Therefore, the framed supports for the learning experience have a range of time for each grade level as presented in the following plans. This time will both inform and help prepare the student to engage in the learning tasks the teacher has designed on a given day.
We ask families for the following support:
• Read the updates on the learning platform from your child’s teachers.
• Read home learning tasks and activities posted on the learning platform with your child.
• Designate a place in your home or where you are temporarily located so your child can
work independently on his/her assigned tasks and complete independent reading each day.
• Email your child's classroom teacher if you or your child has questions and/or if your child needs extra help and support. Teachers will be available and be present on-line for four hours daily to help and support. These hours will be posted by the teachers in the learning platform.
Elementary School Distance Learning Plan
Content and Timing
Distance Learning will focus on developing skills, knowledge, understandings, and concepts, as well as on review and practice.
All learning tasks for each week will be posted on learning platforms on all subsequent Mondays by 9:00 a.m. This does not preclude a teacher from posting daily communication in addition to the Monday morning post.
This schedule may be adjusted, when necessary, to accommodate IEP and 504 meetings.
Monitoring Progress
Teachers will monitor student progress through the activities that students engage in through
digital platforms. Teachers will provide feedback to students each week.
KINDERGARTEN
The Distance Learning Plan in Kindergarten will include a list of home learning activities
parents can facilitate for their children.
Learning Experience: At the beginning of each week, teachers will post a Monday Morning
Update in the learning platform to welcome their students and parents to the upcoming Distance Learning experience and will briefly explain the learning approach and focus for the week.
Learning Timeframe: Students are encouraged to engage in distance learning for approximately 45 minutes a day with the understanding that activities that take place throughout the day are extensions of this time (e.g., reading aloud, pretend play, investigations, writing, drawing).
Learning Specifics: The purpose of this document is to provide an overview of the experience. Information on how to log into Google Classroom will be forthcoming. More specific details will be shared by teachers starting Monday, April 13th.
Enrichment Activities: Visit Mobile Scholars website
Assessment and monitoring progress:
Non-graded formative and practice tasks:
Students may be asked to provide evidence of learning for each subject as a check for understanding.
Students should complete assigned non-graded assessments that provide a check for understanding. These may include (but are not limited to) questions, discussions, forms, and polls.
Teachers will monitor student progress with ongoing and regular feedback.
Teachers will actively engage with the student, parents, counselor(s), learning specialist(s) (EL or Learning Support Teachers) and Administration to support students who are not producing evidence of learning.
Summative tasks:
Teachers will provide feedback to students at regular checkpoints on tasks that extend over multiple days/weeks.
Teachers will notify students and parents when content assignments and summative assessments will be assigned. These may include (but are not limited to) electronic quizzes and writing assignments.
Clear instructions on where/how to turn in assignments will be provided to students.
GRADES 1-2
The Distance Learning Plan in First and Second Grades will include home learning engagements and/or activities that parents can assist their child in completing.
Learning Experience: At the beginning of each week, teachers will post a Monday Morning Update to welcome their students and parents to the upcoming Distance Learning experience and will briefly explain the learning approach and focus for the week.
Learning Timeframe: The described learning is designed to take approximately one hour/day. We also encourage you to explore familiar experiences and activities like that of reading for pleasure, journal writing, and play to extend and enhance your child’s learning.
Learning Specifics: This purpose of this document is to provide an overview of the student
learning experience. Information on how to log into Google Classroom will be forthcoming. More specific details will be shared in Google Classroom starting Monday, April 13th.
Enrichment Activities: Visit Mobile Scholars website
GRADES 3-5
The Distance Learning Plan for Third to Fifth Grades will include home learning engagements
and/or activities that parents can assist their child in understanding for independent completion.
Learning Experience: At the beginning of each week, teachers will post a Monday Morning Update to welcome their students and parents to the upcoming Distance Learning experience and will briefly explain the learning approach and focus for the week.
Learning Timeframe: Students are encouraged to engage in distance learning for
approximately 1.5 hours/day, no more than 6.5 hours a week. The quality of this experience is most closely associated with how deeply the child is connecting to the experience. Over the
course of this timeframe, students will engage with varying degrees of independence. The
more challenging the task, the more support that might be required. Encourage your child to
seek support while allowing your child to accept responsibility and take on challenges with
increasing independence.
Learning Specifics: The purpose of this document is to provide an overview of the student
learning experience. Information on how to log into Google Classroom will be forthcoming.
More specific details will be shared in Google Classroom starting Monday, April 13th.
Enrichment Activities: Visit Mobile Scholars website
Assessment and monitoring progress:
Non-graded formative and practice tasks:
Students may be asked to provide evidence of learning for each subject as a check for understanding.
Students should complete assigned non-graded assessments that provide a check for understanding. These may include (but are not limited to) questions, discussions, forms, and polls.
Teachers will monitor student progress with ongoing and regular feedback.
Teachers will actively engage with the student, parents, counselor(s), learning specialist(s) (EL or Learning Support Teachers) and Administration to support students who are not producing evidence of learning.
Summative tasks:
Teachers will provide feedback to students at regular checkpoints on tasks that extend over multiple days/weeks.
Teachers will notify students and parents when content assignments and summative assessments will be assigned. These may include (but are not limited to) electronic quizzes and writing assignments.
Clear instructions on where/how to turn in assignments will be provided to students.
GRADE 6
The Distance Learning Plan for Sixth Grade will include home learning engagements
and/or activities that parents can assist their child in understanding for independent
completion.
Learning Experience: At the beginning of each week, teachers will post a Monday Morning Update to welcome their students and parents to the upcoming Distance Learning experience and will briefly explain the learning approach and focus for the week.
Learning Timeframe: Students are encouraged to engage in distance learning for
approximately 1.5 hours/day, no more than 6.5 hours a week. The quality of this experience is most closely associated with how deeply the child is connecting to the experience. Over the
course of this timeframe, students will engage with varying degrees of independence. The
more challenging the task, the more support that might be required. Encourage your child to
seek support while allowing your child to accept responsibility and take on challenges with
increasing independence.
Learning Specifics: The purpose of this document is to provide an overview of the student
learning experience. Information on how to log into Google Classroom will be forthcoming.
More specific details will be shared in Google Classroom starting Monday, April 13th.
Enrichment Activities: Visit Mobile Scholars website
Assessment and monitoring progress:
Non-graded formative and practice tasks:
Students may be asked to provide evidence of learning for each subject as a check for understanding.
Students should complete assigned non-graded assessments that provide a check for understanding. These may include (but are not limited to) questions, discussions, forms, and polls.
Teachers will monitor student progress with ongoing and regular feedback.
Teachers will actively engage with the student, parents, counselor(s), learning specialist(s) (EL or Learning Support Teachers) and Administration to support students who are not producing evidence of learning.
Summative tasks:
Teachers will provide feedback to students at regular checkpoints on tasks that extend over multiple days/weeks.
Teachers will notify students and parents when content assignments and summative assessments will be assigned. These may include (but are not limited to) electronic quizzes and writing assignments.
Clear instructions on where/how to turn in assignments will be provided to students.
Distance Learning for Middle School
Overview
We know that learning can be achieved in many different formats and can take place in many different settings. Our upcoming distance learning experience is the very type of experience that our middle school students are prepared to take on and to grow from, independently, with
their peers, and even with their families.
Over the course of the district closure, students will be invited to engage in learning
experiences that will stretch their thinking and will encourage new ways of exploring content in
each of their classes, even though they will not be physically present at school.
The clear goal for these days is to provide meaningful educational experiences while
instruction occurs online, allowing students to interact, to engage, to grow, and ultimately, to
learn. For students with IEPs, GIEPs, and 504s, the assigned case manager will continue to take the lead on facilitating and coordinating supports and services. Please refer to the Special Education, Gifted Education, and 504 Overview section regarding Distance Learning and
meeting the needs of individual students.
Role of Families
As Middle School students are still developing their independence, a teacher-family
partnership is necessary for students to engage in distance learning tasks and, in some
cases, to access on-line resources. The learning tasks and activities provide direction and support to families. We recognize that parents may have more than one child to guide, therefore we have framed the learning experience to require minimal parent involvement.
As families of Middle School students, we ask you for the following support:
Check-in with your child daily about their distance learning tasks, activities, and assessments they are working on.
Designate a place that is conducive to engaging in online schoolwork and distance learning, away from distractions such as other electronics, TV, video games, etc.
All learning tasks will be posted via learning platforms on Monday, April 13th by 9:00 a.m. This does not preclude a teacher from posting daily communication in addition to the Monday morning post.
The following weeks of Distance Learning will focus on developing skills, knowledge,
understandings, and concepts, as well as on review and practice.
All learning tasks for each week will be posted on Google Classroom or Canvas on all subsequent Mondays by 8:00 a.m. This does not preclude a teacher from posting daily communication in addition to the Monday morning post.
Middle School Distance Learning Plan
Content and Timing:
The Distance Learning Plan in Middle School will include engaging experiences for each
scheduled class students have on their regular school schedule for that day. With several
lessons to engage in each week, teachers will account for the increased demand that will
be required of students as they are participating in this type of independent distance learning.
Teachers will provide guidance specific to the amount of time activities/assignments might
require. This will include time spent on accessing content, as well as completing work.
Students will also have off-screen tasks that are designed to engage the middle school learner
and attend to middle school needs. Total time for engagement in learning for each class,
including reading, homework, work towards long term assignments, and assessments, should
not exceed the following guidelines:
Math - 120 minutes per week
Language Arts - 120 minutes per week
Science - 120 minutes per week
Social Studies - 120 minutes per week
World Language - 120 minutes per week
Special classes - 45 minutes per week (FCS, Music, Health/PE, Art, and STEM.)
This schedule may be adjusted, when necessary, to accommodate IEP and 504 meetings.
Enrichment Activities: Visit Mobile Scholars website
Teacher and Student Interactions:
Teachers will communicate student learning expectations, provide resources, collect assignments, and provide feedback through Google Classroom or Canvas.
Google Classroom and Canvas pages will be continually updated. Lesson updates will be ready for access on Monday mornings by 9:00 a.m. When a learning experience includes a project or extended application of learning over multiple days, lesson updates will be posted for multiple upcoming sessions. Lessons will include:
A brief update referencing the materials page to access resources/assignments, etc.
A written explanation and/or recorded video/screencast to introduce, explain tasks, or provide instruction for activities/assignments.
If students are required to engage in a project or extended application of learning, the project will be broken down into smaller actions/outcomes with deliverables/check-ins.
Teachers will respond to student and parent emails/questions within 24 hours outside of “Teacher Availability” times during the school week.
Teachers will provide an estimated duration for all learning activities. Teachers should expect that some students will take longer than anticipated. Teachers will clearly communicate deadlines for completing all assignments.
Assessment and monitoring progress:
Non-graded formative and practice tasks:
Students may be asked to provide evidence of learning for each subject as a check for understanding.
Students should complete assigned non-graded assessments that provide a check for understanding. These may include (but are not limited to) questions, discussions, forms, and polls.
Teachers will monitor student progress with ongoing and regular feedback.
Teachers will actively engage with the student, parents, counselor(s), learning specialist(s) (EL or Learning Support Teachers) and Administration to support students who are not producing evidence of learning.
Graded summative tasks:
Teachers will provide feedback to students at regular checkpoints on tasks that extend over multiple days/weeks.
Teachers will notify students and parents when content assignments and summative assessments will be graded. These may include (but are not limited to) electronic portfolios, electronic quizzes/tests, research projects, and writing assignments.
Clear instructions on where/how to turn in assignments will be provided to students.
Distance Learning for High School
Overview
During school closure, students will participate in meaningful learning experiences in each of
their classes, even though they will not be physically present on campus. For students with
IEPs, GIEPs, and 504s, the assigned case manager will continue to take the lead on facilitating
and coordinating supports and services. Please refer to the Special Education, Gifted Education, and 504 Overview section regarding distance learning and meeting the needs of
individual students.
Role of Families
As families of High School students, we ask you for the following support:
Check-in with your child daily about the distance learning tasks, activities, and assessments they are working on.
Designate a place where your child will work independently on his/her assigned tasks.
Engage your child in conversations about their remote learning experiences.
Ask your child about their deadlines and support them, as needed, in submitting assignments according to the established deadlines.
Remind your child to email his/her teachers if your child or you have questions or if you need extra help and support. Our faculty will be on hand to help and support within 24 hours.
Content and Timing
The first week of Distance Learning will ensure that students are able to access the classroom materials and focus on skill review and practice before requiring any graded assignments.
Students are expected to log in to Canvas on a daily basis. Teachers will be expected to give ample notice for graded assignments, understanding that not all students are able to log onto their computers at the same time. Similar to teacher response, students are expected to respond to teacher instructions within 24 hours during the school week.
High School Distance Learning Plan
Content and Timing:
Students will be provided with a clear daily learning target for each week to ensure they know what learning they need to accomplish for the week.
All learning tasks for each week will be posted on Canvas every Monday by 8:00 a.m., beginning on Monday, April 13th. This does not preclude a teacher from posting daily communication in addition to the Monday morning post.
Total time for engagement in learning for each class, including reading, homework, and work towards long term assignments, should not exceed 45 minutes per day, per class. Students enrolled in AP classes should expect to complete the curriculum as outlined by the College Board and as such, may have additional time commitments.
The following are office hours when teachers will be available for their students. These set times are established for student/teacher interaction but do not need to be synchronous instructional sessions. Teachers will communicate specific expectations for participation.
Teacher and Student Interactions:
Teachers will design multiple learning tasks that complement each other in the development of understanding.
Teachers use interactive features to introduce the lesson and/or to provide instructions, when appropriate. Students may be expected to participate in discussion posts.
Teachers will provide an estimated duration for all learning activities. Teachers should expect that some students will take longer than anticipated.
Teachers will clearly communicate deadlines for completing all assignments.
Teachers will clarify in advance how students should contact them if they need assistance and will respond during scheduled times to all student inquiries. In addition, teachers will respond to student and parent emails/questions within 24 hours outside of office hours during the school week.
Assessment and monitoring progress:
Teachers will use a variety of assessment tasks to inform instruction, improve learning, and report on student achievement participation.
The departmental collaboration and prep time schedule may be adjusted, when necessary, to accommodate IEP and 504 meetings. In order to ensure that all students have scheduled access, teachers will maintain office hours whenever possible.
Teachers will design assessment instruments and create environments that assist students in making good choices related to issues of integrity. This could include:
Reminding students of the academic integrity policy;
Establishing clear expectations and guidelines for use of sources and collaboration and including them as part of the assessment task;
Post-assessment authentication through student reflection or teacher: student dialogue; or
Creating assessments that allow for student choice and development for how they will demonstrate learning.
Non-graded formative and practice tasks:
Students must complete assigned non-graded assessments that provide a check for understanding. These may include (but are not limited to) discussions, forms, and polls.
Teachers monitor student progress with ongoing and regular feedback.
Teachers will actively engage with the student, parents, counselor(s), learning specialist(s) (EL or Learning Support Teachers) and Administration to support students who are not producing evidence of learning.
Graded assignments:
Teachers will provide feedback to students at regular checkpoints on tasks that extend over multiple days/weeks.
Teachers will notify students and parents when content assignments and summative assessments will be graded. These may include (but are not limited to) electronic portfolios, electronic quizzes/tests, research projects, and writing assignments.
Students should be working on an individual course not to exceed 45-60 minutes per day, regardless of the academic level of the course. Teachers must recognize that not all students work at the same pace. AP courses may be an exception if students must complete curricula in preparation for the exam.
Clear instructions on where/how to turn in assignments will be provided to students.
Students Enrolled in Advanced Placement Courses: All members of our high school communities connected with externally-assessed courses – AP teachers, students, and parents of AP students – are aware of the additional pressures related to this unexpected transformation of in-school instructional time to distance learning. On Friday, March 20, 2020, the College Board released a modified plan for AP Exam administration. The plan is explained here: https://apcentral.collegeboard.org/about-ap/news-changes/coronavirus-update
Given the recent release of information, teachers and the administrative team will
develop a clear exam administration plan and will share it as soon as it is available.
Students who attend Eastern Center for Arts and Technology: All Cheltenham High School students who attend Eastern Center for Arts and Technology are responsible for engaging in their courses at Cheltenham High School as listed above and continue their course of study at the Eastern Center for Arts and Technology. Please review the Eastern Center for Arts and Technology Continuity of Education Plan for student expectations and program specific contact information.
Distance Learning for Special Education, Gifted Education, and 504
Overview
The Cheltenham School District is dedicated to access for all students. During this
transition to distance learning, students with IEPs, GIEPs, and 504s will continue to receive the supports and services outlined in these plans, as possible. Case managers will continue to work with general education teachers on accommodations and modifications to assignments. Additionally, as appropriate, staff will also provide instruction in areas identified in the IEP and/or GIEP. Your student(s) may be included in additional “classrooms” beyond their classes. The case manager will be able to clarify the specific expectations for the “homeroom activities” and how they relate to your child.
Related Services such as Speech, Occupational Therapy, Behavioral Consultation, Counseling, Social Skills, Physical Therapy, etc. may be provided through a teletherapy approach. This teletherapy may occur through the Zoom platform. Families will not need to create an account in order to participate. However, you may register via the Zoom link. We have included a link to show families how to join a zoom meeting. Support with Evaluation, Re-evaluation, and IEP meetings will be held virtually. The case manager will contact families and IEP team members to schedule a time for the meeting. Meetings will be held via Zoom. A meeting may be scheduled to review changes to the IEP related to the extended closure. Each level has identified preferred times to hold IEPs, however, IEP teams will continue to make an effort to hold meetings that reasonably accommodate parent schedules.
We thank you once again for your consistent and unwavering support as we work together to deliver continuity of learning during this challenging time. Do not hesitate to reach out to our administration and faculty if in need. ~Your CSD Learning Community.
CSD Office of Education
Tamara Thomas Smith, Assistant Superintendent and Elementary Education
Charlene Collins, Secondary Education
Brian Reilly, STEM
Beverly Gallagher, Special Education
Christina Lewis, Elementary Special Education
Ian Sandberg, Secondary Special Education
Matthew Pimental, Gifted Education and Professional Learning
Cheryl Horsey, Student Services
Raymond Realdine, Counseling