• Developing our Plan

    The Snoqualmie Valley School District (SVSD) has been working since last spring to prepare for the start of the 2020-2021 school year, with the safety of our students, staff and families a top priority during this COVID-19 pandemic. We have been meeting with our local bargaining units, studying requirements from the Office of the Superintendent of Public Instruction (OSPI) and the Department of Health (DOH), and keeping abreast of ever-changing information from federal Centers for Disease Control and Prevention (CDC) and other health organization reports -- to inform our decisions regarding reopening our schools in the fall.

     

    To develop our plan, we convened work groups comprised of administrators, teachers, secretaries, classified staff, parents, community leaders, students and board members to consider this data and develop feasible learning models that would adhere to safety requirements and support all students. We also engaged our learning community (students, staff, parents) through surveys and Thoughtexchange input to create a plan that addresses concerns, strengthens our remote learning delivery and practices, and aligns with family preferences for their students’ learning this fall.

     

    Core Values and Considerations used to develop the learning models for the 2020-21 school year included:

    • We value the health and safety of our students, staff and families.
    • We value a robust learning experience for all students regardless of socio-economic factors, race, gender, class, religion, sexual orientation, academic capacity or any other aspect of their identity.
    • We value staff capacity and professional development needs.
    • We value staff, parent and family work schedules and childcare needs.
    • We value the social-emotional needs for students and staff.
    • We value connections and relationships between students, staff and families.

    Terms and Definitions

    The following terms and definitions are provided here to ensure consistency of vocabulary, clarify communication and facilitate a common understanding of remote learning models. These concepts were introduced and utilized by our work groups in their planning and will be used in future communications about remote learning.

    Synchronous

    Online learning that happens in real time and allows for interaction between teachers and students. Uses technology like video conferencing to support engagement between  individuals, small groups or a full class.

    Asynchronous

    Occurs through online channels, such as through taped or pre-recorded video, online discussions, electronic content, without real time interaction. Involves independent learning.

    Learning Management System (LMS)-Schoology

    The online system for delivering educational courses and training. In SVSD, our Learning Management System (LMS) is called Schoology.

    Equity in Distance Learning

    Utilizing culturally responsive strategies and ensuring access and consistent structure for instruction and methods of communication that outlines learning goals, due dates, schedules and expectations.

    100% Online/ Full-time Remote/ Distance Learning 2.0

    Remote learning occurs when the learner and instructor, or source of information, remain connected or engaged, are separated by time and distance, and cannot meet in a traditional classroom setting.  ​

    ​​The remote/distance learning may be delivered synchronously or asynchronously. ​

    Courses are intentionally designed to be delivered fully online and attend to consistency and structure of time, methods/modes for communication, design of the lesson, strategies for engagement and feedback. 

    Blended Learning

    Blended learning is a model in which a student learns:

    1.       at least in part through online learning asynchronously, with some element of student control over time, place, path, and/or pace;

    2.       at least in part in a supervised brick-and-mortar location away from home;

    3.       and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

    Courses are intentionally designed to be delivered online and face-to-face and attend to consistency and structure of time, methods/modes for communication, design of the lesson, strategies for engagement and feedback.  

    Hybrid A/B Rotation Model

    A hybrid model is composed of two components:  face-to-face instruction and online learning.  In a hybrid learning model, the learning that is done online, in a remote fashion, is planned and deliberate and integrates a learning platform (Schoology)and digital tools.  ​

    The remote/distance learning may be delivered synchronously or asynchronously. ​Like the fully remote/distance model, in the hybrid model lessons that are delivered online attend to consistency in the following factors: ​ structure of time; methods/modes for communication; ​ design of the lesson, strategies for engagement and feedback.

    In SVSD, students attending on a Hybrid A/B Rotation model would attend in person either Monday and Thursday OR Tuesday and Friday, and learn at home the remaining three days, each week.

    Engagement

    Engagement is a measure of how much we are attending to a purpose, task or activity influenced by a learner’s level of motivation, focus and cognitive ability as well as online course design and a teachers’ decisions regarding facilitation style (behavioral, cognitive, emotional).

    Learners are engaged when they exhibit behaviors, thinking processes or emotions that indicate they are connecting with course materials, with the teacher and with each other.