Virtual Learning Model, 2020-21
Our 100% virtual learning model includes four days per week of teacher-directed online instruction and one day per week of independent learning.
General Info
Beyond Stage 1 of the division's 2020-21 Return to School plan, which is virtual learning for all students, each subsequent stage provides families with the option for students to receive 100% of their instruction virtually (online). This model involves four days per week of teacher-directed/synchronous instruction and one day per week of independent/asynchronous learning. New instructional content will be offered to all students; attendance will be required; and student work will be assessed. Students will interact synchronously (live, interactive, online) with their teachers Monday through Thursday and also will have designated independent work times for asynchronous learning (independent, without live interaction). Fridays will give teachers time for planning and also for small-group interventions conducted synchronously, as necessary. All students will participate in independent/asynchronous learning on Fridays.
Students taking courses through this full-time online model may have larger class sizes than their peers who are taking the same course in-person through the hybrid learning model. Specific schedules for online instruction will be finalized and communicated in mid-August 2020, as Return to School Intent Forms are collected and processed, allowing schools to assign students to specific classes.
To the extent possible, ACPS teachers will serve elementary students in a cohort model with other students from their school or across the division. Middle and high school teachers will support a combination of in-person and online learners using blended learning strategies and digital resources. Courses will be taught using online courseware, video conferencing tools, and digital curriculum resources, along with synchronous direct instruction and online support from an ACPS teacher. Detailed daily and weekly schedules will be available for all students by grade bands by mid-August 2020.
Elementary Schools
At the elementary level, ACPS staff will provide approximately 2-3 hours per day of direct, synchronous instruction (whole group, small group, and individual), depending on grade level. An elementary student’s school week would include instruction in all content areas, including “specials” (also called “extensions”), such as art, library, music, physical education, and lessons presented by the school counselor. The teacher(s) would be available periodically throughout the week for parent/guardian consultation during designated office hours. Students will have opportunities to participate in choice activities each day to practice skills and extend their learning away from a computer screen. ACPS staff also will provide specialized instruction, as needed, such as ESOL or special education services. The amount of special education service will be determined by IEP teams. Consideration will be given to individualized student needs.
Parents/Guardians may change their intent with notification to the school principal. Please note that it will take several weeks to shift students from one model to the other model, and in some cases, a teacher change will be involved. Also, it can take up to 15 days to add a child to a bus route when a family requests transportation after the start of the school year. (During the waiting period, parents/guardians will need to provide transportation.)
Middle & High Schools
At the middle and high school levels, ACPS staff will provide approximately 3½ to 4 hours per day of direct, synchronous instruction, depending on the grade level and/or course. Schedules will vary depending on assigned courses and will align to the base school whenever possible.
A middle or high school student’s day would include instruction in four courses at a time. All courses necessary to fulfill Standards of Learning and graduation requirements are guaranteed for students. High school curriculum will vary based on course enrollment, with students having the opportunity to access core and elective courses necessary to fulfill graduation requirements. It is not certain that students will be able to participate in all courses they originally selected, including electives. Families should recognize that full-time online instruction may not be able to support some specialized programs and course offerings.
Specific course offerings will be dependent on matching student course requests to teacher availability. The division will expand online course offerings to fulfill all state requirements and adjust traditional service models for special education, ESOL, and advanced academic programs to accommodate the full-time virtual learning environment.
If parents/guardians opt for virtual learning, ACPS will attempt to accommodate elective classes and match students with their home school whenever possible. All students in virtual learning will still be eligible to participate in any offered extracurricular activities.
Due to the nature of CATEC classes and the guidance given by accrediting agencies, CATEC classes will not be available virtually. These classes will only be taught virtually if all classes division-wide are taught remotely.
Parents/Guardians may shift from one model to another by working with the school counseling department to make sure there is enough room and to allow time for the switch to happen. Also, it can take up to 15 days to add a child to a bus route when a family requests transportation after the start of the school year. (During the waiting period, parents/guardians will need to provide transportation.)
Virtual Learning: Then and Now
How does the virtual learning experience from spring 2020 compare to virtual instruction planned for the 2020-21 school year?
Click the tabs below to view a side-by-side comparison by level:
Elementary Schools
Spring 2020
Goals
- Kept students connected to school
- Covered limited new learning in math and language arts
Participation
- Strongly encouraged, but optional
Schedule and Content
- No scheduled whole-class synchronous (live with teacher and classmates; interactive) learning
- Limited individual and small group synchronous instruction
- Time expectations:
- 30-45 minutes daily for math
- 30-45 minutes daily for language arts
- Science, social studies, music, library, PE, art, and guidance provided optional activities
- Inconsistent office hours for students and families to give feedback and ask questions
Video Conferencing
- Teachers used Zoom, FaceTime, and a variety of technologies to connect face-to-face in real time
Teacher Preparation and Support
- Basic professional development on how to use Seesaw
- Support from Learning Technology Integrators (LTIs) and Instructional Coaches
- Quick turnaround from school closure to new virtual learning environment
- Teachers had to work from home with limited access to classroom resources and internet
Technology
- Seesaw used as the primary platform for posting learning tasks and student work/responses
- Students in Grades 3-5 could check out their school laptops
- Some K-2 students could check out a school iPad; others had to share with a sibling
- Tech support was available directly to families/students via the Service Desk
- Not all students had access to online instruction; paper materials were mailed to those families
2020-21 School Year
Goals
- Provide robust, high-quality teaching and learning experiences
- Teaching and learning in all content areas
Participation
- Tasks and assignments will be required
- Students will be assessed on their progress and will be given feedback on their performance
- Participation will be expected
Schedule and Content
- Daily schedule: 2-3 hours per day, Monday-Thursday, of synchronous instruction with teacher, plus additional asynchronous instruction and learning tasks per class and asynchronous learning tasks on Friday
- Blend of synchronous (live with teacher and classmates; interactive) and asynchronous learning
- Synchronous instruction will be interactive and include whole group, small group, and individual instruction
- All content areas taught, including direction and instruction on digital citizenship and use of technology tools
- Consistent office hours and increased opportunities with protocols for feedback and individual support
Video Conferencing
- All students will engage in synchronous learning with Zoom
- Recordings will be available for student viewing
Teacher Preparation and Support
- Professional development on using Seesaw for student and family engagement, creating quality home learning experiences and quality feedback
- Support from Learning Technology Integrators (LTIs) and Instructional Coaches
- Division-led and school-based grade-level teams to support teachers
- Use of longer lead time with summer work groups and extended pre-service schedule
- Teachers will be able to teach from their classrooms where they will have full access to school technologies and instructional materials
Technology
- Seesaw will be used as the primary platform for posting learning tasks and student work/responses
- Zoom will be used for group and individual instruction
- All students in Grades 3-5 will have access to school laptops
- All K-2 students will have access to a school iPad
- Tech support will be available directly to families/students through the Service Desk and school-based Technology staff
- Not all families will have access to online instruction from home; alternatives will provide a high-quality/parallel experience
Middle & High Schools
Spring 2020
Goals
- Kept students connected to school
- Introduced limited new learning
- Focused on the health and well-being of students and their families
Participation/Attendance
- Deadlines were flexible
Schedule
- No scheduled whole-class synchronous (live with teacher and classmates; interactive) learning
- Limited individual and small group synchronous instruction
- Time expectations aligned with ACPS Homework policy (approximately 1½ - 2 hours per week for each class)
- Limited office hours for students and families to give feedback and ask questions
Video Conferencing
- Teachers offered optional opportunities with Zoom, Schoology Conferences, Google Meets, and a variety of technologies to connect face-to-face in real time
Teacher Preparation and Support
- Professional development for all teachers on Schoology Year 1 Competencies
- Support from Learning Technology Integrators (LTIs) and Instructional Coaches
- School-based subject team support
- Teachers worked from home with limited access to classroom resources and internet
Learning Management System
- Teachers used a variety of learning management tools
Technology
- All students had access to an ACPS laptop
- Tech support was available directly to families/students via the Service Desk
Building Accessibility
- School buildings were not open to teachers or students
Assessments and Grades
- Grades based on 1st semester with an option to improve the grade with successful mastery of spring learning
- No Standards of Learning (SOL) tests or graded summative assessments (tests, final exams)
- Work was evaluated based on satisfactory completion of the assignment
2020-21 School Year
Goals
- Provide robust, high-quality teaching and learning experiences
- Focus on essential understandings through meaningful learning experiences with new content
- Focus on the health and well-being of students and their families
Participation/Attendance
- Daily participation with course content is expected
- All students are expected to complete tasks and assignments on time
Schedule
- Daily schedule: 3-4 hours per day, Monday-Thursday, of synchronous instruction with teacher, plus additional asynchronous instruction and learning tasks per class and asynchronous learning tasks on Friday
- Synchronous instruction will be interactive and will include large class, small group, and individual instruction
- Multiple, consistent office hours and increased opportunities with protocols for feedback and individual support
Video Conferencing
- All students will engage in synchronous learning with Zoom and Schoology Conferences
- Recordings will be available for student viewing
Teacher Preparation and Support
- Professional development for all teachers on designing courses in Schoology for virtual learning
- Division-led and school-based grade-level teams to support teachers
- Use of longer lead time with summer work groups and extended pre-service schedule
- Teachers will be able to teach from their classrooms where they will have full access to school technologies and instructional materials
Learning Management System
- Teachers will exclusively use Schoology as our learning management platform and integrate our Google suite of tools
Technology
- All students have access to an ACPS laptop (Note: 6th and 9th grade students may start the school year with the laptops they used in the spring; however, they will receive instruction on obtaining new laptops.)
- Tech support will be available directly to families/students through the Service Desk
Building Accessibility
- We will follow the guidance provided in the school division's Stages of Returning
Assessments and Grades
- Grades will be based on successful mastery of standards
- Additional guidance around state and division assessments will be forthcoming
- Teachers will provide ongoing feedback and evaluate students' learning