Dayton Leadership Academies Remote Learning Plan 2020-2021
For the 2020-2021 school year, Dayton Leadership Academies’ reopening plan provides families with two options:
Dayton Leadership Academies’ remote learning plan is based on our fundamental commitment to providing our students with rigorous, engaging, and flexible learning opportunities. Our plan maximizes instructional time, leverages technology, and provides students with multiple, meaningful interactions with DLA teachers. The plan outlines the methods our staff will use to stay in constant communication with families.
Section 1. Academics and Instruction
DLA teachers will continue to use district-created curriculum maps to implement Ohio state standards and develop lessons plans based on the standards.
We are utilizing existing platforms that teachers and students have used previously:
Google classroom, i-Ready online instruction, ReadWorks, RAZ Kids, Reflex Math, etc.
K-8 remote instruction includes teacher-recorded video lessons, classroom instruction live streamed, small group sessions, and independent assignments via Google Classroom and other online programs.
Section 2. Student Daily Schedule
Students are expected to log into Google Classroom everyday following their individual daily schedules that mirror classroom schedules and includes the following:
Participate in whole class instruction via video
Participate in small group instruction with interactive modeling via video
Watch recorded teacher-led lessons
Join 1on1 check ins with teacher
Complete independent assignments via Google Classroom, iReady, and other academic programs.
Students are expected to participate online and submit assignments daily.
Parents need to notify the classroom teacher immediately of any technical problems that prevent the student from logging on or joining the class.
Section 3. Teacher Daily Expectations
Create and assign online lessons and projects
Using technology include remote learning students in class meetings
Monitor completion of assignments
Provide adequate feedback through comments on assignments, rubrics, and individualized feedback via 1-1 check ins
Be available via text/phone to answer questions
Schedule office hours for one hour via Google Meet
Contact parents if student is not completing the assignments
Enter grades weekly
Section 4. Intervention Services for Equitable Access
DLA Intervention Team
The intervention team is working closely with general education teachers to support students who are below grade level with online learning during the long-term closure.
Intervention specialists are continuing to hold IEP meetings, meet student services outlined on the IEP and providing supports with completing assigned work from general education teachers
Interventionists and instructional aides are working with students on completing assignments in core classes as well as providing 1:1 tutoring in reading and math skills
The school psychologist is working to complete all ETRs and IEP meetings using teacher feedback, formative and summative assessment data. Meetings are held via phone with the IEP team and parent present.
DLA contracts with Lemontree to deliver speech services via teletherapy.
Eastway Behavioral Health is providing counseling via teletherapy.
Section 5. Remote Learning Attendance Policy
All students between the ages of 6 and 18, who have not completed grade 12, are required to attend school unless otherwise exempted by law. School staff will monitor and report violations of the state compulsory attendance law. Attendance will be based on the number of assignments/work completed. Each assignment represents 5.11 hours of school attendance. A full-time student is required to attend (complete) a minimum of 25-30 hours of school per week (according to the number of courses assigned) or 920 hours per school year. The Dayton Leadership Academies attendance policy includes but is not limited to the following:
The student will be automatically withdrawn if a student, without legitimate excuse, fails to participate in 72 consecutive hours of learning opportunities offered to the student; and/or
At the end of the eleventh day after a student has failed to participate physically or remotely as required.
Students are required to meet face-to-face (in-person, or video conference) with teacher/administrator at least once per week. Time and place will be determined by the teacher.
Issues with technology (no internet access, password not working) that prevent a student from submitting an assignment online, completing an assignment online, or joining a class virtually, will be considered an excused absence if the parent notifies the teacher immediately. In this case late classroom work will be accepted and count towards the student’s grade.
DLA Remote Learning Truancy Intervention Program
To track and verify student attendance and participation, DLA will adhere to the following procedures:
DLA notifies the parent by letter of the student’s status with incomplete assignments. Parents are asked to contact school officials for a phone or in-person conference in order to remediate.
The DLA truant officer will send a warning letter to the student and the parent explaining Ohio’s Compulsory Attendance Laws and the consequences of further incomplete assignments.
The student and the parent will be invited to meet with a DLA truant officer and a school official for an Absence Intervention Meeting to be held at DLA in-person or via video conference. Legal responsibilities of the student and parents regarding school attendance/assignment completion will be addressed and intervention provided as needed. Students and parents will be warned of the consequences of court should the student continue to be truant/not complete his/her online assignments. If the student /parent does not attend the scheduled intervention meeting (and does not make alternate arrangements with the truant officer), and if they are over the 25 incomplete lesson limit, charges will be filed immediately against the student and the parent.
25 incomplete assignments is equivalent to 25 days of unexcused absences. Court charges would go into effect after the Absence Intervention Meeting/Plan has been established.
Section 6. Remote Learning Grading Policy
We use grades to give families and students a snapshot of how well a student is doing academically compared to grade-level expectations. Students earn grades based on homework completion, in-class participation, in-class assignments, quizzes, and tests.
Section 7. Family Communication
DLA’s remote learning plan is posted on our website and will be shared with any family that selects the remote learning option for their child. Families must complete and sign the remote learning plan agreement at the beginning of the school year.
Teachers are contacting families through Class Dojo, text messages, phone calls, and video chats.
The school leadership team is contacting families through Class Dojo-School Story, One Call Now texts, emails, Facebook and Instagram posts, and our DLA website.
The culture team and intervention team are conducting additional outreach via phone calls, texts, and home visits to families to help them overcome any obstacles to learning.
Section 8. Technology Distribution
K-2: DLA will deliver and install a desktop computer, mouse, webcam, and wifi hotspot (if needed).
3-8: DLA will issue and/or deliver a Chromebook with webcam, charger, wifi hotspot (if needed).
Live streaming classroom instruction - The Meeting OWL 360 degree camera and speaker system
Interactive modeling - Touchscreen Chromebook with stylus and sharing capabilities
Small groups - Chromebook with webcam and Google meet for multiple participants
1on1 tutoring - Chromebook with webcam and Google meet
Section 9. Professional Development for Teachers
Professional Development for Delivering Online Instruction
All teachers are being trained on the DLA remote learning expectations before the start of the school year. This includes training on the remote learning plan, expectations, and any technology that is being used. These trainings are taking place before the start of the school year and will continue during weekly grade level meetings, 1-1 coaching sessions, and weekly Friday professional development.
Professional Development for Remote Teachers
Teachers who are teaching remotely are still required to attend different professional development opportunities throughout the school week. Some of these opportunities are:
Weekly grade level meetings via Google Meet
Weekly planning meetings with colleagues via Google Meet
Weekly 1-1 check-ins and coaching meetings via Google Meet with their administrator coach
Weekly whole Friday staff professional development via The Meeting OWL 360 degree camera and speaker system
Teacher selected outside online professional development opportunities
Teacher selected book studies