asynchronous plan template · 2020. 10. 7. · instructional materials include specifically...

ASYNCHRONOUS PLAN TEMPLATE

Attestations

Instructional Schedule

❑ Teacher interaction with students is predictable, sufficient to support schedule.❑ Teacher availability for students (e.g. office hours schedule) is planned in advance, predictable, sufficient for student progress, clearly defined, and

published in the student syllabus.❑ Students can access instructional support from teachers when needed, direct instruction is delivered by teachers, and students know how and when

they can interact with their teachers.❑ Students are provided clear means to engage with academic material on a daily basis.❑ Student IEPs are followed regardless of learning environment such that students with disabilities receive a Free, and Appropriate Public Education

(FAPE).❑ Student academic work ensures engagement that is equivalent to direct content work that a student would be engaged in over a normal school

year. As guidance, this direct work with academic content matches or exceeds the following average daily minimums across all subjects:● Half day PreK – 90 instructional minutes● Full day PreK – 180 instructional minutes● K through 5th grade – 180 instructional minutes● 6th through 12th grade – 240 instructional minutes

Materials Design

❑ District has adopted a full, TEKS-aligned curriculum can be executed in an asynchronous remote learning environment. This includes:❑ Assessments that ensure continued information on student progress remotely❑ Instructional materials that support a coherent, logical course sequence that reinforces concepts at appropriate times to ensure continuity of

learning remotely❑ Instructional materials consistently reinforce concepts at appropriate times to ensure retention of knowledge in asynchronous environments

❑ Instructional materials include specifically designed resources and/or accommodations and modifications to support students with disabilities andEnglish Learners in an asynchronous environment.

❑ There is a plan to ensure district adopted instructional materials are used during instruction and in the hands of students.

Student Progress

❑ Expected student progress in remote asynchronous learning is planned in advance, defined by day, and ties to the overall course coverage in thecourse syllabus.

❑ Daily, trackable student engagement exists to ensure curricular progress in asynchronous learning. Curricular progress can be measured through any ofthe following means:

❑ Data from the Learning Management System (LMS) showing progress made that day❑ Curricular progress evidenced from teacher/student interactions made that day❑ Completion and submission of assignments planned for that day

ASYNCHRONOUS PLAN TEMPLATE ❑ Districts have systems to measure academic progress of all students to inform instructional practice in an asynchronous environment.

❑ Progress monitoring includes all students and can be done in any proposed at-home scenario (digital or print) ❑ Student feedback is provided from instructor at least weekly in asynchronous learning environments including next steps or necessary academic

remediation to improve performance. ❑ School grading policies for remote student work are consistent with those used before COVID for on campus assignments

Implementation

❑ Campuses plan for and implement professional development calendars with specific supports for asynchronous instruction. These include the following for educators:

❑ Provide introductory and ongoing content-focused, job-embedded training linked to chosen asynchronous curricular resources ❑ Cover all grade levels and content areas that are participating in asynchronous learning ❑ Develop content knowledge to help educators internalize the asynchronous curriculum and analyze and respond to data with the use of the

instructional materials ❑ Explicitly cover asynchronous remote instructional delivery and use of the asynchronous learning platform and/or learning management system

❑ Districts provide explicit communication and support for families in order to support asynchronous work at home.

Open Responses

Key Requirement Instructional Schedule: Describe (or attach a description of) the structure of your asynchronous schedule highlighting any differences by grade level and/or content area.

Include sample daily schedules for students by grade band

Sample Daily Schedules for Grades PreK - 2, Grades 3-5, Grades 6-8 (Junior High) , and Grades 9-12 (High School) are included below and may vary by teacher and campus.


Students in grades Prek - 2 have 290 minutes of interaction with academic content while students in grades 3-5 have 300 minutes. This does not include time engaged in the morning meeting, specials (art, music, PE), lunch, or recess.


Junior High School Sample Schedule 8:55 am - 4:05 pm

1st period ELAR 51 mins

2nd period ELAR 47 mins

3rd period Math 47 mins

4th period Science 47 mins

5th period Lunch 27 mins

6th period Advisory 35 mins

7th period Social Studies 47 mins

8th period P.E. 47 mins

9th period Elective 47 mins

High School Sample Schedule 7:15 am - 2:35 pm

1st period English 50 mins

2nd period Foreign Language 48 mins

3rd period Social Studies 48 mins

Advisory Advisory 30 mins

Lunch Lunch 30 mins

4th period Science 48 mins

5th period Math 48 mins



Students in junior high and high school have approximately 330 minutes of daily interaction with academic content.

Summarize how your instructional schedules meet the criteria:

Instructional schedules exceed the daily minimum requirements (elementary 180 minutes and secondary 240 minutes) required to cover the full academic content.


Component Explanation

What are the expectations for daily student interaction with academic content?

It is expected that students have daily interaction with the academic content as outlined in the sample schedules through the use of technology - personal or district distributed. Teachers follow a predictable schedule which provides time for continuous learning in all subject areas. The daily schedule includes maximum engagement of students through collaborative learning activities and technology tools. Teachers are available for extra student supports or small group instruction. Instructional days include intervals of time for students to work independently on various assignments asynchronously or to receive additional support from their teacher(s) synchronously.

Structure and consistency are important, so teachers communicate dates, times, and office hours for live instruction; coordinate with students needing additional assistance; and provide ongoing communication through multiple platforms.

Elementary: Students are expected to engage in the scheduled content in a blended format (asynchronous/synchronous) for approximately 290 minutes per day (Prek-2) and 300 minutes per day (3-5). Student schedules are determined by an estimated time duration per subject as opposed to designated time blocks of instruction. During the day, students will have access to all activities, real-time and recorded, and complete self-paced assignments independently for all content areas including music, art, and PE. Teachers track student login time and assignment completions via the learning management system, Canvas, and can tailor pacing and content for students based on their individual progress and/or areas where students may require additional practice or support. Additional synchronous opportunities of small group instruction and office hours are provided daily:

- Small group instruction - built into the workshop approach for all students, based on evidence of student progress in Canvas

- Office hours - participation is optional and based on student need/choice Secondary: Students are expected to engage in the scheduled content in a blended format (asynchronous/synchronous) for a minimum of 240 minutes of instruction per day. In most cases, secondary students have over 300 instructional minutes each day. Teachers offer both synchronous and asynchronous learning opportunities daily. Students are expected to login for direct instruction, following a schedule when possible. When not possible, asynchronous videos and assignments are to be completed throughout the day and submitted by 11:59PM through the learning management system, Canvas. Enrichment (HS) and Advisory (JH) are offered each day for students who need additional teacher supports or instruction. Additionally, specialized courses such as GT, interventions, SPED, dyslexia, and ESL/Newcomer are offered within student schedules and often with additional staff available to pull small groups for interventions or acceleration.


How will you ensure all student groups and grade levels will have the opportunity to engage in approx. a full day of academic content every day?

All students will receive a schedule in Canvas that outlines their daily schedule, expected learning activities, and assignments for completion. The schedules have been designed to ensure that all students have the opportunity to engage in a full day of academic content on a daily basis. Elementary: In grades PreK-5, students will learn through both synchronous and asynchronous activities. They will engage in activities across modalities daily in self-directed asynchronous instruction leveraging both District created and adopted materials. They will also have live synchronous instructional opportunities with their teacher(s) daily. Students in PreK – 2 have approximately 290 minutes of interaction with academic content while students in grades 3-5 have 300 minutes. This does not include time engaged in the morning meeting, specials (art, music, PE), lunch, or recess. The schedule for a Katy Virtual Academy (KVA) student will very closely mirror that of a face-to-face student. The KVA students’ asynchronous activities will be similar to face-to-face students’ independent practice. The Katy ISD curriculum follows the Texas Essential Knowledge and Skills (TEKS) standards and is implemented virtually through Canvas for both asynchronous and synchronous learning experiences. The curriculum includes activities, direct instruction, assessments, student collaboration, projects, and performance tasks. Virtual learning activities include live, daily interaction to provide direct instruction for students. It also includes student support times, class discussions, and time for students to practice new skills. Each KVA student will begin their day by joining their teacher on Canvas and then be directed to activities that will allow them to develop and achieve their goals. Secondary: Secondary students will follow their daily schedule which includes a minimum of 240 minutes of daily instruction. The Katy ISD curriculum follows the Texas Essential Knowledge and Skills (TEKS) standards and is implemented virtually through Canvas for both asynchronous and synchronous models that span from virtual-only to in-person opportunities. The curriculum includes activities, direct instruction, assessments, student collaboration, projects, and performance tasks. Virtual learning activities include live, daily interaction to provide direct instruction for students. It also includes student support times, class discussions, and time for students to practice new skills. Virtual learning is offered, by teachers to students, through Zoom or asynchronously through activities in Canvas. When labs are necessary in science courses, teachers utilize the Gizmos online program for online labs and simulations and/or teachers may host live demonstrations with students, virtually for those who can attend. When math manipulatives must be utilized for standard mastery, the online program called Braining Camp is utilized. Students have access to digital novels for book clubs or class novel studies through the district program, SORA. In summary, full days of learning are provided to all models of instruction and include learning activities and resources equitably for all students. Special education, ESL/bilingual, dyslexia, GT, and 504 students are served through general education first and will receive all services noted above. Students in these groups will be served based on their individualized plans or required specialized services to ensure compliance.


What are the expectations for teacher/student interactions?

It is expected that teachers and students have regular daily interactions. Teachers will interact with students daily via multiple formats:

● Morning meeting time: students in all grades will begin their day synchronously with their teacher. (elementary) ● Students will receive feedback from teachers on a daily basis via Canvas and/or Google applications, phone calls,

Zoom meetings, and/or email. ● Video conferencing via Zoom will be utilized for interventions and/or small group instruction. ● Teachers will communicate content intervention session times to intervention-eligible students. ● All students will engage in synchronous time for math and ELA daily, recognizing these subjects necessitate real-time

learning. (elementary) ● Students are expected to engage in live synchronous instruction in other core content subjects such as science and

social studies multiple times per week. ● Teachers have established time for daily open office hours where they meet with students or answer student

questions. Attending office hours is not mandatory for students; students may determine if they choose to attend.

How will teacher/student interactions be differentiated for students with additional learning needs?

Teacher/student interactions are differentiated for students with additional learning needs as outlined below. ● General education and special education Homebound services will be provided by teachers both in person and

virtually to support the needs of individual students. ● Gifted and Talented services will be provided both in-person and virtually to support the needs of the individual

students. ● English learner resources are differentiated commensurate to each student’s language proficiency. TELPAS

foundational training will be provided this fall to guide teachers in the use of the Proficiency Level Descriptors to support academic content and increase English proficiency.

● Student IEPs, 504 plans, LPAC decisions, and RTI plans are followed regardless of learning environment such that students with disabilities receive a Free, and Appropriate Public Education (FAPE). Teacher interactions and responses will be tailored to the needs of the individual student based upon their needs in an in-person setting or through a virtual platform such as Canvas and Zoom.

In addition, students will have access to Academic Support teachers, GT teachers, SPED teachers/paras, and ESL teachers through the learning management system, Canvas, for small group and/or individualized instruction to meet their academic needs.

ASYNCHRONOUS PLAN TEMPLATE Key Requirement Material Design: Describe how your instructional materials support your asynchronous environment, including how all students can access instructional materials.

Subject/ Course

Grade Level(s)

Instructional Materials

Progress Monitoring and

Assessment

Is it TEKS aligned?

What resources are included to support students with disabilities?

What resources are included to support ELs?

Math Instructional

Materials

PreK Katy ISD Unit

Plans with Instructional

Guidance and Curated Lists of

Digital Resources

District Created Resources

Frog Street Press

Origo Math

Stepping Stones

Canvas Activities

Remote

Campus-Based Assessments

and Tasks

Circle Progress Monitoring

Yes Differentiation and scaffolding supports are embedded within

the curriculum.

Circle Progress Monitoring assessment provides data and resources to differentiate for

various student needs.

Accommodations and/or modifications are provided to

students based on their individualized education plan. See

Special Education Support Resource Documents linked below.

Special Education Support Resources

Katy ISD Special Education Resources

Frog Street Press & Origo Math Stepping Stones include an online resource that features English and Spanish materials (including videos and resources).

Linguistic accommodations for instruction, and

designated supports for assessment, are determined by the LPAC committee.

See online resources linked below.

EL Friendly Classroom Instruction: What to Notice

Supporting ESL ELs Online

Supporting Bilingual ELs in Math Online

https://dyzz9obi78pm5.cloudfront.net/app/image/id/5f2af8b28e121cf44609c9ae/n/rts-accommodationsdocx-1.pdf


https://sites.google.com/katyisd.org/specialeducationresources/home


https://drive.google.com/file/d/1UROdMlAQoRqRx6UZONAhmoONhu-ocoEM/view?usp=sharing

https://drive.google.com/file/d/1m6LHo1Mp9X3RptMtDkyfjq8nNELNrmJr/view?usp=sharing

https://drive.google.com/file/d/1wk-aWqKiLNzaztbGzlZECEsukw8DZGMo/view?usp=sharing


K-5 Katy ISD Unit Plans with

Instructional Guidance and

Curated Lists of Digital Resources


enVision Math

Canvas Activities

Digital Campus-

Based Assessments

Digital District

Learning Assessments

DreamBox

Math


the curriculum.

DreamBox Math provides real-time data on student math

progress and provides suggested lessons to move a

student forward in their learning.






enVision Math includes an online resource that features English and Spanish materials (including

videos and resources).


designated supports for assessment will be determined by the LPAC committee. See online resources linked below.



Supporting Bilingual ELs in Math Online







https://drive.google.com/file/d/1wk-aWqKiLNzaztbGzlZECEsukw8DZGMo/view?usp=sharing


6-8 Katy ISD Unit Plans with Instructional


Digital Resources

Braining Camp Math Manipulatives

Online Graphing Calculators, TI &

Desmos

McGraw Hill Texas Math

Imagine Math for Tier 2 & 3, as

needed

Canvas Activities

Digital District Learning

Assessments

Digital Campus-Based Assessments

(Common Assessments)

Yes Katy ISD Unit Plans contain instructional guidance targeted to

meeting the needs of special populations.


students based on their Individualized Education Plan. See Special Education Support

Resource Documents linked below.



Katy ISD Unit Plans contain instructional guidance targeted to meeting the needs of special populations.

Linguistic accommodations are provided to students based on the LPAC’s decisions.


ESL Support Resources



Digital Resources

Braining Camp Math Manipulatives

Online Graphing Calculators, TI &

Desmos

Houghton Mifflin Harcourt Algebra 1 &

2

Canvas Activities

Online Textbooks

Digital District Learning

Assessments

Digital Campus-Based Assessments





students based on their Individualized Education Plan. See Special Education Support












https://docs.google.com/document/d/1Jje_4aWiAs4n1EvahzDpLahOTxqSEcPdJbZuUYerMvo/edit







McGraw Hill Geometry & PreCalculus

Cengage Learning

Bedford Freema

Pearson

ELA Instructional

Materials

PreK Katy ISD Unit



Digital Resources


Frog Street Press

myON

Canvas Activities

Circle Progress

Monitoring


the curriculum.

Accommodations and/or modifications will be provided to





Frog Street Press has embedded EL support instructions and contains numerous nonlinguistic

representations. See online resources linked below.



Supporting Bilingual ELs in Language and Literacy Online







https://drive.google.com/file/d/16sQBYKvhqD1E6SMzx2iSZD3r2XMQOEc1/view?usp=sharing



K-5 Katy ISD Unit Plans with Instructional


Digital Resources


Units of Study for Reading, Writing, and

Phonics

Word Study -

district created resource

myON

Canvas Activities

Digital Campus-

Based Assessments

Digital District


TX KEA

TPRI

Yes Differentiation and scaffolding supports are embedded within the curriculum.

Accommodations and/or

modifications will be provided to students based on their

individualized education plan. See Special Education Support




Digital books in English and Spanish

Palabras a su paso (Spanish phonics)

Take home books in Spanish

All Language Arts video lessons are available in Spanish as well as English.

The Units of Study resources have embedded EL support instructions and contain numerous

nonlinguistic representations.


designated supports for assessment, will be determined by the LPAC committee. See online resources linked below.













SLA K-5 Katy ISD Unit Plans with Instructional


Digital Resources


Units of Study for Reading, Writing, and

Phonics

Word Study -

district created resource

Canvas Activities

Digital Campus-

Based Assessments

Digital District


TX KEA

Tejas Lee


Accommodations and/or modifications will be provided to

students based on their individualized education plan. See Special Education Support




The Units of Study resources have embedded EL support instructions and contain numerous

nonlinguistic representations.


designated supports for assessment, will be determined by the LPAC committee.

Digital books in English and Spanish

Palabras a su paso (Spanish phonics)

Take home books in Spanish

All Language Arts video lessons available in Spanish as well as English.
















Digital Resources

Pearson, My Perspectives

SORA (Overdrive) Digital Book Library

Lexia for Tier 2 & 3, as needed

Canvas Activities

District Learning Assessments





Accommodations and/or modifications will be provided

to students based on their individualized education plan.

See Special Education Support Resource Documents linked

below.









Digital Resources

Pearson, My Perspectives

Bedford, Freeman and Worth, Literature & Composition

SORA (Overdrive) Digital Book Library

iLit45 and Writable for Tier 2 and 3 as

needed

Canvas Activities









below.


















Science Instructional

Materials

PreK Katy ISD Unit



Digital Resources


StemScopes

Early Explorer

Frog Street Press

Canvas Activities

Digital Campus-

Based Assessments

and Tasks

Circle Progress

Monitoring



to students based on their individualized education plan. See Special Education Support




StemScopes Early Explorer and Frog Street Press include an online resource that features English and Spanish materials (including videos and resources).





Supporting Bilingual ELs in Science Online

K-5 Katy ISD Unit Plans with Instructional


Digital Resources


StemScopes

Canvas Activities

Digital Campus-

Based Assessments

Digital District






below.



StemScopes Science includes an online resource that features English and Spanish materials

(including videos and resources).





Supporting Bilingual ELs in Science Online







https://drive.google.com/file/d/1aPuS8ndjZmul4BdV6_ZyjsBVMdut1vzw/view?usp=sharing







https://drive.google.com/file/d/1aPuS8ndjZmul4BdV6_ZyjsBVMdut1vzw/view?usp=sharing




Digital Resources

Region IV Gateways to Science

Legends of Learning

StemScopes

Gizmos for Virtual Labs and Simulations

Canvas Activities






Accommodations and/or Modifications are Provided to

Students Based on Their Individualized Education Plan. See Special Education Support










Digital Resources

Bedford, Freeman and Worth

Pearson

Cambridge

Houghton Mifflin Harcourt

Gizmos for Virtual Labs and Simulations

Canvas Activities






Accommodations and/or Modifications are Provided to

Students Based on Their Individualized Education Plan.


below.


















Social Studies

Instructional Materials

PK-5 Katy ISD Unit



Digital Resources.

Teacher Created Materials

Studies Weekly

Social Studies Alive!

Junior Achievement

Canvas Activities

Digital Campus- Based

Assessments

Digital Interactive

Student Notebooks





below.



All Social Studies district resources are available in both English and Spanish.

Linguistic accommodations for instruction, and designated supports for assessment, will be

determined by the LPAC committee. See online resources linked below.





Digital Resources

National Geographic

McGraw Hill

Document Based Questions (DBQ)

Digital Library

Canvas Activities







below.





















Digital Resources

McGraw Hill, World Geography

Pearson, US History, Economics, & Government

Cengage, World History

Document Based Questions (DBQ)

Digital Library

Canvas Activities







below.







Provide additional explanations of how your instructional materials meet the criteria if needed:


How will materials be designed or will be adapted for asynchronous instruction, ensuring coherence and retention on knowledge

Careful consideration was given to ensuring that all instructional materials were designed to be utilized in the virtual learning environment and adaptable to meeting learner needs. The district leveraged existing instructional materials and purchased additional instructional materials to support asynchronous and synchronous learning in the virtual environment. Virtual students follow the same scope, sequence, minute requirements, and curriculum as in-person students. This instructional format allows for students transitioning between learning modalities (e.g., virtual and in-person) at the end of grading periods. All instructional materials are aligned to the Texas Essential Knowledge and Skills (TEKS) and are accessible to all students via the learning management system, Canvas.

Elementary: Students will utilize a number of instructional software resources including DreamBox Math and myON Reading for asynchronous learning, as well as for blended learning on-campus. These programs are inherently tailored to support self-paced, adaptive, and personalized student learning. This will support progress monitoring for all students as well. The use







of videos and screencasts will be part of the virtual learning experience to ensure that students have detailed instructions on how to navigate the instructional materials and receive explicit instruction on new content. Secondary: All materials, assignments, and activities for students are housed in Canvas for both synchronous and asynchronous instruction. Teachers, through PLCs, work on how to adapt live activities for Canvas in order to implement asynchronously with students. District resource curation choices were made to support both models and to complement district curriculum unit plans. Teachers record live instruction opportunities to help students when live participation cannot occur. Assignments are often able to be completed outside of the constructs of space and time. Asynchronous students follow the same guidelines of daily minutes as synchronous students to allow for smooth transitions between virtual and in-person models as needed. The Secondary Curriculum and Instruction team provided additional, curated resources to support teachers in online environments. Samples of the initial resource creation can be found by clicking here. Teachers will receive professional development in both content and remote instructional practices throughout the year to support appropriate adaptation, instructional practices, and coherence. See Professional Development calendars in the Key Implementation section.

What additional supports (in addition to resources listed above) will be provided for students with disabilities and ELs?

Special education is a service that layers on top of general education to specially design instruction based upon the unique needs of a student. As such, all general education guidance applies to special education services. Katy ISD will provide special education services as outlined by student IEPs. Should a change to those services be required to accommodate the instructional model selected by the parents, an ARD committee meeting will be convened to discuss needed supports. Additional information about available supports and adaptations for virtual implementation can be found at the following link Katy ISD Special Education Resources. Specific instructional supports for ELs include Summit K12 Listening & Speaking Program, online accommodations guidance, Talking Points App for contacting parents in their native language, and Immersive Reader within Canvas for language and reading support.

Key Requirement Student Progress: Describe (or attach a description of) how you’re tracking student engagement and progress in your asynchronous environment.


What is the expectation for daily student engagement?

Students will be engaged in the learning process that enhances critical thinking skills and promotes meaningful learning experiences daily. The day of a Katy Virtual Academy student mirrors that of a Katy ISD in-person student. Each school day, KVA students will log into Canvas to access activities, assignments, and experiences for the day. Student engagement expectations and

https://sites.google.com/katyisd.org/kisd-secondary-home-learning/home



progress is clearly defined, measurable, and published online for parents and students. Students participate daily by: ● completing instructional tasks, ● participating in discussions with other classmates, ● practicing activities, ● receiving instruction, ● engaging in conversations with teachers and peers, ● completing and submitting assessments and projects, ● answering questions, and/or ● submitting pictures of assignments and tasks.

Students also actively participate in synchronous instructional activities such as whole-group, direct instruction, and small group sessions. They also actively participate in teacher office hours for any additional support and answers to questions they may have. Teachers assess student learning through formal and informal assessments, assignments, quizzes, discussions, participation, projects, tests, and performance tasks. When new concepts are introduced, teachers customize lesson plans to ensure learning opportunities are relevant and rigorous and offered asynchronously for those who cannot participate synchronously.

What is the system for tracking daily student engagement?

Tracking engagement will, at a minimum, follow guidance from TEA regarding ADA funding guidelines. Per TEA guidelines, each student will meet a minimum of one of the 3 possible attendance markers each day:

1. Daily Progress in Canvas 2. Daily Progress via student-teacher interaction 3. Completion / Turn-in of assignments

Daily attendance will continue to be taken, and compulsory attendance will be followed. If a student is not present in the building or engaged online each day for each class/course, the normal truancy process will be followed (TEC, §25.092). Students must be present for 90% of the required days of learning to be promoted to the next grade level or to receive credit towards graduation. In order to be counted present, students in asynchronous remote learning must be engaged daily in the lessons, complete and turn in assignments on time, interact with the teacher, and show progress in their learning. Both remote synchronous and remote asynchronous attendance methods will be utilized, depending on the instructional needs of individual students. Teachers will have multiple avenues for engaging students each day and will take daily attendance based on student interactions with their virtual courses.

● Students will automatically be coded as either remote synchronous or remote asynchronous, depending on the grade and course/s the student is enrolled in.

● Students enrolled in a remote synchronous course will receive 2-way, real-time, live instruction via a computer device. The District will distribute devices to all students who request one for virtual instruction

● Students enrolled in a remote asynchronous course will be required to engage in the learning materials on their own time,


interacting intermittently with their teacher via a computer or other electronic device. ● Teachers will be required to mark attendance by the end of the day, preferably prior to the campus attendance call-outs at

around 3:00PM each day. An electronic notification process that has been approved by TEA will be made available for teachers to inform attendance clerks of any changes made the day following the day of instruction. This electronic notification process will also be used to assist in providing supporting documentation for any attendance changes.

For all forms of remote attendance, the District’s current student information system, eSchoolPLus, will remain the District’s system of record for inputting and maintaining student attendance and grading information. This will assist in facilitating a smooth transition into and out of virtual instruction when necessary. For remote asynchronous attendance, teachers will use the District’s learning management system, Canvas, as their virtual classroom. Zoom meetings will be used by all teachers to engage students via virtual face-to-face instruction. Email, Zoom logs, and Canvas analytics will be used to track and monitor engagement. Additionally, the district is currently partnering with Frontline to address more detailed adjustments and changes to attendance process and protocols. Professional development will be offered for all instructional staff along with a detailed manual for virtual attendance that includes definitions, teacher responsibilities, recommended procedures, and an FAQ section. Campuses were provided a summary pictograph to provide teachers with a simple scenario-based reference to use. That manual and pictograph are available for review here: https://drive.google.com/file/d/1r9k2WmTk-j7JMr-7S_BUSkZ1ij3VX79r/view?usp=sharing

How are the expectations for daily student engagement consistent with progress that would occur in an on- campus environment?

In preparation of students transitioning to and from the virtual learning environment, all digital platforms and tools (i.e. Google Applications for Education, Seesaw, Canvas etc.) utilized on campus will also be used in the virtual asynchronous setting to maintain consistency. In addition, the method of tracking engagement will be consistent with the in-person learning environment. Both modes of delivery will parallel the ways in which students interact with their teachers through daily minute expectations, progress tracking on learning objectives, accessing/ submitting assignments, and monitoring/grading completed activities. Students are expected to follow their daily schedule and complete assignments as they would at a campus, all within Canvas. There is flexibility for asynchronous students to complete work up until 11:59PM, but it is encouraged that they schedule time similar to their regular school schedule to stay organized and on track.

What is the system for tracking student academic progress?

Student progress will be monitored and tracked in Canvas through daily assignments, activities, interaction with teachers, and through other measures. Multiple formative and summative assessments are utilized in Katy ISD to allow educators to track academic progress throughout the school year and make instructional adjustments as needed. Some of these assessments are outlined below.

● Throughout the year, students take District Learning Assessments in Reading, Writing, Math, and Science. ○ District Learning Assessments are based on TEKS recently taught. ○ District Learning Assessments are formatively used to drive future instruction and interventions.

https://drive.google.com/file/d/1r9k2WmTk-j7JMr-7S_BUSkZ1ij3VX79r/view?usp=sharing


○ District Learning Assessments will be administered through Aware for students in the virtual environment. ● Students will take teacher-developed campus-based assessments in the four core subjects. ● Additionally, elementary students are required to complete a minimum number of lessons in DreamBox Math which

will provide data on student progress within their grade level TEKS. ● CIRCLE Progress Monitoring for Pre-K, TX KEA for Kindergarten, and TPRI/Tejas Lee for 1st and 2nd grades (Beginning of

Year, Middle of Year, and End of Year assessments) will be administered to monitor progress and provide important information on student learning.

● The Fountas and Pinnell Benchmark Assessment will be administered to students in grades K-5 and will provide data on the progress of student reading levels with the beginning of the year and end of year windows.

In addition, the district will continue to implement the following official grade reports in accordance with the Grading and Reporting Handbook:

● Report Cards - The purpose of report card grades is to communicate the student’s level of mastery of the designated TEKS-based instructional objectives

● Progress Reports - Interim progress reports will be issued for all students at the midpoint of each grading period ● Gradebook - All grades recorded in the gradebook will relate directly to one or more TEKS-based instructional

objectives ● Progress Updates- Progress updates on goals and objectives for students receiving special education services will be

distributed to parents every 9/6 weeks corresponding with the district’s grading period. Anecdotal records, participation, formative assessments such as exit slips, comments on Canvas, mini-quizzes, discussions, and running records are also used to monitor student learning. Other unit assessments, projects, performance tasks are used to collect data for PLC reflection on learning. Special education student progress will be monitored through IEP progress reports provided consistent with typical progress reporting schedules.

What is the system for providing regular (at least weekly) feedback to all students on progress?

Teachers are expected to interact with students daily through Canvas as well as provide daily feedback in at least one capacity within Canvas. Daily specific feedback from teachers to students will be conducted through a variety of methods, via Canvas lessons, activities, or small group instruction. The daily feedback will allow students to have a clear understanding of their academic progress on a consistent and frequent basis. Teachers will have additional time to provide interventions and/or small group instruction and office hours. Teachers will review each individual student’s progress and plan for small group intervention sessions as deemed appropriate. Teacher feedback will not be limited to synchronous instruction; it can also be provided through discussion forums, chat features, email correspondence, and other methods. Teachers will also facilitate the beginning of the year assessments, collect


student data, and continue to monitor progress throughout the school year.

Key Requirement Implementation: Describe specific supports for educators and families to implement effective remote asynchronous instruction.

Sample educator professional development schedule.

Below are links to several Katy ISD Professional Development Calendars/Schedules:

Elementary: https://docs.google.com/document/d/11tkRH0siWNqLtaGp-VfwsSztHiRzedluSeudYK_bVPI/edit?usp=sharing

Secondary: Click here for Google Site of Summer PD for Secondary Staff; http://www.katyisd.org/dept/prolearn/Pages/Secondary-Calendar.aspx

Summer Professional Learning Calendar: http://www.katyisd.org/dept/prolearn/Pages/summerprofessionallearning.asp

Technology: https://sites.google.com/katyisd.org/icamp/home

Virtual Presenter Academy - In Preparation for online learning: June 2-3 and July 16, 2020:

https://dyzz9obi78pm5.cloudfront.net/app/image/id/5f52809f6e121c7878359038/n/virtual-presenter-academy-schedule.pdf

https://dyzz9obi78pm5.cloudfront.net/app/image/id/5f5280256e121c507535929e/n/virtual-presenter-academy-2-agenda.pdf

Virtual Presenter Academy Videos:

https://katyisd.instructure.com/courses/306776/pages/virtual-presenter-academy-resources

https://katyisd.instructure.com/courses/306776/pages/virtual-presenter-academy-2-resources

2020-2021 Elementary Instructional Coaches PD Calendar: https://drive.google.com/file/d/12sA3JugYaK2ImKNcm_7dlbQeHz17DRf2/view?usp=sharing

Ongoing Virtual Learning Options: https://docs.google.com/document/d/1k9Ksmwt7zOuM5em2PTHRPFSHazzQ4Sh_kQWMzoBHBXc/edit?usp=sharing

https://docs.google.com/document/d/11tkRH0siWNqLtaGp-VfwsSztHiRzedluSeudYK_bVPI/edit?usp=sharing

https://sites.google.com/katyisd.org/kisdsecondarycisummer2020pd/home

http://www.katyisd.org/dept/prolearn/Pages/Secondary-Calendar.aspx

http://www.katyisd.org/dept/prolearn/Pages/summerprofessionallearning.aspx

https://sites.google.com/katyisd.org/icamp/home

https://dyzz9obi78pm5.cloudfront.net/app/image/id/5f52809f6e121c7878359038/n/virtual-presenter-academy-schedule.pdf

https://dyzz9obi78pm5.cloudfront.net/app/image/id/5f5280256e121c507535929e/n/virtual-presenter-academy-2-agenda.pdf

https://katyisd.instructure.com/courses/306776/pages/virtual-presenter-academy-resources

https://katyisd.instructure.com/courses/306776/pages/virtual-presenter-academy-2-resources

https://drive.google.com/file/d/12sA3JugYaK2ImKNcm_7dlbQeHz17DRf2/view?usp=sharing

https://docs.google.com/document/d/1k9Ksmwt7zOuM5em2PTHRPFSHazzQ4Sh_kQWMzoBHBXc/edit?usp=sharing

ASYNCHRONOUS PLAN TEMPLATE Summarize how your professional development for educators will support asynchronous instruction:


How will both initial and ongoing, job-embedded educator development opportunities occur?

Professional learning provides for initial and ongoing educator development opportunities. Topics include the skills and tools professionals are expected to become proficient in with a focus on student success. In Katy ISD, instructional coaches are an integral part of teacher professional learning and they will continue to work with teachers to build content knowledge, supporting the ongoing implementation of virtual instruction through Canvas, and building upon the teachers’ virtual teaching toolboxes.

Instructional Coaches are assigned to every campus to provide the following job-embedded and ongoing educator development and support:

● Provide on-going personalized professional development and instructional coaching through real-time feedback ● Model core content lessons with guidance on content specific instructional strategies and resources ● Develop content knowledge through the facilitation of collaborative planning and monitoring the alignment of

instruction, assessment, and student outcomes to district and state requirements ● Support teachers in disaggregating, analyzing, and disseminating progress monitoring data to drive decisions

on instructional placement and responsive action to address students’ academic needs ● Support teachers in developing on-time responsive interventions for students with academic needs

Campus administrators will continue to coach educators throughout the school year and provide feedback on practices and on the job training, with consistent and frequent real-time feedback. Campus administrators will also participate in Principal Learning Communities throughout the year. Campus leadership teams and instructional coaches received professional development on best practices for instructional planning through PLCs prior to the start of school. Summer training for teachers was both asynchronous and synchronous and was relevant to the planning work needed to prepare for fall instruction. Additionally, professional learning opportunities demonstrated best practices for both learning environments so that teachers could have first-hand experiences similar to what their students would experience. Ongoing training around Canvas (“Canvas-Ready”), technology tools, instructional resources, and general collaboration opportunities continue through the fall semester in both asynchronous and synchronous formats. Instructional coaches and department/grade level chairs have regular meetings and professional development with central office Curriculum & Instruction leaders throughout the year to provide just-in-time supports for materials, planning, and instructional pacing. The August 12th District Training Day Teacher Choice Board is illustrated below. Each block represents a mini-lesson video and discussion question for PLCs.


Additional Secondary Professional Development Schedules are linked below:

● Click here to view the Secondary Teacher Training Schedule for the Week of August 10th ● Click here for September Learning Options for Secondary Staff ● Click here for the Secondary Instructional Coach Training Schedule

How will professional development experiences develop educator content knowledge to support internalizing the asynchronous curriculum and analyzing and responding to data?

Through the initial virtual instruction training and ongoing job-embedded learning throughout the fall and spring semesters, educators will continue their learning on how to effectively leverage Canvas, Google Applications for Education, and other online instructional materials. They will continue to learn how to deliver course content and respond to the data provided through Canvas and other informal assessments. Educators will use formal and informal assessments and observations to understand student engagement within their course and how to adapt materials, activities, and pacing to meet the needs of the individual students with whom they work. Instructional Coaches will transfer their learning from Instructional Coach meetings throughout the year to support the on-going professional learning of teachers. They will also support teachers on their respective campuses during Professional Learning Days. The job-embedded opportunities and Professional Learning Days will provide support on instilling practices for asynchronous course delivery as well as responding to student data.

https://docs.google.com/document/d/1i5-qZZChV5C6RjVSrN4ev2sjN-XFn_ffcTjqULsWOYs/edit?usp=sharing

https://docs.google.com/document/d/1EKWc3W91WBzvJhyFgwPeFoKZzPoleBga2ymFW40VnLw/edit?usp=sharing

https://sites.google.com/katyisd.org/sec-ic-plc/home


Data-driven instructional planning resources (including various Lead4ward reports and data points) have been provided to campuses by the Assessment department. Teachers have ongoing opportunities to participate in asynchronous learning themselves to inform their frame of reference and work with students. Additionally, the district is facilitating opportunities for teachers to meet and discuss common problems of practice such as classroom management, student engagement, and strategies for checks for understanding in both synchronous and asynchronous environments. Professional Learning Community work continues to be promoted as the best format for teachers to plan and internalize their work as a team.

Describe your communication and support plan for families engaging with asynchronous learning:


How will you communicate the expectations for asynchronous instruction to families?

After surveying families in the summer regarding learning environment preferences, the District developed the Katy Virtual Academy (KVA) for families who chose the virtual learning option for their students beginning Fall 2020. KVA is available for students in grades PreK through 12th grade and students can opt-in and out of KVA at the end of the grading periods. The resource document KVA Resources Guide | KVA Guía de Recursos was developed and posted to the Smart ReStart website which is updated on a regular basis. Frequent and consistent communication is sent to families through a variety of district and campus communication outlets including:

● Website and social media: Katy ISD utilizes these platforms to provide quick and easily accessible announcements pertaining to all students in Katy ISD. The Smart ReStart website has also been developed and is updated regularly to provide specific information about virtual learning options and expectations.

● Canvas: Katy ISD teachers use this learning management system to post announcements for students and families. ● Canvas Parent Portal: Parents/guardians/custodians have access to a parent portal through Canvas, which enables

them to oversee their student’s progress on academic assignments, engagement with lessons, and their interactions with teachers. This portal also serves as a two-way communication channel between parents and teachers.

Dedicated emails for virtual learning were developed as noted below and are monitored regularly by District staff.

For questions regarding: Contact:

Return to school general questions [email protected]

Katy Virtual Academy questions [email protected]

http://www.katyisd.org/returntoschool/Documents/KatyISD_Virtual_Learning_Plan.pdf

http://www.katyisd.org/returntoschool/Documents/KatyISD_Virtual_Learning_Plan-Spanish.pdf

http://www.katyisd.org/returntoschool/Pages/default.aspx

http://www.katyisd.org/returntoschool/Pages/default.aspx

mailto:[email protected]


ASYNCHRONOUS PLAN TEMPLATESpecial Programs [email protected]

Special Education [email protected]

The District Smart Restart website includes FAQs - Katy Virtual Academy | Katy Virtual Academy - Preguntas frecuentes which are frequently updated and KVA parents receive weekly newsletters and Smart ReStart eNews. Samples of these communications are listed/linked below.

Katy Virtual Academy Newsletters:

● August 2, 2020● August 9, 2020● August 23, 2020● August 30, 2020● September 6, 2020● September 13, 2020

Smart ReStart Weekly ENews:

● July 31, 2020● August 7, 2020● August 14, 2020● August 21, 2020● September 4, 2020

Additionally, the following documents have been developed and communicated to assist parents with the use of technology for their students.

● Parent Tech FAQs● Parent Tech Help● Parent & Student Knowledge Base

A “How to Guide for Parents on the Home Access Center (HAC)” has been developed and shared with parents. See the links below.

Need to know how to view a report card, student grades, or other information? Check out our “how to guides” on the Home Access Center, or click below.

● Home Access Center (HAC) User Guide (English)● Home Access Center (HAC) User Guide (Spanish)



http://www.katyisd.org/returntoschool/Pages/FAQs-Katy-Virtual-Academy.aspx

http://www.katyisd.org/returntoschool/Documents/KVA_FAQs-Spanish.pdf

https://www.smore.com/mf60y

https://www.smore.com/b7mdf-katy-virtual-academy?ref=email-content#w-3916192763

https://www.smore.com/ze3md-katy-virtual-academy?ref=email-content#w-4981538713

https://www.smore.com/jvqdw-katy-virtual-academy?ref=email-content#w-3916192763

https://www.smore.com/wc12s-katy-virtual-academy?ref=email-content#w-3916192763

https://www.smore.com/3t7jg-katy-virtual-academy?ref=email-content#w-4981538713

http://www.katyisd.org/Lists/latestnews/DispForm.aspx?ID=1278





http://www.katyisd.org/dept/technology/PTH/Pages/Parent-Tech-FAQs.aspx

http://www.katyisd.org/dept/technology/PTH/Pages/default.aspx

http://www.katyisd.org/dept/technology/PTH/Pages/Knowledge-Base-for-Students-and-Parents.aspx

https://homeaccess.katyisd.org/HomeAccess/Account/LogOn?ReturnUrl=%2fhomeaccess

https://homeaccess.katyisd.org/HomeAccess/Account/LogOn?ReturnUrl=%2fhomeaccess

http://www.katyisd.org/Documents/Home%20Access%20Center%20FAQ.pdf

http://www.katyisd.org/Documents/Home%20Access%20Center%20FAQ%20-%20Spanish.pdf


What are the expectations for family engagement/support of students?

Families will be expected to support their students by attending and engaging in the following events and practices: ● Daily instructional support to the student ● Open communication and checking on student progress regularly in each class ● Support the use of technology tools to help access instruction ● Support students to complete their work within regular school hours

Parents/Guardians are responsible for ensuring the success of their children by:

● Ensuring that a computer device and internet access are available at home o Students in grades 3rd through 12th must have a keyboard

● Monitoring communication from the Katy Virtual Academy ● Ensuring that your child knows their usernames and passwords for instructional resources ● Contacting the Help Desk as needed for assistance with Internet access

o Complete the Help Form ● Monitoring the district and school communications for up-to-date information ● Maintaining communication with your child’s teachers ● Engaging your child in conversations about their assignments ● Monitoring your child’s online and offline learning ● Supporting your child’s emotional well-being by providing regular time for physical activity ● Encouraging and supporting daily routines, being on time online is just as important for learning and attendance

Students can be successful in the virtual learning environment by:

● Knowing their schedule and being prepared to meet with their teacher as guided ● Attending and being on time to each class ● Making sure their technology is ready ● Checking Canvas for instruction, assignments, and resources throughout the day ● Identifying a comfortable and quiet place to learn and study ● Engaging in online learning activities ● Submitting assignments by due dates ● Seeking additional help from teachers and/or counselors when needed

The following information was shared through multiple communication outlets to ensure student success. Getting Started on Day 1: Know your Katy ISD username and password. If you do not know this information, click here for help.

● Go to the Home Access Center (HAC) and view your schedule.

http://www.katyisd.org/Parent-Student-Tech-Support/Pages/default.aspx


http://www.katyisd.org/dept/technology/PTH/Pages/Student-Password-Self-Service-Tool-FAQs.aspx

ASYNCHRONOUS PLAN TEMPLATE○ PreK-4th grade students will need their parent/guardian to login to the HAC○ 5th – 12th grade students can login to the HAC using their student credentials Launch the Google Chrome

browser on your device. If using a personal device, make sure it is up to date, click here for help.● Go to MyKaty Cloud: https://mykaty.katyisd.org● Ensure you have Webpass enabled, click here for help.● Find Canvas (under the Elementary or Secondary tab on MyKaty Cloud):

○ Click on the course that contains the name of your first class (refer to the schedule in HAC).○ Be on time for each course throughout the day, as attendance will be taken.

● Your teacher will have instructions for you about content and an online meeting link.

Social and Emotional Supports: In addition to the resources provided on the Smart ReStart website, each week KVA families receive resources and tips to address students’ social and emotional well-being. Some examples are linked below:

● Helping Kids Face the Challenges of Reopening● 7 Ways to Support Kids and Teens Through the Coronavirus Pandemic● How to Help Your Kids Handle Disappointment

What additional supports, training, and/or resources will be provided for families who may need additional support?

Announcements and resources for parents will continue to be posted on Canvas by teachers. District announcements and news will be released through social media outlets and the Katy ISD website.

Additionally, the Technology Department created a Parent Tech Help webpage which provides the following support and resources to our families:

● Links to recorded Presentations: Parent Technology Meeting Recording● Links to FAQs: Parent Tech Meeting FAQs● Parent and Student Instructions for Katy ISD Digital Resources to locate helpful information for District technology

tools.● Curbside “Grab and Go” campus distribution of device information. Students’ campuses will communicate their

“Grab and Go” schedules.

Katy ISD also offered meetings for parents at the beginning of the 2020-2021 school year as outlined below. The meetings were conducted virtually and covered how parents and students can access and utilize many of the digital resources available. Link to Presentation slideshow: tinyurl.com/katyparents2020

● Link to recorded Presentation: Parent Technology Meeting Recording● Enlace a la presentación grabada: Ayuda técnica para padres en español● Link to FAQs: Parent Tech Meeting FAQs

http://www.katyisd.org/mykaty/Documents/Update_Google_Chrome.pdf

https://mykaty.katyisd.org/

http://www.katyisd.org/dept/technology/PTH/Pages/Webpass.aspx

https://childmind.org/article/helping-kids-face-the-challenges-of-reopening/

https://www.mghclaycenter.org/hot-topics/7-ways-to-support-kids-and-teens-through-the-coronavirus-pandemic/

https://childmind.org/article/how-to-help-your-kids-handle-disappointment/

https://drive.google.com/file/d/12qHDoLPFquF0vPlpzRjDCrLbVNzaO9Ul/view?usp=sharing


https://docs.google.com/presentation/d/1sG71KSfX-aZQUaxOjCgFbeF3oz4kCIz4834-4Be-BcQ/edit?usp=sharing

https://drive.google.com/file/d/12qHDoLPFquF0vPlpzRjDCrLbVNzaO9Ul/view?usp=sharing

https://youtu.be/93R_FLyIWiQ



Monday, August 10 10:00AM – 11:00AM 3:00PM –4:00PM

Tuesday, August 11 10:00AM – 11:00AM 7:00PM – 8:00PM

Thursday, August 13 10:00AM – 11:00AM 3:00PM –4:00PM

Monday, August 17 10:00AM – 11:00AM 3:00PM –4:00PM

Tuesday, August 18 10:00AM – 11:00AM 7:00PM – 8:00PM

Thursday, August 20 10:00AM – 11:00AM 3:00PM –4:00PM

Parents and students who still need help with technology needs regarding PowerSchool Enrollment, SnapCodes, Password/Verification Code, Katy OnTheGo, Canvas, MyKatyCloud, and Digital Textbooks can communicate their technology requests by:

● Filling out a Parent Tech Help form;● Email [email protected];● Calling 281-396-7400;● Utilizing the Parent Knowledge Base; or● Accessing FAQs and videos through the Parent Technology Help website.

The following Social and Emotional Learning Supports are also provided: ● Character Strong – A District character trait program has been adopted to support social and emotional learning.● Trained personnel for in-person and virtual are available to provide resources and strategies to support students’

social and emotional well-being.● Trained personnel for in-person and virtual are also available to provide trauma-informed practices and to support

students and are well versed in how to report potential behavioral threats.● Counselors and Licensed Specialists of School Psychology are available to support students and families in the virtual

environment.






