Elementary School Remote Learning Handbook 2020-2021

Chapel School Elementary School Remote Learning Handbook

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Guiding Statements Mission Statement “In a caring and academically challenging environment, Chapel provides an American-style education to an international student body. Through Christian values, students learn to make informed decisions, to own responsibility for personal actions and community needs, and to respect life and cultural diversity.”

Shared Vision Statement “Engage. Challenge. Support. Care. Prepare students for life.”

Motto “Faith in Education”

Definition of Learning “Learning is a unique and lifelong process sparked by the interests, curiosities, interactions, and experiences of the individual. It builds on previous knowledge and leads to making meaningful connections. It is the process of understanding and acquiring knowledge, skills, and dispositions as well as being able to apply them to different settings and contexts. It involves learner development as a whole addressing social, emotional, cognitive, and physical dimensions. Learning has a higher purpose to positively impact society.”

Definition of Internationalism “Chapel School is an accepting and inclusive environment that respects and embraces cultural uniqueness and diversity. We seek to create an open-minded community while making connections between different perspectives, beliefs, and nationalities to promote a sustainable future in all its dimensions.”

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Accreditation, AďŹƒliations, and Governance In order to issue diplomas that are valid in both the United States and Brazil, Chapel School undergoes an in-depth review process on a regular basis. These reviews certify Chapel is meeting all the formal requirements of academic excellence, curriculum, and facilities for accreditation.

Chapel is accredited by the following bodies:

International Baccalaureate

http://www.ibo.org/school/ 000153/

New England Association of Schools and http://www.neasc.org Colleges (NEASC) Brazilian Ministry of Education

http:/portal.mec.goc.br

National Catholic Education Association

http://www.ncea.org

Association of American Schools in http://www.aaassa.com South America (AASSA) Association of American Schools in No web page Brazil

Governance Chapel is maintained by the Missionary Oblates of Mary Immaculate and is governed by a Governing Board appointed by the Provincial of the Oblates of Mary Immaculate.

ES Principal Ms. Juliana Menezes

Superintendent Ms. Lucy Nunes

ES Secretary Ms. Luiza Pereira

(011) 2101-7400 / esoffice@chapelschool.com

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Guiding Statements

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Mission Statement

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Shared Vision Statement

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Motto

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Definition of Learning

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Definition of Internationalism

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Accreditation, AďŹƒliations, and Governance

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Governance

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Child Protection and Wellbeing at Chapel School

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Policy Statement

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Foundational Beliefs

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The guiding principles of Child Protection and Wellbeing at Chapel School

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Introduction

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Elementary School Curriculum Highlights

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Elementary School Remote Learning

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Remote Teaching and Learning

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Online Learning Tools

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Daily Lesson Planner and Google Classroom Assignments

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Class Schedule

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Video Conferencing/Live Sessions

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Social-Emotional Learning

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Focus on Learning Plans and Child Study Team Meetings (CST)

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Attendance

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Assessment Practices

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Academic Dishonesty

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Conferences with Teachers

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Weekly Communication with Parents

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Technology Support

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Digital Citizenship

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3rd - 6th Grade Chapel Account

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& Internet Use by Students Policy

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Parental Support

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Conclusion

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Online Resources Shared During the 1st Semester Remote Learning (2019-2020)

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Child Protection and Wellbeing at Chapel School Policy Statement Chapel School believes that because children can be vulnerable to different forms of abuse, great care must be taken in ensuring that all our students are protected and advocated for. To guide us in this most important mission we refer to international recommendations from the UN Convention on the Rights of the Child, the International Centre for Missing and Exploited Children as well as Brazilian laws stated in the Estatuto da Criança e do Adolescente. At Chapel School, all adults are responsible for not only protecting all children enrolled, but also working towards their ultimate wellbeing. To do this, we will take all measures necessary.

Foundational Beliefs For all effects and purposes, the term child refers to any human being under 18 years of age. Our core child protection beliefs are based on the UN Convention on the Rights of the Child (UNCRC) These beliefs are rooted in the natural rights of the child and include: • • •

all adults are responsible for preventing abuse, children cannot consent to abuse, and children have a right to agency and to voice their opinion.

The guiding principles of Child Protection and Wellbeing at Chapel School The duty to protect and advocate for children takes precedence over all other duties. We will spare no efforts in order to keep children safe both at school and elsewhere. This includes working with all children that may be at risk or have been affected, ensuring the continuity of education delivery and providing support services, always taking actions that are truly in the best interest of the child. We will take into account the child’s wishes, whenever possible in making decisions. We also recognize that the ultimate decision lies with parents and/or guardians and will work with them closely, unless to do so might jeopardise the welfare of a child. When needed we will work across agencies and go beyond institutional boundaries to protect and advocate for the wellbeing of children.

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Introduction Schools are closed in most countries, which does not mean that classes are canceled. According to UNESCO 1.3 billion children around the globe have been affected by school closure. We at Chapel School recognize the fact that the school environment is irreplaceable, but not getting together physically doesn’t mean relational distance. Throughout the Remote Learning season, we dedicate our time to create a virtual environment in which our primary vision “Engage. Challenge. Support.

Care. Prepare students for life.” can be nourished.

It’s admirable that we at Chapel School have remained strong as a community of learners. The Elementary School team has become learners again and together with students and parents we have been adjusting each day, adapting our curriculum, and rethinking our activities to fulfill our students’ needs during the season.

Traditionally, schools have been known for delivering content knowledge. Most of us adults went to schools in which we sat at our desks, listened to a teacher lecture, took notes, and memorized them to score well on a test. Maybe we were lucky enough to sit with friends for group work, and likely most of us stared at the clock, following its hands and waiting for the bell to ring so that we could go outside and enjoy our little free time. Schools have evolved so much over the years, and we are no longer only deliverers of content knowledge. We teach and develop attitudes, dispositions, and life skills.

The 21st-century skills are more important to students now than ever before. These skills will ensure students can thrive in a world where change is constant and learning never stops. Many of these skills are daily practiced during the Remote Learning season and with each assignment.

Students continue to develop and learn foundational literacies, such as literacy, numeracy, scientific literacy, information, and communication technologies (ICT) literacy, to name a few. Students continue to develop competencies as they approach complex challenges through problem-solving/ critical thinking, using their creativity, communicating, and collaborating. They continue to learn and develop their self and character qualities through how they approach their changing environment. Qualities such as curiosity, initiative, persistence/ grit, adaptability, leadership, and social and cultural awareness are developed each day on and off campus.

The goal of this handbook is to state the expectations and procedures during remote learning. It is important to highlight that this document is complementary to the “Elementary School Handbook for Parents and Students”, which has a more comprehensive description of Chapel’s Elementary School regular procedures and routines.

The Elementary School remote learning structure developed in the second semester of the 2019-2020 academic school year will be maintained for any future school closures and/or lockdowns.

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Elementary School Curriculum Highlights Chapel School’s elementary pedagogical approach places the student at the center of learning. In every classroom, students work collaboratively, researching, sharing, comparing, and analyzing information as they build foundational academic and social skills. Students are encouraged to form their own conclusions, and teachers facilitate students’ abilities to make personal connections to their learning. Classes are designed to develop students’ sense of responsibility for their own learning, promote the sharing of ideas, and the development of critical thinking skills. Students in the elementary school are encouraged to practice self-assessment and set and monitor their individual learning goals. These goals link to the learning objectives and are specific in meeting each child’s needs.

Students’ daily schedules vary to accommodate core content and specialists classes. Throughout the week students will participate in literacy, math, social studies, science, music, arts, physical education, and religion classes. The curriculum in elementary school provides our learners with the opportunity to develop academically in both English and Portuguese as well as to develop socialemotional skills. Technology is also considered core curriculum and is systematically integrated into daily instruction.

Chapel School is committed to providing a rich learning environment as well as differentiated support for our students. Only by looking at each child as unique, can we ensure that individual learning paces are respected and that all children are given opportunities to truly consolidate understandings about the world around them.

Being A Writer Establishing a strong foundation of literacy in our Elementary students is a key goal of the curricula. By the end of the 6th Grade, Chapel’s Elementary School students achieve academic fluency in both English and in Portuguese. To achieve these results, the Elementary School has approached literacy in a manner that applies best practices to learning to read and write in both languages.

The Being a Writer Program aims to transform writing instruction by helping to create collaborative classrooms, in which students develop both academically and socially as they build their knowledge of and appreciation for the craft of writing. The elements of this process are daily writing – from model texts, sharing ideas between the group, and Author’s Chair, when students have the opportunity to share their published texts.

Additionally, Elementary students engage in small group instruction for Guided Reading too.

Students interact with texts in their ZPD (zone of proximal development) with the support of their classroom and/or reading/writing support teacher. The adoption of common practices and strategies in both English and in Portuguese speaks to our Mission and Vision in that we serve an international student body; one that will need strong literacy skills in more than one language.

Everyday Math Everyday Mathematics, adopted in Pre I through 6th grade, is a spiraling curriculum and enables students to build conceptual understanding, computational fluency, and real world problem solving

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skills. Everyday Mathematics focuses on first developing student’s understanding of concepts through real world examples and concrete objects, pictorial representations, and requires students to explain their thinking.

Next Generation Science Science education in Elementary follows the Next Generation Science Standards (NGSS), which guide students to understand core scientific concepts, the scientific process of developing and testing ideas, and to have a greater ability to evaluate scientific evidence. The Next Generation Standards are written as performance expectations in Core Content, Crosscutting Concepts, and Science and Engineering Practices.

Religion Religion at Chapel is discussion-based and focuses on Christian values. Classes are planned to include moments of self-reflection and self and character development. Students of all religions and faiths are embraced and together they share their experiences and learn about world religions.

Students also learn about the stories from of the Bible and how to find passages.

In third grade students are prepared for their First Communion, which is an optional program. All students are required to attend Religion classes, Prayer Services (for 1st-3rd grade students), and Masses (for 4th-6th grade students). These take place throughout the school year and in celebration of religious holidays and saints. As stated in our school’s Mission “Through Christian values, students learn to make informed decisions, to own responsibility for personal actions and community needs, and to respect life and cultural diversity.”

The Arts In our Music Program at Chapel, students have the opportunity to develop their musical abilities by exploring different instruments and movement. From this exploration, the students learn to play, improvise, and compose music. Students learn to play the recorder and various types of xylophones and percussion instruments.

Visual Arts education is based on art elements, such as line, color, shape, texture, value, and space.

During classes, students are exposed to different techniques and materials that provide opportunities to create their visual projects in various mediums (painting, sculpture, drawing, and collage). In addition, the Chapel art collection is used to further enrich the classes, serving as an object of appreciation and study.

Physical Education In Chapel's Elementary Physical Education Program, students experience a variety of physical activities in which they develop their fine and gross motor skills, as well as their social-emotional, and cognitive skills through cooperative and complex games. The combination of physical, cognitive and social-emotional skills contributes to the achievement of developing a well rounded student understanding the importance of a healthy lifestyle. During Remote Learning students are assessed in the following standards: Participation and Social Behavior, Physical Activity Knowledge, and Self-Expression / Enjoyment.

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Elementary School Remote Learning Remote Teaching and Learning Chapel staff uses researched-based instructional strategies to support student learning. We strive to provide developmentally appropriate practices to all our students. This means that special attention is placed on individualizing and differentiating instruction to meet each student where his/her development is in each area.

Synchronous Activities Synchronous learning is the kind of learning that happens in real time. This means that students, their classmates, and their teacher will interact through video conferencing on “Zoom” and/or “Google Meets”.

Asynchronous Activities Asynchronous learning happens within each class schedule. Teachers will provide materials for reading, presentations for viewing, assignments for completing, and projects for assessment.

Students have the ability to access and satisfy these requirements within each day. Methods of asynchronous learning include video content, virtual libraries, and posted assignments.

Remote Learning 100% of the student population is online Remote learning is fully digital. Teaching is delivered through digital means, such as learning platforms, videos, shared documents, synchronous and asynchronous activities, and others.

Hybrid Learning Stage 1 - 35% of the student population and Stage 2 - 70% of the student population Some students are on campus and some students are at home Hybrid learning is what happens when part of the school experience is online, and part of the experience is on campus. A reduced number of students are on campus and follow a modified schedule, and observe enhanced health and safety precautions that include physical distancing. The remaining students continue learning from home with some synchronous and asynchronous learning.

This model allows students to be on campus for a full day, focuses on core classes, allows teachers to follow best pedagogical practices, enables intervention and enrichment, provides an equitable learning environment, and aligns with best practices from international schools worldwide.

The presence of students on campus is not mandatory, as long as students complete their tasks online.

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During hybrid learning on the elementary school campus: • • • • •

• • •

• • •

• •

All students are required to wash and sanitize their hands frequently; Each veranda has a sink and each classroom has a hand sanitizer dispenser; Automatic, no-touch hand sanitizer dispensers are also installed in all hallways and in the cafeteria; Conventional water fountains, which risk possible mouth contact, are turned off and only automatic dispensers to fill water bottles are used; All elementary school students are required to wear face masks which will be changed every two hours. Each classroom has a face mask bin where students and teachers will safely discard their used masks; Classroom seating is reconfigured to ensure appropriate physical distancing and polycarbonate partition shields installed on desks and tables; Specials teachers, observing strict sanitation protocols, go to the different classrooms instead of students rotating from space to space; Materials are no longer shared. Parents are asked to provide students with individual pencil cases for their own exclusive use. Individual kits with materials such as counters, manipulatives, a whiteboard marker, flannel eraser cloths and more are provided to each student by the school and are used by only that student throughout the semester; The use of backpacks with wheels are suspended during the pandemic and all students must have regular backpacks which come and go from home everyday; In lower elementary school students will no longer brush their teeth after lunch; We will maximize opportunities for classes to take place outside with outdoor learning and activities Each classroom has a veranda and all hallways have a grass lawn. These areas will be used accordingly when the weather permits; Beyond the above all health protocols recommended by the government and health officials will be strictly followed throughout the school day; A comprehensive re-entry plan with detailed information about procedures and protocols will be shared with families in advance of initiating Hybrid Learning at Chapel School.

In Elementary School, in accordance with the 35% (Phase 1) or 70% (Phase 2) of the student population criteria, students will rotate between classes on campus and remote learning. Students on campus will follow the same assignments as students online. Additionally, when students are on campus teachers will prepare them for the next day of remote learning by reviewing assignments and equipping students with strategies to be more independent during the next day at home.

Students at home will have some synchronous and asynchronous activities with teachers.

Students in remote learning will continue to have synchronous activities such as their live Morning and Afternoon Meeting, and a Portuguese class. Additionally, specialist teachers will continue to post assignments and also have live sessions which will be communicated in advance through the online platforms. Class assistants will be online during the school day for office hours and consultation with students. They will be able to guide and support students’ learning online.

Placement of Students Placement of students into classrooms is a complex process. Chapel staff takes into consideration the development of the whole child in order to promote balanced classrooms. During this process,

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Chapel staff studies and observes the academic level, social, behavioral and emotional needs, nationality, primary language, and other factors to create equitable classrooms. Students are placed in groups in which they will continue to build-on their social-emotional competencies and will be academically challenged each day. Chapel is committed to reviewing placement closely with students’ best interests in mind and aiming at the best learning environment for their development.

At Chapel parent requests for teachers and/or friends are not accepted.

Phase 1 (35% of the student population allowed on campus) According to the State of SĂŁo Paulo 1st, 2nd, 3rd, and 6th Grade On Mondays, all students in these grade levels will remain at home and follow remote learning. On this day the classroom and specialist teachers will be online for live classes, office hours, and consultation with students.

Beginning on Tuesday and until Friday students in these grade levels will begin a rotation schedule.

A reduced number of students (from each classroom) will come to school for classes on campus on alternate days. Other students will remain at home and follow the remote learning schedule for that day.

In Elementary School, we will follow a Week 1 and Week 2 rotation schedule. Each class population will be divided into groups, the white, and the blue group.

Week 1 The white group comes to school on Tuesdays and Thursdays, and the blue group on Wednesdays and Fridays.

Week 2 The white group comes to school on Wednesdays and Fridays, and the blue group on Tuesdays and Thursdays.

4th and 5th Grade On Mondays, all 4th and 5th grade students will come to campus for classes and will be grouped into different classrooms to ensure appropriate physical distancing. For these grade levels, we will have a modified schedule on Monday that focuses on Core subjects and a specialist class (for example, English Language Arts, Portuguese, Math, and BSS). On this day, teachers will also prepare students for the assignments that they will need to complete during the week at home. On all other days of the week, the classroom and specialist teachers will be online for live classes, office hours, and consultation with students.

The Elementary School Office will send a rotation calendar to families in advance and prior to the reopening of campus. Please see below what the schedule will look like in Phase 1.

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Phase 2 (70% of the student population allowed on campus) According to the State of São Paulo 1st Grade Students will come to school every day (Monday through Friday) and will be grouped into different classrooms to ensure social distancing. Students will follow a regular class schedule throughout the week, which includes both Core subjects and specialists’ classes. First grade students will be on campus every day for their classes.

2nd, 3rd, 4th, 5th, and 6th Grade Students in these grade levels will begin a rotation schedule on Monday and until Friday. A reduced number of students (from each classroom) will come to school for classes on campus on alternate days. Other students will remain at home and follow the remote learning schedule for that day.

In Elementary School, we will follow a Week 1 and Week 2 rotation schedule. Each class population will be divided into groups, the white, and the blue group.

Week 1 The white group comes to school on Tuesdays and Thursdays, and the blue group on Mondays, Wednesdays, and Fridays.

Week 2 The white group comes to school on Mondays, Wednesdays, and Fridays, and the blue group on Tuesdays and Thursdays.

The Elementary School Office will send a rotation calendar to families in advance. Please see below what the schedule will look like in Phase 2.

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Phase 3 (100% of the student population) According to the State of São Paulo All Elementary School students are on campus for classes every day (Monday through Friday).

The three phases and plan above are subject to public policies. This plan may be reviewed and modified according to changes mandated by the government of the State of São Paulo.

Online Learning Tools Google Classroom Beginning in 3rd Grade, teachers communicate with students and post class assignments announcements through Google Classroom. Google Classroom streamlines assignments, boosts collaboration, promotes communication, and integrates with Google Suite. Through this online platform, teachers create their virtual classes, distribute assignments, post announcements, send feedback to students, and these are a few of its features. Students may also contact their teachers through private messages in the classroom as well as in each assignment. Google Classroom seamlessly integrates with other tools in the Google Suite like Google Docs, Google Drive, and Google Calendar.

Parents don’t have direct access to Google Classroom but are given the option to receive a weekly or daily update on the assignments and announcements when their child joins Google Classroom.

Parents may also contact the teacher and request access to these daily/ weekly reports at any time.

Google Hangouts and Google Meets Beginning in 3rd Grade students have access to Google Hangouts through their Gmail Chapel account. Google Hangouts is a chat service and this tool is to be used for learning purposes only and at all times. Students have quick access to their teachers through this chat feature. Students are not allowed to create chat groups with their friends or to disrupt the learning of peers by sending messages throughout the school day. Please note that chats are traceable.

Google Meets is Google’s video conferencing tool which can be used for live sessions and individual conferencing with teachers.

Exam.net Exam.net is a platform available for assessments in upper elementary school. Students can be monitored while taking an assessment which is similar to taking an assessment at school. Teachers will often require students to be connected to a video conference while taking an assessment.

Turnitin Academic honesty is learned and fostered throughout school life. Turnitin is a system that analyzes essays and compares it with all resources available online. Turnitin generates a report of originality

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for each essay submitted. It points out the occurrence of plagiarism and also identifies each of the sources used by the student.

Zoom Zoom is the main video conferencing tool used by elementary school teachers for live sessions during the remote learning season. It is an online environment where students and teachers can interact, collaborate, work in small groups, and have face-to-face instruction, to name a few features.

Daily Lesson Planner and Google Classroom Assignments 1st and 2nd Grade Teachers communicate through emails with parents. In these grade-levels students don’t yet have their Chapel School Gmail account, which begins in 3rd grade only. The email will contain a daily lesson plan with the activities for the day. All completed activities should be uploaded to the student’s Google Drive folder at the end of each day, by 4 p.m. Remote Learning emails are scheduled to be sent every school day at 8 a.m.

We ask parents to support their children in all activities, to print when necessary, to read the directions of activities and check for understanding, and to make sure that the activities are completed at the end of each day. Students in these grade-levels will require adult support throughout the day to prepare the environment for them and support them in completing their daily assignments, which is compatible and expected for their development and age.

3rd through 6th Grade Teachers communicate with students through Google Classroom. Students will use their Chapel School Gmail account to enter the virtual classroom and see the assignments posted every school day. Classroom teachers post announcements and assignments every day at 8 a.m. Specialist teachers post their announcements and assignments five minutes before their class (as per the classroom’s schedule). Students can “Turn in” their work through Google Classroom as soon as they complete an assignment. The teacher receives an alert every time an assignment has been turned in and can provide feedback, as necessary.

We ask parents to support their children by providing quiet study space, an online device, to check for the understanding of assignments, and to make sure that the activities are completed at the end of each day. On the following link, you will be able to learn more about Google Classroom and view a presentation called “The Parents’ Guide to Google Classroom”, developed by Tanya Bratton.

Class Schedule This schedule was designed to be a visual resource for students and parents to better prepare and organize themselves for each remote learning day, and also to identify at which times their teachers’ are available for help desk and online consultation. On this schedule, we have hyperlinked the

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virtual classroom on to the header. Students will use the same link to all synchronous classes. We believe that students will be able to be more independent and require less support from parents by using the schedule.

Families are encouraged to follow the schedule below and can also accommodate the asynchronous activities (which are not live sessions) throughout the day. Direct instruction has been thoughtfully planned to last around twenty to twenty-five minutes. Teachers and students remain in the virtual classroom during the forty-five minutes block. While students work on their assignment they can ask questions and consult with their teacher.

Below is an example of the daily class’ schedule that will be shared by classroom teachers. Below each class’s schedule, there is a colored-coded legend that indicates if the class is synchronous, optional synchronous, synchronous/ asynchronous, or asynchronous.

Please remember that at school, students have natural breaks between classes. These quick breaks reduce fatigue, distraction, and lack of focus. Every hour, please remind them to take a 10-15 minutes break from their remote learning. GoNoodle is an online resource that monthly engages fourteen million children around the world with movement and mindfulness videos created by child development experts. This is a website used at school and with unlimited resources for Elementary School students.

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Video Conferencing/Live Sessions (Synchronous Activities) Video conferencing and live sessions ensure face-to-face time, social interaction, discussions, and consultation with teachers, to name a few. These sessions happen during the day and according to teachers/students' needs and requests. Sometimes they will be scheduled and structured and other times they will happen as necessary.

• •

Students in 1st and 2nd grade will receive their announcements through the daily lesson planner and emails from the teacher.

Students in 3rd to 6th grade must check Google Classroom every day and follow their regular class schedule.

For live sessions, security measures such as a password and a waiting room have been enabled, and students must use their real names and turn cameras on when joining a meeting. These measures are essential for creating and maintaining a safe and healthy learning environment.

Expectations for Video Conferencing / Live Sessions • • • • • • •

“Zoom"/ “Google Meets” are tools to be used for educational purposes during school hours.

Students should never share meeting links and passwords with anyone.

Students should sign in to video conference sessions on time as if they were in class on campus.

Students should find a comfortable and quiet place to work.

Students should go to the bathroom before the session starts, and have their water bottles with them.

Students should refrain from eating during sessions.

For instructions, directions, and assignments: • Parents and students in 1st and 2nd grade should check the Daily Lesson Planner at 8 a.m. every day.

• Students/ Parents in 3rd to 6th grade should check Google Classroom at 8 a.m. every day.

Procedures for Video Conferencing / Live Sessions Live sessions follow the same procedures as a regular classroom, however, in a virtual setting. We kindly ask you to review these procedures with your child before joining a live session.

• • • • • • •

All students must be respectful of each other.

All students must take turns in participating (listening and speaking).

All students must listen to and follow teacher instructions.

All students must dress appropriately for the session.

All students must use their real names and turn cameras on when joining a meeting.

All students must respect the teachers’ signal to mute and unmute microphones Students in 3rd-6th grade must use their Chapel Gmail account when joining video conferences.

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Consequence for Inappropriate Online Behavior Students will be guided and directed to comply with the expectations above, however, if after redirection the expectations are not met, the student may be removed from the conference during the class period. The teacher will schedule an individual conference with the student after class to process and reflect on online behavior.

Social-Emotional Learning Besides Reading, Writing, Math, Portuguese and all specialist classes there is social-emotional learning and development that happens each day. Social-emotional learning is one of the curriculum pillars at Chapel. The Elementary School is based on the Responsive Classroom approach and the CARES (Cooperation, Assertion, Responsibility, Empathy, and Self-Control) standards. At our school, the social-emotional component is as important as academics. For this reason, we treasure Morning and Afternoon Meetings as a moment for students to connect and learn from each other, and to foster the sense of belonging to a group. As we are a screen away and in social isolation it’s essential that we keep our classroom community united and developing each day.

Responsive Classroom Morning Meetings Classroom teachers and assistants host a Morning Meeting at 8:30 a.m. every school day (Monday through Friday). The whole class gathers in a “Zoom” video conference for this activity.

Objective: Morning Meetings happen at school every day and are part of our morning routine with students. We will continue to build our class community and the sense of belonging to a group while sharing our experiences during the Remote Learning season. During these meetings, teachers will also go over the agenda for the day and prepare students for their day. Meetings last around 15 minutes and can be extended according to each group and the topic being discussed.

Responsive Classroom Afternoon Meeting Portuguese teachers and assistants host an Afternoon Meeting at 2:40 p.m. every school day (Monday through Friday). The whole class gathers in a “Zoom” video conference for this activity.

Objective: Portuguese teachers will use this time to check in on the Portuguese activities of the day and wrap up the day of Remote Learning. Additionally, these meetings will have a social-emotional component, similar to Morning Meetings.

Weekly Counselor Check-in These check-ins happen once a week according to the class’ schedule and are optional.

Objective: During these sessions, counselors speak to students about how they are feeling, what they are missing, play collaborative games, talk to each other about the latest happenings, and current events to name a few. This is also a moment for counselors to identify students’ who need an individual session or emotional/ academic support.

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Focus on Learning Plans and Child Study Team Meetings (CST) If a teacher or a parent has a concern regarding a student’s achievement in any area of development, a Focus on Learning Plan is created by the classroom teacher based on assessment data and observations. A Child Study Team Meeting (CST) may be called if teachers or parents feel that a child needs additional strategies in place to assure academic or behavior success. The team includes parents, the student’s teacher(s), the principal, the Student Support Specialist, outside specialists (if applicable), and any other person whose feedback might be beneficial. The objective of such meetings is to gather information and devise an action plan to address the concerns.

The Student Support Office has staff that supports students and teachers. If a student is diagnosed with a learning disability, the Student Support Specialist may develop an Individual Educational Plan (IEP) for the student.

Individual Education Programming Students who have an individual education program (IEP) will be fairly and accurately graded. The IEP, developed by the Child Study Team will determine if there are any standards that should be modified for an individual student. The IEP will define the modification of the standard(s), other learning goals, and list instructional strategies and adaptations needed. If any standard is modified, a goal page will be attached to the quarterly report card describing the student progress toward the goal.

This means that a team will determine if there is a standard that should be modified. The student will be graded to this “new” modified standard. The IEP will be attached to all quarterly report cards. If a standard is not modified, the student will be graded by the same criteria as all students in that grade.

Additionally, the IEP may indicate that teachers can/should accommodate assessments. This means that the teacher may assess a student orally while others are being assessed through writing, as long as the oral assessment is aligned to the same content standard. Again, effort or other non-standards based criteria will not influence the grade earned.

Parents who have a concern regarding their child must follow the Chapel Elementary/ ECEC Parent Communication Flow Chart on the following page.

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Elementary School Counselors Our teachers and counselors observe individual students’ performance and offer individualized support. If you notice that your child needs some motivation and encouragement in regards to his Remote Learning, please don’t hesitate to communicate with them. They will promptly reply to your email and can schedule an individual conference with your child during school hours.

Lower Elementary School Counselor - Ms. Cris Cavalcanti (ccavalcanti@chapelschool.com) Upper Elementary School Counselor - Ms. Erika Ferreira (eferreira@chapelschool.com)

Attendance Students are marked present at school if there’s evidence that they have been online during the school day, for example, they submitted their assignments to the classroom teacher, and/or they communicated with the teacher (parent/ teacher communication and/ or student/ teacher communication), and/or they attended a video conference session. All these are considered developmentally appropriate practices for our students in 1st through 6th grade.

Absences can be excused if they fall under the previous policies: illness with a doctor’s note, athletes' participation in official tournaments, and document appointments. All three possibilities must be registered, therefore, please continue to send documentation to the Elementary School Office. Please send an email to the classroom teacher if your child needs any support in completing the assignments after an absence.

Assessment Practices The regular assessment practices at Chapel are based on formative and summative assessments.

Formative assessments are used to demonstrate the learning related to each step of the learning process. They evaluate smaller pieces of content and are used to redirect instruction and also inform students about where they are in the learning process. Summative assessments are the final product of the learning and encompass all the previous steps.

The goal of formative assessment is to monitor student learning and to provide ongoing feedback that can be used by students. More specifically, formative assessments help students identify their strengths and challenges and target areas that need improvement and help teachers recognize where students are excelling and/or struggling and address learning accordingly.

For the Remote Learning season, the elementary school team has redesigned assessments to promote a multi-dimensional approach to learning, where students are encouraged to look at ideas in a variety of ways, looking for patterns, connections, and real-life applications. Media and digital tools are used to make students’ thinking and learning visible. Each daily assignment is considered a formative assessment and will be used to provide feedback to students as well as to project a summative grade at the end of each quarter.

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It’s extremely important and essential that all students’ assignments are authentic and completed by the student. To assess students’ strengths and needs appropriately teachers’ must rely on the evidence/ assignments submitted. Therefore, to plan for students’ learning and development, closing learning gaps, and challenging students, all assignments must be a true and accurate reflection and production.

Assessment and Academic Testing Chapel School uses multiple measures to determine what a student knows and is able to do in relation to our content standards, developmental benchmarks, and language acquisition. Assessment is ongoing and continuous.

Assessing Students Students receive an electronic report card via PlusPortals each quarter. Teachers will assess student learning in various ways. Grades are based on multiple measures over time and refer to student mastery at that point in time.

Academic Grades Grades reflect what students know and are able to do in relation to the curriculum standards. A student’s grades are a fair and accurate reflection of his or her performance.

Grading Scale The following grading scale will be used in communicating students’ assignment scores and grades: • • • • •

A score “Exceeds Expectations” (4) describes student performance which exceeds the expected grade level standard.

A score "Meets Expectations” (3) describes student performance which meets the expected grade level standard.

A score "Approaches Expectations” (2) describes student performance which approaches the expected grade level standard.

A score “Needs Intervention" (1) describes student performance which falls far below the expected grade level standard and indicates a need for intervention.

A score "No evidence of learning this quarter” (NE) describes student performance in which no evidence has been presented to teachers and indicates a need for intervention.

Issuing “No grade” No final quarter grade will be issued based on the following criteria: • •

Student enrolled within three weeks of the end of a grading period The standard was not assessed during the grading period

Intervention Intervention will be required for a student receiving a "Needs Intervention” (1) or "No evidence of learning this quarter” (NE) score on a report card. Examples of interventions are teacher-parent conference, Focus on Learning Plan, Child-Study Team meeting, or remediation.

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Academic Dishonesty Academic dishonesty includes cheating or copying the work of another student, plagiarism (presenting the work of others as his/her own), and unauthorized communication between students during an examination. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or supervising professional, taking into consideration written materials, observation, and/or information from students.

A student found to have engaged in academic dishonesty will have the assignment/ assessment score invalidated and shall be subject to disciplinary actions.

Conferences with Teachers Parents may request a conference with teachers as necessary at any time throughout the Remote Learning season to discuss their child’s learning and development. Teachers and counselors are available to virtually meet with parents and students during regular school hours. Parents are encouraged to meet with their child’s teacher in case they have any questions, concerns, or would like to learn and share about their child’s accomplishments during this time.

Teachers’ Office Hours Please don’t hesitate to contact your child’s teacher if you need any advice and/or guidance.

Teachers will be available online for consultation with students and parents during school hours and according to the class schedule. The school day begins at 8 a.m. and ends at 3:10 p.m. every day.

Teachers will be communicating with many families, therefore, we kindly ask parents to be objective and succinct when writing emails so that they can provide timely support to all families.

Weekly Communication with Parents • • •

Every other week parents will receive an email from the Elementary School Principal Every Thursday, families will receive an email from the Elementary School Principal with a resource to an optional virtual activity for the family.

Every Friday, parents will receive an email from the classroom teacher with a summary of the week’s accomplishments and a preview of the next week.

Technology Support Please send an email to our Technology teacher Mr. Otavio Garcia (ogarcia@chapelschool.com), and he will be able to provide the support needed.

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Digital Citizenship As students will be frequently engaging online and as firm believers that digital citizenship skills are learned and developed, we are committed as a school to provide orientation to our students and monitor internet use at school. However, our reach is limited, and while children are at home we urge parents to talk to their children and closely monitor the material they are accessing and sharing online as well as with whom they are communicating. Students must understand that what they post and/or share may have lifelong negative consequences as well as legal ramifications. Since 2003, Common Sense Media has been the leading independent source for media recommendations and advice for families. This is a rich resource with reviews for books, movies and TV shows, Apps, and Games for children. Additionally, parents may browse by interest and age range, and there are also parenting articles and videos.

3rd - 6th Grade Chapel Account & Internet Use by Students Policy Chapel School believes that the resources available through the internet are of significant value in the learning process and in preparing students for future success. At the same time, the unregulated availability of information and communication on the internet requires that schools establish reasonable controls for lawful, efficient, and appropriate use of this technology.

Students are required to comply with Chapel’s computer and internet use policy. Students who violate the policy may have their Chapel account privileges revoked and may also be subject to further disciplinary and/ or legal action.

All Chapel School accounts remain under the control, custody, and supervision of the school system. Students should have no expectation of privacy in their Chapel accounts.

While reasonable precautions will be taken to supervise student use of the internet, Chapel School cannot reasonably prevent all inappropriate uses, including access to objectionable materials and communication with persons outside of the school, in violation of procedures and school rules.

Chapel School is not responsible for the accuracy or quality of information that students obtain through the internet.

a. Chapel Account Unacceptable use/ activity may result in suspension or cancellation of an account as well as additional disciplinary and/ or legal action. The building principal shall have the final authority to decide whether a student’s privileges will be denied or revoked.

b. Acceptable Use Chapel accounts are provided for educational purposes and research consistent with Chapel’s educational mission, curriculum, and instructional goals. The same rules and expectations govern

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student use of accounts as applied to other student conduct and communications. Students are further expected to comply with these rules and all specific instructions from the teacher or other supervisor when accessing their school accounts.

c. Prohibited Use The user is responsible for his/ her actions and activities involving Chapel School’s files, password, and account. Examples of unacceptable uses that are expressly prohibited include but are not limited to the following: 1. Accessing/ Transmitting Inappropriate Materials 1. Submitting, posting, publishing, forwarding, downloading, scanning, printing, or displaying materials that are defamatory, abusive, obscene, vulgar, sexually explicit, sexually suggestive, threatening, discriminatory, harassing and/or illegal; 2. Illegal Activities 1. Using Chapel School’s account for any illegal activity or activity that violates other procedures and/or school rules; such as encouraging the use of tobacco, alcohol or controlled substances; 3. Violating Copyrights 1. Copying or downloading copyrighted materials without the owner’s permission; 4. Plagiarism 1. Representing as one’s own work any materials obtained on the internet (such as projects, book reports, articles, etc.). When internet sources are used in student work, the author, publisher, and website must be cited; 5. Non-School-Related-Uses 1. Using Chapel School’s account for non-school-related purposes such as private financial gain, commercial, advertising or solicitation purposes, or any other personal use; 6. Misuse of Password/ Unauthorized Access 1. Sharing passwords, using other users’ passwords without permission and/or accessing other users’ accounts; forging or attempting to forge electronic mail messages; 7. Malicious Use/ Vandalism

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1. Any malicious use, disruption or harm including hacking activities and creating/ uploading of computer viruses; 8. Unauthorized Access to Chat Groups/ Chat Rooms 1. Creating/ accessing chat groups or rooms without specific authorization from the teacher, supervisor, or administrator.

d. Compensation for Costs and/or Damages Chapel School assumes no responsibility for any unauthorized charges made by students including but not limited to credit card charges or for any illegal use of such as copyright violations.

e. Student Security A student shall not reveal his/her or any other student/classmates' full name, address, or telephone number on the internet. Students should never meet people they have contacted through the internet without parental permission. Students should inform their supervisor if they access information or messages that are dangerous, inappropriate, or make them uncomfortable in any way.

f. System Security The security of Chapel School’s accounts is a high priority. Any user who identifies a security problem must notify the teacher, supervisor, or system administrator. The user shall not demonstrate the problem to others. Any user who attempts or causes a breach of system security shall have his/her account privileges revoked and may be subject to additional disciplinary and/or legal action.

Consequences of Violations Minimum: Loss of account privileges for a defined period.

Maximum: Suspension; an exceptional serious violation, mandatory transfer from the school.

Students and their parents/guardians are required to submit the Chapel Account & Internet Use Acknowledgement before being allowed to use Chapel accounts beyond classroom use.

During the Remote Learning season, students require their Chapel accounts to access their assignments. It is essential that their accounts are used wisely and for educational purposes only in order to preserve their privilege. Revoking an account would impact students’ learning and development.

Parental Support Parental support and partnership during the Remote Learning season are essential. We understand that being at home, caring for your family, supporting children with their remote learning, and working remotely/home office may be challenging for many of us. In unprecedented times, we need to keep united and stay positive so that the season can be productive with our children and families while practicing social distancing and acting responsibly.

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Elementary students must take advantage of the remote learning experience, activities, and instruction that are offered through online platforms and varied online tools. It’s important to keep in mind that routines are different in each household and that what might work for one family might not be the ideal for another family. Our utmost objective for remote learning is that students continue to be engaged, learn each day, and most of all, stay safe and well.

Taking into account that students will be at home for an extended period this is a good opportunity to meet as a family and discuss how they can help at home and what their routine will look like for the next few days. Routines are how families organize themselves to get things done, spend time together, and have fun. Every family has its unique routines, and it will be helpful to keep the bedtime routine. Routines help family members know who should do what, when, in what order, and how often. Having chores to do in family routines helps children and teenagers develop a sense of responsibility and some basic skills like the ability to manage time. These are skills that will last a lifetime. On the following link, you can find ideas for chores at home Age-Appropriate Chores: How to Help Kids Be Responsible.

Below are a few specific and open ended questions that can be used to check-in on children and how they are doing and feeling.

• • • • • • • •

How are you feeling today? Physically and mentally.

What’s taking up most of your headspace right now?

Have you been sleeping well?

What did you do today that made you feel good?

What’s something that you can do today that would be good for you?

What’s something you would like to do in the next few days?

What’s something we can do together this week?

What are you thankful for right now?

Please contact your child’s teacher and/ or counselor in case you feel your child needs extra support or encouragement at home to complete assignments. Teachers and counselors will also be able to plan and find strategies to support families at home.

Conclusion In Elementary School, we move gradually and responsibly according to best pedagogical practices to ensure that all students receive a quality education while at home. Students will practice and be introduced to new material through varied approaches, including but not limited to video conferencing tools, and will then engage in reading, researching, receiving feedback, and then adjusting to accommodate learning. Each week, we adjust our lessons, according to specific needs, and always having in mind that live virtual lessons should be objective and concise, as looking at a screen for many continuous hours a day has been proven to be developmentally inappropriate.

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Our invitation for you is to have “Faith in Education”, which is our school’s motto, to keep our community united, to enjoy the precious moments with your family, and to continue to support the development of your child’s foundational literacies, competencies, and character qualities.

Thank you once again for your commitment to your child’s development and learning and for supporting and being a true believer in Chapel’s Guiding Statements.

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Online Resources Shared During the 1st Semester Remote Learning (2019-2020) •

Home Base Virtual Book Fest Event by Scholastic (Resource 1)

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Mo Willems - Kennedy Center Education Artist-in-Residence at Home (Resource 2)

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12 Famous Museums Offer Virtual Tours (Resource 3)

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100 Activities to do at Home (Resource 4)

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San Diego Zoo and National Aquarium Offer Virtual Tours (Resource 5)

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National Museum of Natural History Offers a Virtual Tour (Resource 6)

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Epic! Leading Digital Library (Resource 7)

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ES Funbrain - Leader in Free Educational Games (Resource 8)

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ES National Geographic Kids (Resource 9)

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ES Highlights Kids (Resource 10)

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