HS Parent-Student Remote Learning Guide

​REMOTE LEARNING High School Parent-Student Handbook 2020-2021

High School Parent-Student Online Handbook 2020-2021

Chapel’s Guiding Statements Mission 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.

Vision Engage. Challenge. Support. Care. Prepare students for life.

Moto Faith in Education.

Chapel’s 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.

Chapel’s 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 among different perspectives, beliefs, and nationalities to promote a sustainable future in all its dimensions.

1 June 2020

High School Parent-Student Online Handbook 2020-2021

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 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 jeopardize 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.

2 June 2020

High School Parent-Student Online Handbook 2020-2021

Statement of Philosophy Chapel School is a Catholic, value-centered international school. We bring together students and staff from many countries and religions with respect for all. Our diverse student body thrives in the three-fold curriculum we offer: American, Brazilian, and International Baccalaureate. Our curricular structure and pedagogical approach are especially geared to prepare learners for universities and life in the United States, Brazil, and the world beyond.

To achieve this, we have developed rigorous, multidimensional curricula and provide a variety of activities that support the intellectual, social, emotional, and physical growth of our students. Additionally, we invest heavily in professional development and support teachers and staff so they are able and confident in promoting learner success. We work collaboratively and foster an environment that is positive, always assuming good intentions.

Chapel believes that beyond striving for academic excellence, parents, administrators, teachers, students, and staff should come together to reach out and enable others to grow to their full potential as well. We believe in shared humanity and see each and every person as unique and valuable. Stakeholders are called upon to make a personal contribution to the building of a more just and peaceful world. We are committed to education that instills social responsibility, ethical behavior and respect for all beliefs.

At Chapel School, we take on the challenge to prepare young men and women so they are both willing and able to make the difficult choices that can diminish social inequity and promote world peace. Concerned with moral leadership, we hold as our vital role, the development of knowledgeable and critical minds which value humanity.

3 June 2020

High School Parent-Student Online Handbook 2020-2021

Introduction The coronavirus pandemic forced more than 1.5 billion students around the world to change the way they learn and relate to schools and teachers. This challenging situation promoted the adoption of remote learning technologies urgently. After these past 13 weeks of intense use of technology we all have learned new skills that will enrich teaching and learning experiences from now on.

The goal of this document is to state the expectations and procedures for students’ use of technology at both Chapel’s physical and virtual environments. It is important to highlight that this document is complementary to the “HS Parent-Student Handbook” which has the most comprehensive description of Chapel High School’s procedures and regulations. The “HS Parent-Student Handbook” alreadys addresses the use of technology. However, the intensification of its use justifies the development of more detailed guidelines for its use as a Chapel Student.

Traditionally, access to the internet on campus has been released only after each student has completed the “Digital Citizenship” training at the beginning of every school year and the signature of the “Acceptable use of internet policy“ by parents and students. In the current context, it is expected that students behave online as they do at Chapel’s campus. This new environment is now part of our reality and we await that all the reflections and discussions previously promoted by the school about digital responsibility will be now transmuted in the appropriate use of technology.We will continue to update policies and procedures for student success as new technology becomes available.

Online Teaching and Learning There are three possible scenarios where we use online instruction. According to the pandemic evolution and the official regulation for education in Sao Paulo State we will move from one possible scenario to the other:

100% of students online This is the scenario that all students and teachers experienced last semester. Students and teachers will follow their regular schedule and will have activities to be produced and delivered everyday during class time. The class might group on a Zoom meeting or teachers can offer recorded resources and/or texts. Teachers are available online during the class period by emails or Google Hangouts.

4 June 2020

High School Parent-Student Online Handbook 2020-2021

Rotation of students on campus This scenario depends on the official authorization. The State of SĂŁo Paulo Government predicts 2 phases for this scenario: Phase 1 with 35% of students on campus and Phase 2 with 70% of students on campus.

Phase 1: 35% of students on campus In this scenario, only 35% of students are allowed on campus while 65% of students continue to have classes online.

Below is the schedule for students to return to campus. Because Seniors are getting closer to the end of their IB Diploma, they will be on campus every day while other grade levels will rotate. In this phase, every weekday will accommodate two grade-levels on campus: seniors and one other grade level. The other 4 grade levels will continue to receive online instruction.

The teaching and learning process will continue as last semester. Considering the physical distancing recommendation between students and teachers, most of the interactions will continue to happen through online tools. However, teachers will strive to schedule formal assessments for the days students are on campus.

The presence of students on campus will not be mandatory, as long as students complete their tasks online. The only setback for those students that decide to remain at home and follow the online instructions is that for those days when students are allowed on campus, teachers will be focusing on class activities and online support will be suspended. The same applies to Phase 2 when 70% of students will be allowed on campus.

PHASE 1 Monday

Tuesday

Wednesday

Thursday

Friday

Seniors

Seniors

Seniors

Seniors

Seniors

Juniors

7th

8th

9th

10th

Phase 2: 70% of students on campus In this scenario 70% of students are allowed on campus while 30% of students have classes online.

IB Diploma students (juniors and seniors) will have onsite classes every day while other grade levels will be on campus two or three times a week, according to the chart below.

During this phase, every week day will accommodate four grade levels on campus, while two grade levels remain online according to the chart below.

5 June 2020

High School Parent-Student Online Handbook 2020-2021

PHASE 2 - 70% OF STUDENTS ON CAMPUS

Week 1

Week 2

Week 3

Week 4

Monday

Tuesday

Wednesday

Thursday

Friday

Seniors

Seniors

Seniors

Seniors

Seniors

Juniors

Juniors

Juniors

Juniors

Juniors

7th

7th

9th

9th

7th

8th

8th

10th

10th

8th

Seniors

Seniors

Seniors

Seniors

Seniors

Juniors

Juniors

Juniors

Juniors

Juniors

7th

9th

9th

7th

7th

8th

10th

10th

8th

8th

Seniors

Seniors

Seniors

Seniors

Seniors

Juniors

Juniors

Juniors

Juniors

Juniors

9th

9th

7th

7th

9th

10th

10th

8th

8th

10th

Seniors

Seniors

Seniors

Seniors

Seniors

Juniors

Juniors

Juniors

Juniors

Juniors

9th

7th

7th

9th

9th

10th

8th

8th

10th

10th

Phase 3: 100% of students on campus

6 June 2020

High School Parent-Student Online Handbook 2020-2021

How to support your child The shift towards home learning has been a big challenge for everyone involved in education. Students, teachers, parents, and administrators have had to expand their abilities to deal with uncertainty and quiet the fear that comes with it. Fear fosters anxiety, frustration and sometimes anger, therefore everyone needs an extra dose of patience and empathy to cope with this new situation. In the end, we evolved as a community. Physical distancing made us realize how important we are to each other and the problems we overcame together strengthened the trust in our community.

The partnership between the school and families was never as important as during this time to promote the best educational outcomes for our students. Also, communication between parents and school has become even more essential as teachers, counselors, and administrators cannot as readily interact with students. The following section introduces some reflections about the new learning scenario supported through technology and how its use impacts the relationship with the learning experience.

How does home learning impact relationships and human connections?

All of us are now facing a new learning environment where students and teachers are physically distant. This moment also brings a lot of feelings we are not used to dealing with that might impact students’ concentration and willingness to learn.

At Chapel, many learning strategies are based on students’ interactions and collaboration.

Students are used to working collaboratively through pair-share, peer revision of their work, whole-class discussions, projects, etc. Although we try to replicate this experience using online tools, the result is not the same. When students collaborate online, teachers cannot walk around the room and check for confused facial expressions, for example. So it is even more important that students learn to self-monitor and request guidance and support during class time. As a parent, you can encourage students to improve their autonomy by communicating with teachers more frequently. Instead of waiting for teachers’ feedback students need to readily submit doubts and problems and look for help and support whenever necessary.

Parents’ interactions with teachers and administrators are also more important during home learning. Whenever you identify an issue, don’t hesitate to contact your child’s teachers.

They are the ones that best know your child’s development and specific needs. You can also always count on counselors and the principal’s support.

How does the physical environment affect disposition for learning?

The classroom setting helps students to realize they are in a learning environment and to focus their attention on the learning activities. At home, it is very important to make sure that

7 June 2020

High School Parent-Student Online Handbook 2020-2021

students have an appropriate space dedicated to learning. They should be sitting at a desk in a well lit space with minimal distractions. Although their bedrooms might seem like a good silent place to be, the absence of adult supervision and the closeness of a bed might be a challenge for concentration.

The importance of routines, frequent check-ins and a clear set of expectations During home learning, high school students will follow their regular schedule. Although it might seem challenging, this is a strategy to guarantee that students will maintain a regular routine. Beyond the school schedule, parents should monitor how children are using their afternoon time and establish a bedtime expectation. Also, observe if your child is setting aside some time for physical activity and a more relaxed moment away from technology.

Help them to observe the break and lunchtime as per the regular schedule.

Many teenagers avoid conversations about personal issues and they tend to say that everything is fine. That is the reason why frequent check-ins are important. When asking questions use some specific information that might help your child to identify what is important and also help you to keep a flow of conversation. For example: ● ● ● ● ●

Tell me one thing that you’ve learned today.

What was the best class you had today and why?

What was the most challenging class you had today and why?

Did you help or support any of your colleagues today? How? Did you learn something today that you can apply outside school?

This strategy is used by teachers to replace the traditional question “Do you have any questions?” When asked this way, students rarely state their doubts, but if asked specific questions like “How does this content support the discussions we had last class?”, then they will need to process information and are forced to avoid evasive answers.

8 June 2020

High School Parent-Student Online Handbook 2020-2021

Chapel Online Systems Communication, attendance, and grading PlusPortals PlusPortals is the main tool for family-school communication and gives access to grades, attendance, schedules, and school information. Passwords and accounts are created by the registrar when students join the school. It’s crucial that your contact information is kept up to date so communication can be fast and effective. Whenever you need to update your contact information, please reach the ​registrar’s office​or the​high school office​through email. https://plusportals.com/ChapelSchool

Online learning tools Exam.net One of the platforms available for assessments. Students can be monitored while working so that the experience of doing an individual timed assessment can be maintained even when working from home.

The teachers will usually require that students be connected on ​Zoom ​while taking the exam, so they can be monitored.

Google Classroom Google Classroom is the central hub teachers use to post guiding videos or texts, school assignments and homework, and, to communicate with students.

Google Classroom makes teaching more productive and meaningful by streamlining assignments, boosting collaboration, and fostering two-way communication. Educators can create classes, distribute assignments, send feedback, and see everything in one place.

Google Classroom also seamlessly integrates with other Google tools, as Google Docs and Drive.

Parents don’t have direct access to Google Classroom but are given the option to receive weekly or daily updates on tasks and announcements when their children first join High School.

9 June 2020

High School Parent-Student Online Handbook 2020-2021

The easiest way to follow your child’s assignments on Google Classroom is by checking the Google calendar connected to the Classroom account, which you can do at any time.

Managebac In grades 11 and 12, IB students use Managebac to help them organize the Extended Essay and CAS components of their program. Students receive the login and password when they first join the IB program in grade 11. During the IB DP program, students, teachers, and advisors use Managebac to upload essays and record interviews and reflections. At the end of the senior year, teachers and advisors use Managebac to upload and submit Internal Assessments to the IB system. (​https://www.managebac.com/about​)

Turnitin Academic honesty is crucial for students in all grades and especially for students in the IB program. Turnitin is a system that analyzes essays and compares it to all resources available online, including those previously developed by Chapel students since it also uses Chapel’s accounts to check originality. Turnitin generates a report of originality for each essay submitted. It points out the occurrence of plagiarism and also identifies each of the sources used by the student. (​https://www.turnitin.com/​)

Zoom Zoom is the main tool used by HS teachers and students for live distance lessons. It offers an online classroom environment where students and teachers can interact through video conferencing and chat, share presentations, screens or use a whiteboard, and also work in smaller groups under the supervision of the teacher. (​https://zoom.us/education​)

Online Assessments Formative and summative assessments At Chapel, learning is considered a process based on experiments and continuous feedback.

Thus, every learning activity is a step towards grade-level learning goals and provides evidence of the learning at that stage and can be used as a reference to improve students’ performance. That is the principle of ​formative assessment:​each evaluative activity demonstrates where the student is in relation to the bigger learning goal. It is a chance for both students and teachers to analyze understandings and redefine learning strategies.

Consider a long term project designed with a series of intermediate steps and deadlines.

Every deadline is an opportunity for reflection about the learning and an opportunity to redirect efforts and understandings. Those steps are usually graded but with a smaller weight since students receive continuous feedback from teachers. The final product is the

10 June 2020

High School Parent-Student Online Handbook 2020-2021

summative assessment, when all the feedback previously provided should be incorporated and impact the final result. This process remains the same in the online environment.

Teachers continue to provide continuous feedback, based on which students have the chance to improve their performance.

Summative assessments happen at the end of units or at the end of a learning cycle and will be designed as final products that require the connection and process of all the previous knowledge explored through the formative assessments. Examples of summative assessments are Podcasts, Videos, Essays, Infographics, Individual interviews, Cold Calls through hangout, Animation, Interviews with teachers, Creative writing, Exams, etc.

Some of the summative assessments might happen in a more traditional format of final essays, tests, and quizzes.

Standardized assessments MAP (Measure of Academic Progress) MAP tests are used to assess student development in relation to grade-level goals, while also comparing it to the results of students both in the USA and in international schools around the globe.

In school, MAP tests are taken under strict supervision to guarantee that the data acquired from the test is as reliable as possible.

In our current situation, MAP scores become even more important as there is an increased need to measure student learning during the remote learning lessons.

11 June 2020

High School Parent-Student Online Handbook 2020-2021

Online Academic Integrity “Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behavior in the production of legitimate, authentic, and honest scholarly work. (...) . Expectations should be clearly communicated and modeled at an age-appropriate level so that all IB students understand: ● ● ● ●

their responsibility for producing authentic and genuine individual and group work how to correctly attribute sources, acknowledging the work and ideas of others the responsible use of information technology and social media how to observe and adhere to ethical and honest practice during examinations” (Ibo.org. 2020, p.3)

“All coursework—including work submitted for assessment—is to be authentic, based on the student’s individual and original ideas with the ideas and work of others fully acknowledged.

Assessment tasks that require teachers to provide guidance to students or that require students to work collaboratively must be completed in full compliance with the detailed guidelines provided by the IB for the relevant subjects.”​(International Baccalaureate Organization, 2019, p.4)

Academic integrity is a non-negotiable value at Chapel. Beginning in Elementary School, our students are constantly and progressively taught the importance of honesty and integrity in academic work. It is part of our curriculum to teach how to properly cite and use sources, the importance of and how to evaluate information reliability, and the fact that they will leave a digital footprint. Every year, students and parents agree and sign the “Chapel Code of Conduct” and also the “Acceptable use of internet policy”. Every beginning of the school year all students attend the “Digital citizenship” training which is a condition for them to gain access to the internet on campus.

It is important to highlight that academic integrity goes beyond copying material without citing the source. We live in a knowledge society where all sources of information are available online. The current academic process no longer requires the memorization of dates and facts. What teachers look for nowadays is evidence of learning, which means students are able to collect, evaluate, and identify the proper information, process it, and, through reflections and connections, produce authentic reasoning. Below you have some key concepts to help you guide your child in maintaining their academic integrity.

Collusion Allowing another to see an examination paper. Any work or step of an individual project that will be graded is considered an examination paper.

12 June 2020

High School Parent-Student Online Handbook 2020-2021

Copying Obtaining information by looking at the answers on another student’s or any other sources or copying any graded assignments.

Cribbing Taking prohibited material into an examination

Sabotage Destroying the work of another

Substitution Taking an examination or writing a paper for someone else, or inducing another person to perform such acts

Theft Stealing an examination

Plagiarism Passing off the work or ideas of another as one’s own without crediting the source.

Citation All sources used in assignments must be properly cited in the format required by the teacher.

Home Learning and Online Procedures 1. Chapel Student Account and Access to Online Platforms a. Students must log in to every platform used by Chapel with their Chapel account user. b. Students must use their names in every platform used by Chapel. c. All online platforms are monitored by Chapel and infractions will be dealt with as if they had happened at school.

2. Attendance a. Teachers will record attendance according to students' delivery of activities through Google Classroom and/or participation on video conferencing; b. Students must turn in their tasks within the class period in order to be considered present in that class. c. Students must keep their camera on while video conferencing otherwise they will be marked absent. d. Absences can be excused if they fall under the previous regulation: i. sickness with a doctor’s note; ii. documentation appointments.

13 June 2020

High School Parent-Student Online Handbook 2020-2021

e. In order to be excused absences that fall under the previous conditions must be documented. So please keep sending the documentation to the High School office as usual.

3. Video conferences a. Zoom meetings ​have been arranged so teachers can maintain interaction with students. The expectations for behavior during these sessions are the same as in an onsite class. That said, online classes require a few additional expectations for student conduct highlighted below: i. students should not under any circumstance share Zoom meeting links and passwords with anyone; ii. students must always log into Zoom meetings with their Chapel account and student name; iii. students must keep their cameras on during Zoom meetings and assessments; iv. all classes should respect the regular class time. Students will connect to the link and be placed in a “waiting room” until teachers allow them into the meeting; v. students should communicate with teachers and counselors about any challenges they may be facing to join sessions; vi. when muted by a teacher, students are not supposed to unmute without teacher authorization; vii.

Students should connect to a zoom meeting respecting Chapel’s dress code; viii.

Students should connect to a Zoom meeting from an appropriate environment; ix.

If these expectations are not met, the student will be removed from the class for the whole period and will need to deliver activities by the end of the period. If a student falls short of any of these behavior expectations, a warning letter will be placed on the student’s file.

4. Student-Teacher Communication a. Students can contact teachers during classes through: i.

Google Chat ii.

Emails iii.

Other online platforms such as Zoom, Google hangout as per teachers’ and students’ agreement. b. Teachers are not expected to be on call beyond the class period. Students can send teachers emails at any time, but outside of classroom time teachers will respond according to their availability.

5. Online Classes a. For each class, teachers will post i.

The learning goals for that lesson ii.

At least one presentation or guiding text or video iii.

At least one activity to be delivered by the end of the class period

14 June 2020

High School Parent-Student Online Handbook 2020-2021

iv.

Zoom meetings, chat activities, peer review, and group work may be assigned at teachers’ discretion

6. Student tasks a. Students must deliver their tasks through Google Classroom. b. Students must only use Google Classroom and the tools embedded in our systems to produce all their tasks, so the school can track back their editing steps. c. Teachers will use Turnitin to verify student’s task authenticity. d. Assessments delivered through Zoom also allow teachers to track each modification on students’ tests which allows analyzing their reasoning.

7. Academic dishonesty a. Academic dishonesty still warrants a letter in students’ files. All work delivered by students must be completely authentic and adhere to “Chapel’s academic integrity policy” on “HS Parent-Student Handbook”. b. all of the work submitted by students must be their own. There should not be collaboration from other students or tutors for final activities and every source used must be properly cited. c. All documents must contain its editing history. Students will only be evaluated on the final product, but will demonstrate the history of their work as well.

8. Student support system a. We will continue to observe individual students’ performance and offer individual support.

9. Resources a. Chapel Library remote access ■

○

Click on this link ​here​ , it will take you to the High School Chapel Library,

Students can log in with their Chapel username and password. It gives access not only to consult the library catalog but also to many of our Magazines and Journals subscriptions.

15 June 2020

High School Parent-Student Online Handbook 2020-2021

List of contacts High School Principal: Ms. Paula Moro pmoro@chapelschool.com High School Counselor: Ms. Marta Bidoli mbidoli@chapelschool.com Middle Years Counselor: Ms. Erika Ferreira eferreira@chapelschool.com High School Office: Ms. Yumi Mitake highschooloffice@chapelschool.com Chapel’s Registrar: Ms. Gabi Torino gtorino@chapelschool.com High School Library: Ms. Fernanda Caires fcaires@chapelschool.com

References 2019-2020 HS student-parent handbook https://wabisabilearning.com/blogs/critical-thinking/25-self-reflection-questions http://www.ascd.org/publications/educational_leadership/dec19/vol77/num04/Involving_Famil ies@_A_Relationship-Centered_Approach.aspx

Ibo.org. 2020. [online] Available at: <https://www.ibo.org/contentassets/76d2b6d4731f44ff800d0d06d371a892/academic-integrity-p olicy-english.pdf> [Accessed 27 June 2020].

International Baccalaureate Organization. Mathematics: Analysis And Approaches Guide.

International Baccalaureate Organization, Geneva, 2019, p. 4. Accessed 28 July 2020.

16 June 2020