Priory Family Distance Learning Handbook

PRIORY FAMILY DISTANCE LEARNING HANDBOOK

WOODSIDE PRIORY SCHOOL

INTRODUCTION Since 1957, guided by the Benedictine values of Spirituality, Hospitality, Community, Individuality, and Integrity, Woodside Priory has been committed to helping students locate their innate curiosity and exercise their imaginations through a program of study that embraces learning in the classrooms, on the fields and stages, in the community, and throughout the world.

Though we begin the 2020-2021 school year in Distance Learning, we are blessed to be able to lean on our strength, and on our deeply rooted value of Community. Community speaks to the power that emerges when individuals are united in purpose. Though at this time we are unable to be physically united, the Priory value of Community is still the tie that holds us together, even from afar.

In March 2020 schools, students and faculty were unexpectedly thrust into a state of emergency remote teaching and learning. At that time, schools grappled with translating content and pedagogy into a virtual format, and some students struggled with learning in this new paradigm. As we begin the 2020-2021 school year at Priory, we come prepared.

We have facilitated - and continue to provide - robust, in-house professional development for teachers around the optimization of student-centered learning and engagement online.

In our workshops and training, we draw from the expertise and research-based practices of such programs as Stanford Online High School and Global Online Learning. All teachers are fully trained and familiar with Zoom, which is our Distance Learning primary platform, as well as other technology tools that facilitate interactive and developmentally appropriate online learning. Department Chairs, along with Priory’s Academic Dean, have been working to streamline curriculum, assessment and instructional strategies, and expectations to best suit the remote learning format. We have revised guidelines and conventions for the use of Blackbaud to ensure a high standard for clear and consistent communication between teacher and students. Based on feedback from students, faculty, and parents, we have revamped our Distance Learning schedule to balance increased instructional time with increased community time. Teachers will use both class meetings each week for live, synchronous, interactive instruction, coupled with asynchronous work that informs and amplifies what is done during class time. Chapel occurs every Tuesday, and Wednesdays are devoted to community activities such as Advisory, class meetings, speakers, and optional afternoon enrichment activities that can (within the parameters of county and local health and safety guidelines) take place on campus.

This Family Distance Learning Handbook is a resource intended to provide families with the details of Priory's Distance Learning program, and to explain how students and families can partner with the School to ensure success. The Handbook is a means of affirming that together we will continue to serve our students and families as we have always done – with high academic standards, innovation, and a passion for excellence. Leading and working together with empathy and vulnerability through this time will enable us to emerge with new insight into teaching and learning practices – practices that will yield benefits now, and for years to come.

DISTANCE LEARNING SYSTEMS Though much of teaching and learning online is the same as in the shared physical classroom, here are two key terms that will help you navigate Distance Learning.

SYNCHRONOUS Class interactions occur in real time, at the same time. Students gather in live Zoom meetings to engage in interactive, teacher-facilitated lessons.

ASYNCHRONOUS Students self-pace through materials outside of class. Asynchronous work, or homework, can include assessments, oral/written assignments, videos, etc. that teachers have uploaded to Blackbaud in advance.

Key Technology Tools The list below contains the primary applications Priory uses for simplicity and continuity.

Blackbaud :

Teachers will primarily use Blackbaud as an organized, central hub for

all distance learning. Students should therefore get in the habit of checking Blackbaud daily or reviewing their Assignment Center. Teachers will ask students to upload assignments using Blackbaud’s onCampus submission or via sharing through Google. They will also encourage students to use email, office hours, and Zoom calls so as to keep communication going.

Zoom :

Teachers will host live class instruction via this method, which also allows for

recorded sessions to be posted after the fact to Blackbaud. Students have all been provided with Priory Zoom accounts, which they can access using their Priory Panther email and the “Sign-In through Google” feature.

TEACHING & LEARNING REMOTELY Distance teaching and learning require fundamental changes to how students learn; we will not simply be able to shift all of our day-to-day practices to a virtual environment without adaptation.

This next section of the handbook will provide students and their families with suggestions for how they might navigate their studies during Distance Learning.

Our school mission provides guidance by reminding us of our commitment to designing learning experiences that prepare students to navigate a complex and ever-changing world as life-long learners and stewards. Our willingness to embrace the challenges of online learning is an opportunity to model for students our core Benedictine values and Learning Competencies of critical thinking, creativity, collaboration, communication, and resilience, which will serve them well as they leave Priory and make us more adept adult learners ourselves.

Mission Woodside Priory School is a Catholic Benedictine, independent college preparatory school.

Our mission is to assist all students in creating meaningful and balanced lives, developing as lifelong learners and stewards, and productively serving a world in need of their gifts.

Our Benedictine values are made real in a community in which every student is known and loved.

SPIRITUALITY God works in us, through us, and for us.

HOSPITALITY All are welcomed with honor and respect.

INTEGRITY Learning flourishes in an environment of honesty, trust, and personal responsibility.

INDIVIDUALITY Every student has gifts to be discovered, nurtured, and treasured.

COMMUNITY Together we find strength and purpose in supporting one another.

HABITS OF SUCCESSFUL ONLINE STUDENTS In order to thrive in an online learning environment, students must exercise certain traits and habits. The following are examples of the qualities that successful online students possess.

Ability to Work Independently All students have to juggle deadlines, but in order to be successful with online learning, students must be able to keep up with all their work in a rhythm that may be unfamiliar to them at first. This is absolutely doable, with a few adjustments.

Start with a self-awareness check: do you need a friend to help you stay accountable? Or a family member? How often and in what way? Or what helps you get unstuck when you hit a learning block? Consider the resources you already rely on at school and make sure to keep those in place; then add in a few that might help you in this new environment. Your teachers and family are wonderful supports to help you figure out what those might be as you acclimate.

Strong Time Management Skills One way to improve at time management is to strengthen your understanding of how long it actually takes to complete a task so that you can set aside enough time to do so.Â

Knowing When to Take Breaks Students may spend long hours in front of their computer working; in order to stay refreshed, it’s important for them to take regular breaks away from the screen. Our schedule has been designed with at least 15 minute breaks between classes.

During these breaks, take time to step away and be physically active so that your brain gets a break and your eyes a rest; connect with family; make a meal or have a snack. These breaks are crucial to your staying engaged in learning.

Willingness to Participate Everything you already do as a student in class is also helpful when learning remotely: asking questions, participating, staying organized, having a plan for your work, and reaching out for extra help. Classroom discussions and interactive group work are essential vehicles for student learning. Online participation means completing asynchronous work in preparation for class, actively speaking up and/or engaging the chat thread during Zoom sessions, and always bringing your best self to class activities.

HABITS OF SUCCESSFUL ONLINE STUDENTS Honoring Netiquette Guidelines It’s important to note that although students are distance learning from home, the rules set forth in the Priory Student Handbook are still in effect. Students need to remember that being online academically requires “netiquette” that they may not be used to employing in digital spaces.

Proper netiquette to keep in mind:

Mirroring our mission and values, all students should show respect for their teacher and other students when interfacing online. Although we are interacting remotely, doing so kindly is important.

All regular school rules apply and some thought should be put on how students "show up" when interfacing online via Zoom. For example, normal dress code rules apply. Be sure to wear what you would wear to school and choose an open, public place for any video conferencing. Students may not attend Zoom classes from their bed.

The standard expectation is that students should have their video cameras ON during class. If a student has a legitimate issue with this expectation (e.g. internet connection, personal circumstance), he/she/they should reach out to the teacher to work out a participation plan.

When interfacing online via Zoom, students should choose an appropriate backdrop, free from distractions and other individuals, and silence all device notifications.

Emails, discussion areas, blogs, etc. in the context of a course are professional areas, not social areas, and should be regarded as such.

Students should keep in mind that during Zoom call, anything that is done, said or viewed is public and will be seen by teachers and administration.

TIPS FOR STAYING ON TRACK Design a suitable study space that is organized with folders so that materials and coursework are easy to track and accessible. Studying outside the home?

Have portable organizers at the ready to bring with you.

Experiment with systems to help track due dates and learning steps (Google Calendar reminders, pen & paper, student planner, etc.)

Bounce ideas off of other students, your family, your pets, and friends by phone, text, or Zoom.

TIPS FOR STAYING CONNECTED & SUPPORTED Engage fully in your Advisory check-ins. Remember that all the adult supports (mental health, college counseling, Advisor, and trusted teachers) are still available to you and time is set aside in the week for you to reach out to them.

Phone a friend! Seek peer support.

Participate fully in synchronous group activities.

MIDDLE & UPPER SCHOOL SYNCHRONOUS LEARNING PLAN Both the Middle and Upper School will enact a “distance learning plan” appropriate to students’ developmental levels. Our schedule provides 60-minute blocks of academic class four days a week. Wednesdays will remain a late start for students during faculty meeting time, and focus on community and enrichment activities.

Students should expect to engage in synchronous, interactive learning with every teacher for all class periods. In class, teachers will use a variety of instructional strategies, including whole-group discussion, small-group break-out activities, collaborative projects, and frequent checks for understanding. Teachers will also be available for questions via zoom office hours after school.

MIDDLE & UPPER SCHOOL SYNCHRONOUS LEARNING PLAN Attendance It is our expectation that students will attend all synchronous A - G classes on zoom. Attendance will be monitored. If your student is ill and unable to attend class, please email Mr. Irizarry at tirizarry@prioryca.org. Exceptions for international students are in place and described below.

Due Dates To minimize potential overwhelm, teachers will only ask students to turn in assessed work on the days that their block meets. However, teachers are encouraged to set up additional “check points” to appropriately scaffold work throughout the week.

A note on Compassionate and Equitable Grading during Distance Learning Especially poignant during this time of Distance Learning, there exist multiple factors that impact a student’s ability to demonstrate learning outcomes. As we begin the fall semester through Distance Learning, we will proceed with our standard lettergrading system, and will discern the need for compassionate grading on a case-bycase basis. Discernment for a need for compassionate grading arises from input from such personnel as our Counseling Department, Advisors, Teachers, Division Heads, Learning Center Director, or Director of Diversity, Equity, and Inclusion.

Situations that might call for compassionate grading practices may include but are not limited to such things as: Extenuating home circumstances such as illness of a family member A variable or irregular home environment Limitations around space and resources such as technology Learning differences that are amplified by the Distance Learning format

SYNCHRONOUS & ASYNCHRONOUS LEARNING PLAN FOR INTERNATIONAL STUDENTS Dormers who live abroad are invited to attend all of their classes synchronously through the first semester. The Priory recognizes that the time zone differences may make this problematic. As such, dormers living abroad may petition the Dean of Residential Life, Mr. Siler to attend their classes asynchronously throughout the first semester. If approved, dormers learning asynchronously will have additional expectations as outlined below.

Option #1 Synchronous Learning

Option #2 Asynchronous Learning

International dormers will attend

International dormers will watch

and participate in their classes

recordings of their classes on

“live” over zoom like other day

their own schedule

students

International dormers will submit all assignments as scheduled by their teacher

International dormers will submit all assignments as scheduled by their teacher - at the same time as those attending classes synchronously

International dormers will

International dormers will

complete all assessments as

complete all assessments as

scheduled by their teachers

scheduled by their teachers.

International dormers are encouraged to attend Office Hours each week as scheduled by their teachers

International dormers are required to attend a weekly 60minute “Asynchronous Office Hour” session with each of their teachers at a prescribed time (see “how will my international student learn asynchronously” section below)

GUIDELINES FOR DORMERS LEARNING ASYNCHRONOUSLY Dormers who live abroad are invited to attend all of their classes synchronously As stated above, Dormers who live abroad may petition the Dean of Residential Life, Mr. Siler to attend their classes asynchronously throughout the first semester.

Dormers learning asynchronously will: Watch all recorded classes posted on each of their course’s Blackbaud page

Submit all coursework by the same deadlines as the students learning synchronously

Attend a mandatory, weekly, 60-minute “Asynchronous Office Hour” session with each of their teachers at the prescribed times below during which attendance will be taken in Blackbaud.

Monday

Tuesday

Wednesday

Thursday

Friday

Math

Science

English

History

World

530-630pm

530-630pm

530-630pm

530-630pm

Language

(PST)

(PST)

(PST)

(PST)

530-630pm (PST)

Theology

Perf/Visual

Physical Ed.

Social

630-730pm

Arts

630-730pm

Sciences

Comp.Science

(PST)

530-630pm

(PST)

630-730pm

630-730pm

(PST)

(PST)

(PST)

GENERAL GUIDELINES FOR PARENTS Priory’s Distance Learning schedule prioritizes synchronous learning in all classes during the week. Students will gather in Zoom calls twice a week with each teacher to engage in interactive learning experiences. Students will also engage in asynchronous learning -- homework-- that prepares them to fully participate in synchronous class sessions. The guidelines provided below are intended to help parents think about what they can do to help their children navigate a distance learning environment.

We encourage parents to:

Help Establish Routines Teachers will post assignments and/or bulletin board announcements in Blackbaud so that students can plan their week. Their plans should include time for work, time for collaboration, brain and body breaks and time away from the computer. Ask them to show you their weekly plan for how they'll manage their time and assignments.

Define the physical space for your child’s study Help your child set up a place to work that is relatively quiet and close to a WiFi connection. Siblings may need to work in different rooms to avoid distraction.

Encourage Physical Activity and/or Exercise Priory does not want its students staring at computer screens for 7-8 hours a day.

Make sure your children remember to move and exercise. Ask your child when they have scheduled exercise into their day. This is vitally important to their health, wellbeing, and to their learning. The Middle School will resume with PE classes in the weekly schedule, and the Upper School will offer PE and pre-season sports opportunities after school hours.

Maintain Perspective We ask parents to remember that most teachers and students are not experts in distance learning and that it will require some trial-and-error to successfully navigate this new experience. Some students will thrive with distance learning, while others may find it more challenging. We thank you in advance for your patience, flexibility and partnership!

ACKNOWLEDEMENT AND SHARING Woodside Priory is extremely grateful to Menlo School, Sacred Heart Schools, Urban School, and Nueva School, all of whom have shared versions of this guide, and best practices, for the use of the independent school community. Their insights were, in turn, built from consultations with international schools who suddenly had to close for multiple weeks at a time as a result of a pandemic (most notably the Taipei American School and the Concordia International School in Shanghai). As beneficiaries ourselves of others’ generous resources, we are happy to share any resources we develop with colleagues at other schools who may be reading this document. We welcome your insights and resources in return. Please feel free to share this widely and adapt for your needs. Below are links to a few resources that helped shape our thinking and which you may find useful as well.

International School Resources for Virtual School (Google Drive Folder) Next Vista: Facing an Emergency and Switching to Online Learning Concordia International School, Shanghai: When Virtual Learning Is Your Only Option (podcast) George Washington University Tools for Instructional Continuity 15 Strategies for Online Learning (Global Online Academy)