Online Learning Manual

Introduction

Educational Learning Models - Definitions

Glossary of Key Terms

District Calendar 2024-2025

Learning Location in the Student Information System

Adjusting Instructional Models

Teacher Expectations

Attendance Procedures

Technology and Supplies

Asynchronous Schoology Course Template

Asynchronous Schoology Course Template Frequently Asked Questions (FAQs)

Asynchronous Learning Model

Synchronous Learning Model

Student Services

Administrator Information

Upper Darby School District offers various learning models for our students living in the School District. These models include In-Person Instruction, Synchronous Online Learning, and Asynchronous Online Learning. Students may choose any of these options for their education. The curriculum was developed by Upper Darby School District’s highly qualified teachers and is available on our district Learning Management System (LMS), Schoology. All students are assigned to their home building. Their assigned school will provide support. Students may participate in clubs, field trips, sports, and all available building activities. Please visit your school’s website for more information on these activities.

In-Person Learning - This learning model is available to all students in the Upper Darby School District. Students attend a district building each school day and participate in their classes. In-person learning is the traditional model of schooling. This learning model is strongly encouraged for K-5 students.

Synchronous Online Learning - This learning model is available to all students in the Upper Darby School District. Upper Darby School District started to provide synchronous learning in the 2020-2021 school year due to the COVID-19 pandemic. This model requires students to attend online at specified times and follow the school’s In-Person schedule. Teachers and staff will utilize the technology installed throughout the district (i.e., Classroom cameras, microphones) to provide opportunity, unity, and excellence in education to all students. Parent/guardian supervision and internet service are required for this instructional model.

Asynchronous Online Learning - This learning model is available to all students in the Upper Darby School District. The courses were written by Upper Darby School District teachers and will be delivered through Schoology, our Learning Management System (LMS). School assignments will be released weekly by the teacher of record. Asynchronous learning assignments and pacing will align with the in-person learning environment. While virtual learning models are available for K-5 students, we strongly encourage parents of online learners to have their children attend in-person instruction. Parent/guardian supervision and internet service are required for this instructional model.

Home Education - A home education program (sometimes referred to as homeschooling) is not considered a nonpublic school under the home education law. Homeschooling is a program (24 P.S. § 13-1327.1 (b)) and is a right as long as the required documentation is submitted in the notarized affidavit (Elementary K-6 and Secondary 7-12). For more information, please visit the Pennsylvania Department of Education Website. Please see our district policy by clicking on this link.

ClassLink/Launchpad - A launchpad that allows K-12 students to sign on with one password to access all district apps and resources. The launchpad is available on all district Chromebooks.

Google Meet - is a video communication service developed by Google and available through our Google Suite.

Learning Management Systems (LMS) - a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, or learning and development programs. Upper Darby School District uses Schoology as its LMS.

Schoology - A Learning Management System (LMS) for K-12 and post-secondary institutions allows users to create, manage, and share academic content. This cloud-based platform provides the tools needed to manage a virtual classroom lesson. Upper Darby School District’s highly qualified teachers create or upload allowable, previously created materials posted on Schoology. This learning management system can be accessed through ClassLink.

Video Conferencing Software - software that facilitates initiating and conducting live conferences between two or more participants at different sites using computer networks to transmit audio, video, and text data. The video conferencing software that Upper Darby School District uses is Google Meet.

The official UDSD calendar for the school year can be found by clicking the link below or visiting Board Docs.

2024-2025 Year at a Glance Calendar Final (Updated 7_9).pdf

2024-2025 Asynchronous Weekly Calendar (link)

Lists the weeks by date and week number

Teachers and Staff will be able to distinguish learning locations in the top right corner of the student demographics page in the Student Information System, eSchool. Students will be labeled “In-Person,” “Synchronous,” and “Asynchronous.”

An example of each is below:

We are asking parents to choose the learning environment that best suits their child for the 2023-2024 school year and remain in that learning environment for the duration of the school year. However, if a family does need to switch learning environments, a request must be made in writing to the building principal/assistant principal. The principal/assistant principal will set up a meeting to discuss the transition date and plan for changing the learning environment. The principal/assistant principal will communicate with the family throughout the transition from one learning environment to another. There may be situations where the building virtual committee may choose to have the student remain in their current instructional model.

Changes to the instructional model will align with the approved district calendar trimesters, marking periods, and/or semester breaks. When an instructional model is adjusted the assigned teacher may be adjusted due to the child’s daily schedule. When students are not following the virtual learning expectations outlined in the Online Learning Manual: Students, Parents, and Families the building virtual committee should discuss the possibility of those students returning to in-person instruction.

*In the case of disciplinary action, there may be exceptions to adjusting the instructional models. This would be addressed by the central administration and the building principal. Students who are placed in the asynchronous model due to disciplinary action will be reviewed at the end of the school year unless circumstances require an earlier review.

The assigned teacher will be considered the teacher of record for all students on their roster. The teacher of record is required to take attendance, communicate with students/families, provide appropriate assignments, instruction, and grades to the students on their roster. The learning environment is indicated in eSchool in the Learning Location field.

Synchronous Teacher:

The assigned teacher will be responsible for taking attendance for the students on their roster on the eSchool platform. All attendance procedures must be followed in accordance with Policy 204. Students will be required to adhere to the student expectations for online learning.

If a student is not continually engaging in the learning process, proceed as you normally would for an in-person student, such as email home, phone call home, and meeting with a guidance counselor. If a student is still not engaging in the learning process, the student may be asked to return to in-person instruction.

Asynchronous Teacher:

The assigned teacher will be responsible for taking attendance for the students on the eSchool platform. All attendance procedures must be followed in accordance with Policy 204. Asynchronous students are required to log in each day (Elementary students log into homeroom; Secondary students log into each class) for attendance purposes. Detailed instructions for teachers can be found on this link.

Synchronous and Asynchronous students have access to the same technology and supplies as an in-person student. Teachers will make students aware of any supplies they may need and will be provided in the Course Home folder in each Schoology course. Handouts given to in-person students will be made available electronically to online learners through Schoology. In the event a handout can not be made available an alternate assignment will be provided.

The building administrator will make arrangements for online learners and their families to pick up materials they may need. Additional information about pick-up locations and times will be provided in August. Families and students who transition to synchronous or an asynchronous model at the beginning of the marking period or trimester will pick up their materials at their home building based on date provided by the building principal/assistant principal during the transition meeting prior.

All virtual students will be issued a district Chromebook and district log-in credentials to use for instruction. Virtual students must use this device and email to access Schoology and other online learning platforms. If a student in any learning environment is experiencing technical difficulties, they should try these troubleshooting tips. If that doesn’t fix the issue, the student or teacher should email Techservices@upperdarbysd.org and/or submit a ticket.

All asynchronous courses must follow the approved UDSD course template. If you have any questions, please contact either the Supervisor of Elementary Instructional Technology or the Supervisor of Secondary Instructional Technology.

Elementary teachers: The template, clear directions, and examples can be accessed by joining the course "Elementary Template." Access code: CC69-D7TC-JF6T2

Secondary teachers: The template, clear directions, and examples can be accessed by joining the course “Secondary Template.” Access code: G57M-MJ3F-GJ2MD

When does a student have to submit their assignments?

• All daily assigned work must be submitted daily by 11:59 PM.

• All weekly assigned work must be submitted by your contractual start time on Monday morning.

Can teachers assign more than one week's worth of work?

• A teacher is responsible for releasing student work one week at a time at a minimum.

• A teacher can decide to release additional weekly work for individual students.

Are Schoology completion rules required?

• Completion rules are optional.

Should the most recent week's work be at the top of the student folder?

• The weeks should be organized in a sequential sequence. (1,2,3,4,5,6)

• Most recent weeks do not go first.

How do I figure out the grading procedure for online learners?

• Follow the same grading procedure for your in-person and synchronous students.

Can I number an assignment a little differently than the course template?

• Numbering assignments is optional.

• Adding a numbering system is one way to organize assignments for your gradebook and to reference assignments.

• 1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.3.1, 1.3.2

• Example

How do external tools work with Schoology?

• External tools can pose unique challenges when using them in a Schoology course that will be copied by another teacher. Below are helpful guides created for Upper Darby teachers.

External tools and Google Drive

* Please note that not all instructional tools are available at all levels*

• Instructional coaches are also available to assist teachers with Schoology

• Students must attend a Virtual Orientation Session on the first student day in August. Students who change instructional models, as outlined on page 5, will attend a virtual orientation on the first day of their new placement.

• Students must follow all Code of Character procedures as outlined by their home building. Students can find the Code of Character on each school’s website. In addition to the Code of Character, students must follow the Acceptable Use of Internet, Computers, and Online Resources

• Completion of assignments is based on the specific assignment requirements for the class/course. This is outlined in the student manual.

• For academic support, students should:

• Send direct messages via email or Schoology to the teacher.

• Ask permission to attend a synchronous class as scheduled during the school day.

• Request a one-on-one phone call or Google Meet with a teacher.

• If unable to find a mutually agreeable time, please reach out to the building principal/assistant principal for assistance.

The building will be responsible for administering assessments to any synchronous/asynchronous student.

Local Testing Procedures:

• Measure of Academic Progress (MAP) assessments are required to be taken in the building or online, depending on the home school’s preference for MAP testing. MAP assessments are administered three times a year. MAP measures achievement and growth in K-12 math and reading. This assessment provides teachers with accurate and actionable evidence to help target instruction for each student or group of students. For more information on MAP assessments, please visit the NWEA website by clicking here.

• Aimsweb assessments are required benchmark assessments to be taken in the building or online, depending on the home school’s preference. Aimsweb tests are administered three times per year by the building literacy team. Aimsweb measures accuracy in reading and provides teachers with data to support students in their MTSS/reading instructional time.

State Testing Procedures:

• Keystone Testing - Students will be required to take all Keystone Assessments in the building. Keystone Exams are administered to qualifying 8th graders and all high school students. For more information regarding Keystone testing, please visit the Pennsylvania Department of Education’s website by clicking on this link.

• Pennsylvania System of School Assessment (PSSA) Testing - Students in grades 3-8 will be required to take the PSSA in the building. For more information regarding the PSSA, please visit the Pennsylvania Department of Education website by clicking on this link.

• ACCESS Testing- Students who have qualified for EL Services are annually administered ACCESS WIDA to measure students' English Language proficiency and progress in reading, writing, speaking and listening/understanding. Students will be required to take the ACCESS test in the building. For more information about WIDA Access Testing, please visit the WIDA website by clicking on this link.

• Advanced Placement Testing - If a student qualifies for advanced placement testing, they may be required to take their exams in the building or online, depending on the test-taking procedures as outlined by the College Board. For more information on AP testing, please visit the CollegeBoard website by clicking on this link.

Expectations of Students:

Synchronous students are required to attend their classes online at specified times and follow the school’s In-Person schedule. Teachers and staff will utilize the technology installed throughout the district (i.e., Classroom cameras, microphones) to provide opportunity, unity, and excellence in education to all students. This is outlined in the student manual.

• Students MUST keep their cameras on except for extenuating circumstances or taking a brief break.

• Students must engage in classroom discussions via chat, audio, and video features.

• Students must follow their regular schedule as they would in the building.

• Students must complete assignments and activities as assigned by the classroom teacher.

While parent oversight is an integral part of a child’s success, classroom instructional time cannot be used for parent conferences. Therefore we are asking parents not to join the google meet but to email the teacher(s) to set up a desired conference.

Special Education

UDSD will continue to provide Free Appropriate Public Education (FAPE) and the provision of special education services (Individuals with Disabilities Education Act - IDEA and PA Code Title 22, Chapter 14) to support students in an asynchronous or synchronous learning environment. IEP Teams will be in close contact with families to discuss schedules, support, and changes that may be necessary for an online learning environment. IEP teams will work with families to implement the best plan possible to ensure FAPE in an online learning environment. Special Education services will be provided synchronously during the school day with the student’s special education teacher. Additionally, IEP teams will be monitoring progress through many different online tools.

Section 504 Service Agreements

Students’ individual Section 504 service plans will continue to be active and monitored in synchronous or asynchronous learning models. It may be possible that some accommodations are no longer necessary in a synchronous or asynchronous environment, or additional accommodations are necessary in either learning model. Case managers and 504 teams will discuss changes with families and amend existing service agreements as necessary.

Gifted Education

All requirements under PA Code Title 22, Chapter 16 for Gifted Education will be followed and any amendments to gifted individualized education plans (GIEP) will be discussed with GIEP teams and documented appropriately. In some instances, students who are generally working in the asynchronous model may be required to join a synchronous gifted support group with the gifted education teacher for instruction in specific content targeted for acceleration and/or enrichment.

Language Instruction Educational Program

Upper Darby School District will continue to provide English language development (ELD) instruction to identified English Learners. Broadly speaking, English language development can take place in one of two settings. Either stand-alone ELD direct instruction or content-embedded ELD instruction.

At the elementary level, synchronous students will receive stand-alone ELD instruction as part of their day designated for small group and/or independent English Language Arts instruction.

Students' schedules may vary depending on their English Language Proficiency Level. Asynchronous students’ schedules will vary depending on their English Language Proficiency Level. Students will be assigned work to support their English Language development.

At the secondary level, synchronous students will receive content-embedded ELD instruction during their scheduled English/Language Arts time. Asynchronous students will be enrolled in a course to support English Language Development. Identified English Learners will take an assessment to determine their current level and placement in the ELD program.

The building administration will set up the following systems at a building level to support the virtual learning environment.

• Establish a school-based committee and meet with this team quarterly as described in the UDEA Collective Bargaining Agreement Article XLV Virtual Learning (page 30).

• Establish a school-based system for adjusting instructional models adhering to the guidelines outlined above on page 5.

• Establish a school-based system for assigning substitutes.

• Communicate the assessment schedule to asynchronous and synchronous students and their families. Virtual students must be included in assessment schedules.

• Implement payroll procedures for teachers above contract thresholds.

• Maintain communication with the technology department regarding student-assigned Chromebooks.