• ALEXANDRIA PUBLIC SCHOOLS DISTANCE LEARNING PLAN 

    Distance learning is defined as:  Students engaging in distance learning have access to appropriate educational materials and receive daily interaction with their licensed teacher(s).

     It is important to note that distance learning does not always mean e-learning or online learning. It is critical to provide this learning in a format that can be equitably accessed by all students.

                                                 MDE School Guidance Framework - 3.15.20

     

    Update: May 21, 2020

    As we move to the conclusion of our school year we want to make sure to provide you with guidance around our student assessment and grading in the distance learning experience.

    Grading Modifications Overview
    Distance learning has definitely provided challenges for our students, families and staff.  Schools across the country have been grappling with issues around grading.  We, too, have been working to balance our need to focus on learning with the social-emotional needs of our students.  As a result, our grading systems need to be modified to better manage grading and assessment during this unprecedented time for our students, families and staff.  Our primary goals are to:

    • Focus on the social-emotional needs of our students, families and staff as well as continued learning in this difficult time.
    • Avoid any unnecessary negative impact or inequities for students and families who may be struggling for a wide variety of reasons to consistently participate in a distance learning environment. 
    • Allow teacher teams flexibility to focus on critical standards, assignments and assessments that can be managed in a distance learning environment.

     

    Elementary (K-5)
    Elementary students will receive a progress report centered around distance learning generated by their classroom teacher, instead of a Trimester 3 report card.  Feedback from specialist area teachers will not be formalized but teachers will continue providing feedback as part of distance learning. We encourage you to communicate with your child’s teacher or principal should you have further questions.  Distance Learning progress reports will be emailed home the week of June 1st.  They will also be available in our ParentVue portal that week.  

    Middle School (6-8)
    Sixth grade will receive a rubric score or letter grades of A,B,C, P (Pass) or NG (No Grade).  Seventh and eighth grade students will receive letter grades A,B,C, P (Pass) or NG (No Grade). Eighth grade students enrolled in the Honors Algebra I course will follow the High School (9-12) system below.  For all grades, we encourage you to communicate with your child’s teacher or grade level dean for further guidance and information if needed.  Report cards will be mailed home starting on Friday, June 5th.

    High School (9-12)
    High School students will receive letter grades A,B,C, P(Pass) or NC(No Credit). Students/parents will have an opportunity to appeal for a pass grade after students receive their report card. Please note that a P(pass) grade is GPA neutral. However, it is up to a receiving post-secondary institution to interpret this grade and we wouldn’t want this to have a negative impact on your child’s post-secondary plans. We encourage you to communicate with your child’s teacher and academy counselor for further guidance and information if needed.  Report cards will be mailed home starting on Friday, June 5th. 

     

    Update: May 5, 2020

    Distance learning will continue for the rest of the school year. 

    • We have completed two rounds of surveys with students, families and staff to ensure for open communication pathways. 
    • Our social workers and counselors along with other staff continue to reach out to families demonstrating need for additional support. 
    • Teachers at our secondary schools have provided progress reports to students and families regarding their academic progress. 
    • Over the course of distance learning we have reassigned staff to our technology support team to improve response rates related to technology.  We have nearly 50 across the community providing internet access for students and families.  
    • Meals continue to be delivered and our food and nutrition services staff have attempted to vary the type of meals over the past weeks. 
    • Child care continues in three of our elementary schools for those who qualify for the service. 
    • Tailored approaches addressing student need continues to evolve based on the feedback and experience of our students and teachers.  Students who have identified academic or social emotional needs are working closely with support staff, case managers and teachers.
  • How are we ensuring students have access to appropriate educational materials, including technology?

  • How are we ensuring students receive daily interaction with their licensed teacher(s)?

  • How will we support the mental health needs of students?

  • How will the needs of students with IEPs be met?

  • How will we ensure students have internet access as needed?

  • How will meal delivery or distribution occur?

  • How will we support our English Learners?

  • How will the needs of students experiencing homelessness be met?

  • How will early learning occur?

  • How will we assess our students?

  • How will we regularly communicate with families?

  • How will we address the needs of our tribal communities?

  • How will we utilize partnerships to meet the needs of vulnerable students?

  • How are we tracking attendance of students and staff?

  • How will we meet the needs of staff?