Distance Learning
For CCCS high school program students, the lack of in-person connections between students, families, and school staff was and continues to be a barrier toward connecting with resources especially during a pandemic. When need increased exponentially with our community. There was a moderate impact on our core instructional model and program implementation due to our usage of online curriculum through Edgenuity along with a one-to-one student Chromebook access, but students who are part of our identified special subgroups and socio-economically disadvantaged students both expressed need for increased support. For small group, lab science and CTE courses, there was high impact due to the lack of access to required hands-on resources required for activities connected to program completion. CCCS teachers have transitioned these courses to online instruction with adaptations and modifications made that emphasize key learning objectives. For the Fall 2020 semester, teachers have been able to create initial course supplies packs and have continued to survey students for their needs in order to build these packs on a continuous basis. CCCS administration and support staff have worked since the beginning of the pandemic-related school closures through the summer to the present providing family outreach services and connections with community resources upon identified need and/or requests. Both TK-8 and 9-12 grade programs have outreach teams or care teams that collaborate on an ongoing basis around meeting the basic needs of students.
All CCCS HS students are issued Chromebooks, and wireless internet devices upon request, to allow full access to core curriculum through our web-based education platform, Edgenuity. For core curriculum, CCCS have 100% continuity of delivery and content to access to exactly the same A-G course offerings. CCCS also offers classroom-based CTE classes, academic classes, support classes, and labs, and as many of these courses as possible will be offered in an online format. Students continue to have access to synchronous and asynchronous learning through Zoom or Google Meet for our CTE classes (Photography, Animal Science, Nursing Assistant, Auto Detailing) our academic options (Film and Literature, Shakespeare through the Arts, writing instruction), and student support classes (Student Reach, Onboarding program: a class supporting new students, and weekly small group classes with the teacher). The number of labs has increased to better support distance learning and the most vulnerable student populations. Students can access academic support via Zoom or Google meet with paraeducators, five math labs with credentialed math teachers per week, an ELD Lab, a photography lab and a science lab. Teachers continue to have individual meetings with their students on Zoom or Google Meet weekly, during which they assess and support the student’s academic progress and personal well-being.
CCCS offer both synchronous and asynchronous instructional opportunities each week in all live classes. As a non-classroom based instructional model school, CCCS continues to assess pupil progress through daily engagement logs, work completed and submitted for each student and through monitoring of curriculum embedded formative and summative assessment outcomes. In CCCS’s online coursework, which was already a part of the school’s curriculum prior to COVID-19, student progress continue to be assessed by learning logs and work completion within the online curriculum platform. A record of student work samples for all courses will be collected to justify time value of work completed for attendance purposes. We are dedicated to providing all students access to support in their online curriculum as well as live access to teachers and tutoring.
To that end, all students in the high school program will be expected to participate as follows:
- Students meet with their teacher each week for both a Monday “Teacher Team” virtual class of one and one-half hours and an individual one hour teacher appointment/meeting at their scheduled day/time.
- Students work at a minimum of four hours/day (based on five weekdays) in online curriculum to stay on track.
- Students use Google Classroom for teacher team, CTE, elective and writing assessment assignments.
- Students communicate with the teacher at least two additional times per week.
- Students communicate with teachers or paras to open tests, must take unit tests on school laptops and with Go Guardian protections.
- Students are expected to complete six credits every four weeks to stay on 4 year graduation track.
- Students who fall behind will be assigned paraeducator tutoring in one-half hour increments based upon the course/concept needs.
- IEP, EL, and credit recovery student groups will have regularly scheduled one to two hours/week paraeducator or resource specialist support.
- Brand-new students will attend Onboarding classes for four successive Fridays.
To facilitate these expectations, teachers monitor and record student progress in Edgenuity and attendance at meetings/classes. Students complete Weekly Reflections that ask them to reflect on how well they used their academic time and to track progress towards their educational goals. When students fall short of expectations, we have a detailed intervention system in place, including parent/student calls, meetings with administrators and counselors, and success contracts that outline next steps.
This plan was created through an on-going collaborative engagement process including parents/guardians, students, staff, community partners, and other stakeholders. Our school leadership team and educational staff collaborated to analyze our data and identify the greatest needs of our students and families. This feedback and subsequent data was used to drive the goals, actions and services embedded throughout this plan. We will be continuously looking at the expressed needs of students and families in order to ensure their needs are met throughout this school year.
