Distance Learning At UCHS.docx

UNIVERSITY CITY HIGH SCHOOL CENTURIONS

Distance Learning Handbook

Own it!

2020-2021

STUDENT/PARENT/TEACHER

HANDBOOK

FOR DISTANCE LEARNING

August 2020

UNIVERSITY CITY HIGH SCHOOL

6949 Genesee Ave., San Diego, CA 92122

Phone Number: (619) 605-2800

Fax: (858) 458-9432

uchs.sandiegounified.org

University City Student, Parent & Teacher Distance Learning Handbook

Introduction

Welcome to the 2020-2021 school year. We are looking forward to seeing all of our Centurions (even if it is through Zoom). This year will come with many new challenges, but we know how UC always rises to the occasion and tackles anything that is put in front of us. Our teachers are gearing up for online learning to provide the best educational experience possible for our students.

Table of contents

Getting in Touch
Expectations for Students
Family Support
Technology Support
Student Schedules
Using Zoom Protocols
Learning Resources for Students
Grading
Citizenship
Special Education
What about….?

Getting in Touch

UC Counseling
Kelsey Bradshaw	kbradshaw@sandi.net	Head Counselor (A-CAR)
Belin Bahena	bbehena@sandi,net	Students (HAN-MC)
Kim George	kgeorge@sandi.net	Community College (CAS-HAM)
David Malo	dmalo@sandi,net	504 Coordinator (SAN-Z)
Shauna Van Bemmel	svanbemmel@sandi.net	AP Coordinator (ME-SAM)

UC Support Staff
Lucy Alonzo	lalonzo@sandi.net	Finance
Johana Chavez	jchavez1@sandi,net	Registrar, Transcripts
Tom Grey	tgrey@sandi.net	School Police Officer
Candace Kasperick	ckasperick@sandi.net	School Nurse
Lynn Miles	lmiles1@sandi.net	Library
Rosa Penamoya	rpenamoya@sandi.net	Attendance
Nina Salinas	nsalinas@sandi.net	Attendance
Fabi Dunker	fdunker@sandi.net	PowerSchool & Zoom Support
Sarah Myers	smyers1@sandi.net	Principal’s Secretary

Administration
Jeff Olivero	jolivero@sandi.net	Principal
Jo McGlin	jmcglin@sandi.net	Vice Principal
Alex Villalobos	avillalobos@sandi.net	Vice Principal
Marie Byrd	mbyrd@sandi.net	Administrative Assistant

Expectations for Students

Be well-take care of yourself and your family first.
Connect with your teachers and online classrooms.
Contact us (counseling, wellness) if you need help. UC cares about you!
Attend each of your class periods assigned to you.
Be on time for each class.
Submit assignments on time.
Attend Teacher Office Hours for support or questions about your work.
Ask your teacher for support any time: get small group instruction if needed.
Send messages to your teacher about assignments, extra help and questions about grading.
Reach out if you are in need.
Attendance will be taken each day. If you need to miss a class, please have your parents or guardians email our attendance office at uchsattendance@gmail.com or fill out the Absence Report form. Your parents will need to include your name, grade, reason for absence and a return phone number if we have questions.

Family Support

We do not expect you to be a homeschool teacher!
Provide a quiet, safe learning environment for your student when possible.
Help them set up an area just for school. Students perform best when they have a designated area.
Reach out if you are in need. We care about you!
Reach out if you have any questions.
Listen to Mr. Olivero’s weekly updates for current information.
Love and support your student during these times.

Technology Support

We always recommend that students:

Charge the laptop fully each night - it may also be used while plugged in.
Use the laptop in a common area of the house - avoid using outside.
Use the laptop on a desk or table - avoid using or leaving it on floors.
Keep the laptop away from food, liquid, and pets.

As the Chromebook laptop is District property, the Student Device and Use Agreement is in effect for the duration of the loan. All district settings and controls will apply. Student web content is filtered, but parents & guardians are ultimately responsible for monitoring the student’s use and browsing activity of the laptop.

If you already picked up a Chromebook and need technical support, please call the Family Technology Support Line at (619) 732-1400. Hours of operation are 8:00 a.m. - 5:00 p.m. Monday through Friday.

Need Help Getting Online at Home?

Various internet service providers offer free or low-cost internet connectivity options for households. For internet access questions, please contact the Family Support Line at (619) 260-2460, press option 1.

Distance Learning Resources

San Diego Unified has provided a guide for students and parents during distance learning. To access the latest information log onto: www.sandiegodistancelearning.org

Student Schedules

Here is the 2020-2021 schedule, including times for synchronous and asynchronous learning for our online classes for the start of the school year. The schedule created will be used for both online at home and in person learning with our students.

Semester courses will be held three at a time for a 9 week period. In other words, a student will earn a semester credit during each 9 week grading period. The school year will be broken up into four quarters. The first 9 weeks will be the first quarter, next 9 weeks, the second quarter, and so on. We recognize the actual instructional live and in-person minutes for each course has been reduced. However, the schedule provides flexibility to add minutes for students and teachers during designated flex periods. The UCHS staff recognizes and knows it will take us all working together to maximize teaching and learning for our students.

We believe the structure and minutes will be a vast upgrade to online learning this fall as compared to spring for students. Students will be responsible for daily instruction and daily attendance. Teachers will use the first week of school to attend daily training and PD sessions designed to upgrade our online approach.

You will notice that lunch is at the end of the day. When we return to school, we will not have formalized lunch on campus. Students will be given a grab-and-go lunch daily.

University City High School

Online/In-Person Schedule 2020-21

Period 1	8:50-10:04 a.m.	74 minutes
Passing Period		9 minutes
Period 2	10:13-11:27 a.m.	74 minutes
Passing Period		9 minutes
Period 3	11:36 a.m.-12:50 p.m.	74 minutes
Passing Period (No instructional min.)		9 minutes
Lunch	12:59-1:29 p.m.	30 minutes
Passing Period		9 minutes
Flex Time	1:38-3:29 p.m.	111 minutes
After School Period	1:38-2:52 p.m.	74 minutes

School will start at 8:50 a.m.
First Week of school (Aug. 31-Sept. 4)- District Online Orientation for Students
First Nine Weeks of Classes- Periods 1-3
Second Nine Weeks of Classes- Periods 4-6
Each teacher has 6 classes with no more than 30 in each class.
Schedule as many AP and CC classes into periods 1-3
Periods 1-3 CC courses will meet After School and during Flex Time.
Each class will have 60 minutes of live whole group and small group instruction.
Students will have a 360-minute learning schedule each day for those in three classes.

What Students and Teachers are doing during Flex Time:

Prep Period for teachers during this time
IEPs/504s held during this time
Department PD and staff meetings held during this time
Grading assignments and assessments during this time
Communicating with students/parents during this time
Coordination of enrichment activities for extra-curricular, clubs, or additional practice/support during this time
Asynchronous activities for students during this time
The one-on-one student meetings, group meetings, and office hours are part of the 74 minutes of small group instruction embedded into the class period.

Using Zoom/Protocols

UCHS’s Guidelines to Earning Citizenship Grades and Online Expectations

Students are to dress as if they were attending school.
Students are to sit up (at a table or desk if possible) and use their personal computer or their district device.
Students are to turn on their camera for the entire class time until students are dismissed by the teacher.
Students are to display their first and last name.
Students will be given a choice of a few backgrounds to use if they do not want to show their home background. A student may select the Hide Self View Option which allows the teacher and other students to see them but allows a student to not have to see themselves on the screen.
Attendance will be taken during each period and students are to stay online with their camera on, unless there is a need to temporarily turn off the camera. Repeatedly turning off the camera will result in a call home to see if the school can better assist students.
Student participation will be a percentage of a student’s academic and citizenship grade. Students need to say something about their thinking and understanding versus not responding to a teacher question.
Students will mute themselves when they are not speaking.
Students will communicate with their teachers if they are having challenges with their technology.
Students will not use their cell phone or have it near their computer while classes are in session unless authorized by their teacher.
Students are not to post inappropriate comments/links or make inappropriate comments while in an online meeting. Such behaviors are grounds for disciplinary action and lowering of a student’s citizenship mark.

Attendance and Assignments missed during Synchronous Learning:

Parents have 48 hours to contact the Attendance Office for their student’s absence using the Absence Notification Form, emailing uchsattendance@gmail.com or by contacting Rosa Penamoya at 619-485-0563 for assistance with Spanish, or Nina Salinas at 858-375-6618.
Students will need to contact their teacher and explain their reason for absence. Students will have four days to submit their work that was missed during synchronous learning.
Students will need to complete the assignment missed via asynchronous learning during flex time and after school.
Students making up work missed during synchronous learning will result in the student being marked present for the period of class missed.

Learning Resources for Students

Your teacher will provide you with specific information for each of your classes. For additional help you can log into:

www.ck12.org/student This site is a great online source of texts and activities for all grades and subjects.

www.khanacademy.org Khan Academy provides lessons and support in math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more.

Grading

Even though we are teaching through distance learning, please know that unlike the “soft launch” last spring, everything you do will be graded. Each teacher has developed a syllabus for their classes which will explain their class grading system. It is important to keep in mind that you will be attending 3 classes each day. The time length for each period has been extended (74 minutes each), however the classes will only be 9 weeks long. Those 9 weeks equal one semester. It is important not to fall behind. Talk to your teacher if you have any concerns or questions.

Citizenship

University City High School

Digital Citizenship Rubric – Online Behavior

Improving the student culture of a school, whether that be onsite or online, requires teachers to hold consistent expectations for your behavior. Furthermore, you need to know and understand what is expected of you in the online environment.

Criteria	EXCELLENT	GOOD	SATISFACTORY	NEEDS IMPROVEMENT	UNSATISFACTORY
Criteria	“E”	“G”	“S”	“N”	“U”
Respect and responsibility for oneself	Consistently “arrives” to online class on time, is always prepared to learn, and actively participates in class activities.	Consistently “arrives” to online “class” on time, s often prepared to learn, and participates in class activities.	Usually “arrives” to online “class” on time, is generally prepared to learn and usually participates in class activities.	Often “arrives” to online class late and is often unprepared to learn.	Repeatedly “arrives” to online class late and is regularly unprepared to learn.
	Always follows classroom expectations for online learning	Often follows classroom expectations for online learning	Usually follows classroom expectations for online learning	Has difficulty following classroom expectations for online learning	Does not follow classroom expectations for online learning
	Shows consistent, thoughtful consideration of personal online behavior and applies strategies to minimize risk.	Often analyzes online situations carefully and frequently applies appropriate strategies to minimize risk.	Usually applies appropriate strategies to minimize risk during online activity.	Aware of some online risks and strategies for ensuring personal online safety but does not apply strategies or take steps to minimize risk.	Unaware of online risks and strategies for ensuring personal online safety.
	Always takes steps to protect personal integrity, privacy, data, and identity.	Takes steps often to protect personal integrity, privacy, data, or identity.	Generally takes some steps to protect personal integrity, privacy, data or identity.	Ignores instances of online abuse.	Participates in instances of online abuse.

	Reports instances of online abuse.	Reports instances of online abuse.	Reports instances of online abuse.
Respect and responsibility for others	Consistently shows careful consideration of personal online behavior and its impact on others.	Carefully considers personal online behavior and takes steps to protect the privacy, safety, and security of others.	Usually follows rules, guidelines, and norms for interacting with people in a digital environment.	Unaware of guidelines, norms, and rules for interacting with people in a digital environment and therefore does not follow.	Aware of guidelines, norms, and rules for interacting with people in a digital environment and knowingly does not follow.
	Is always respectful in online interactions with others, considerate of other cultures and perspectives, and intolerant of abuse.	Often shows respect when interacting with others online and is considerate of other cultures and perspectives.	Is usually respectful and considerate when interacting with others online.	Displays minor instances of disrespect but improves behavior when corrected.	Repeatedly is not respectful and considerate when interacting with others online.
	Always evaluates situations ethically and morally, taking appropriate steps to protect the privacy, safety and security of others.	Often shows intolerance of abuse.
Respect and responsibility for property	Always uses district issued technology and programs safely, responsibly and for educational purposes only.	Often uses district issued technology and programs safely, responsibly and for educational purposes only.	Usually uses district issued technology and programs safely, responsibly and for educational purposes only.	Usually does not use district issued technology and programs safely, responsibly and for educational purposes only.	Does not use district issued technology and programs safely, responsibly and for educational purposes only.
	Understands the laws governing copyright, intellectual property and privacy and often applies them.	Understands the laws governing copyright, intellectual property and privacy and usually applies them.	Shows basic understanding of the laws governing copyright, intellectual property and privacy.	Is aware of laws governing copyright, intellectual property and privacy but does not understand or apply them.	Unaware of laws governing copyright, intellectual property, and privacy.
	Always requests permission to use property and abides by owner’s rights to deny use and is also considerate of others’ requests.	Often requests permission to use property and acknowledges ownership by citing resources.	Usually requests permission to use resources and adequately cites sources.	Does not cite sources appropriately.
	Is always respectful and responsible in citing sources and in protecting and securing information.

STUDENT SELF ASSESSMENT
Improving the student culture of a school, whether that be onsite or online, requires teachers to hold consistent expectations for your behavior. Furthermore, you need to know and understand what is expected of you in the online environment.
Criteria	EXCELLENT	GOOD	SATISFACTORY	NEEDS IMPROVEMENT	UNSATISFACTORY
	“E”	“G”	“S”	“N”	“U”
	What do I need to do to earn this grade?
Respect and responsibility for oneself	I consistently “arrive” to online class on time and am always prepared to learn.	I consistently “arrive” to online “class” on time and am often prepared to learn.	I usually “arrive” to online “class” on time and am generally prepared to learn.	I often “arrive” to online class late and am often unprepared to learn.	I repeatedly “arrive” to online class late and am regularly unprepared to learn.
	I show consistent, thoughtful consideration of personal online behavior and apply strategies to minimize risk.	I often analyze online situations carefully and frequently apply appropriate strategies to minimize risk.	I usually apply appropriate strategies to minimize risk during online activity.	I am aware of some online risks and strategies for ensuring personal online safety but do not apply strategies or take steps to minimize risk.	I am unaware of online risks and strategies for ensuring personal online safety.
	I always take steps to protect personal integrity, privacy, data, and identity.	I take steps often to protect personal integrity, privacy, data, or identity.	I generally take some steps to protect personal integrity, privacy, data, or identity.
	I always report instances of online abuse.	I often report instances of online abuse.	I usually ask for help or report instances of online abuse.
Respect and responsibility for others	I consistently show careful consideration of personal online behavior and its impact on others.	I carefully consider personal online behavior and take steps to protect the privacy, safety, and security of others.	I usually follow rules, guidelines, and norms for interacting with people in a digital environment.	I am aware of guidelines, norms, and rules for interacting with people in a digital environment but do not follow them.	I am unaware of guidelines, norms, and rules for interacting with people in a digital environment.
	I am always respectful in online interactions with others, considerate of other cultures and perspectives, and intolerant of abuse.	I often show respect when interacting with others online and am considerate of other cultures and perspectives.	I am usually respectful and considerate when interacting with others online.	I am usually not respectful and considerate when interacting with others online.
	I always evaluate situations ethically and morally, and take appropriate steps to protect the privacy, safety, and security of others.	I often show intolerance of abuse.
Respect and responsibility for property	I possess a deep and rich understanding of laws governing copyright, intellectual property and privacy and apply them ethically.	I understand the laws governing copyright, intellectual property and privacy and often apply them.	I demonstrate a basic understanding of the laws governing copyright, intellectual property and privacy.	I am aware of laws governing copyright, intellectual property and privacy but do not understand or apply them.	I am unaware of laws governing copyright, intellectual property, and privacy.
	I always request permission to use property and abide by the owner's rights to deny use and am also considerate of others’ requests.	I often request permission to use property and acknowledge ownership by citing resources.	I usually request permission to use resources and adequately cite sources.	I do not cite sources appropriately.	I do not use district issued technology and programs safely, responsibly and for educational purposes only.
	I am always respectful and responsible in citing sources and in protecting and securing information.	I often use district issued technology and programs safely, responsibly and for educational purposes only.	I usually use district issued technology and programs safely, responsibly and for educational purposes only.	I usually do not use district issued technology and programs safely, responsibly and for educational purposes only.
	I always use district issued technology and programs safely, responsibly and for educational purposes only.

Special Education

All Case Managers will be implementing individual IEP’s. Co-Teachers and collaborative support will be provided according to the student goals and hours of support. Case Managers and Service providers will be checking in with their students. All IEP meetings will be conducted in the afternoon during flex time. General Education teachers who have students with IEPs will be provided a summary sheet of student needs and goals.

What about….?

Teacher's Role/Case Managers	Student's Role	Counselor's Role/Support Staff
* Deliver daily assignments, plan quizzes and tests.	* Reach out to your teacher during their office hours for additional support and ask clarifying questions, Teachers may use Zoom or other platforms for this.	* Identify high priority students on your caseload and reach out to parents,
* Check-in with students each day and hold office hours each afternoon.	* Complete all assignments and manage deadlines - write them down.	* Reach out to students who are disengaged from distance learning.
* Develop a calendar of appointments with individual or small groups of students during the afternoon.	* Request small group reteaching of concepts in afternoons.	* Continue to provide college and financial aid information.
* Give feedback on all student work. Case Managers/Paras will modify assignments as needed	* Share any roadblocks to participation with a teacher, counselor, or school administrator.	* Support Parents through emails, phone, and video conferences.
* Case Managers - check in with your caseload to see how they are doing.	* Check the school website often for the latest news and updates.	* Hold office hours during non-instructional times.
* Case Managers - Schedule IEP meetings in significant advance so gen ed teachers can attend.
* Case Managers - complete the data logs for each of your students weekly.
* Case Managers - meet with your co-lab teachers so you can facilitate the learning process.