Victoria ISD Covid-19 Updates

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Remote Learning Information

The details below are subject to change as directives are provided by governing authorities and/or health officials or as environmental conditions change.
Families may select the face-to-face, on-campus setting or the remote learning instructional setting.
The goal of both settings is high levels of learning for all students. When families select an instructional setting, they are committing to the selected  instructional setting until the end of the nine-week period.  Families who wish to change instructional settings should contact the school office at least two weeks prior to the end of the nine week period.
To request a change in instructional setting:
  • Notify the school office by Friday, October 2nd for a change in setting beginning Monday, October 19th
  • Notify the school office by Friday, December 4th for a change in setting beginning Tuesday, January 5th
  • Notify the school office by Friday, February 26th for a change in setting beginning Monday, March 22nd
Click on the drop downs below for more information on each subject.
  • The goal of remote instruction is high levels of learning for all students.
  • In grades Pre-K through 5th, the remote instruction model for students requires a strong partnership between the teacher and family. Family training sessions to ensure families are able to access online resources and have the information necessary to successfully access work will be conducted during the first week of the school year, and ongoing, two-way communication between the teacher and the family is an essential component of the remote instruction model.
  • Remote instruction and activities are designed to ensure that students continue learning at the pace of the current Victoria ISD scope and sequence and gain the reading, writing, and mathematics skills essential to their future success. Student academic work will ensure engagement that is equivalent to direct content work that the students would be engaged in over a normal school year.
  • To ensure high levels of learning for all students, the students’ learning schedule will require students to participate in synchronous (live, interactive) and asynchronous learning. It will be vital for teachers and parents to openly communicate the schedules for the students.
  • Teacher interaction with students will be predictable, following a regular, clearly-defined schedule.
  • Teachers will schedule live, interactive sessions with students and will have daily office hours during which they will be available to provide additional instructional support to parents and students.
  • Students will be expected to participate in live learning sessions and submit assignments on a daily basis (Monday - Friday).
  • ARD committees will determine the unique needs of students who are IEP-entitled in making support and service recommendations for students attending school virtually to ensure all IEP requirements are met.
Each student’s daily participation status will be determined by monitoring:
  • Student progress (as defined in the approved learning plan) in Teams
  • Student progress (as defined in the approved learning plan) as assessed during live teacher/student interactions
  • Student submission of daily assignment(s)
Families should expect to spend of minimum of 300 minutes daily completing synchronous and asynchronous learning activities.
Grading policies for remote student work are consistent with district grading guidelines as outline in the District Grading Guidelines: EIA Regulation.
To ensure high levels of learning, student progress must be monitored on a daily basis. During remote instruction, student progress will be assessed using both informal and formal assessment practices.  Daily formative assessments will be utilized during synchronous learning sessions to determine level of mastery and plan for intervention or enrichment. Essential skills and student learning targets for each unit will be identified in the unit outline provided to families. Throughout the unit, progress will be monitored using:
  • Daily formative assessment
  • Teacher observation and informal assessment during synchronous instruction
  • Completed independent practice assignments
  • Performance assessments
For students who are IEP-entitled, progress will be carefully monitored and ARD/IEP Committees will convene and make appropriate recommendations to meet individual student needs to ensure continued growth in the general education curriculum and on IEP goals and objectives.
Remote instruction in grades PK-5 will include both synchronous and asynchronous instruction.
  • Synchronous instruction – defined as two-way, real-time, live instruction between teachers and students, through the computer or other electronic devices or over the phone.
  • Asynchronous instruction – defined as a curricular experience where students engage in the learning materials on their own time, interacting intermittently with the teacher via the computer or other electronic devices or over the phone. Includes pre-recorded videos.
All remote instruction will include:
  • Daily interactions with the teacher
  • TEKS-aligned curriculum resources that follow a logical course sequence
  • Formal and informal assessments that ensure continued information on student progress
  • Continued opportunities to review and reinforce essential skills
  • Specifically designed resources and/or accommodations and modifications to support students with disabilities, English Learners and students in need of enrichment.
Families selecting the long-term remote instruction option will receive detailed information including the scope and sequence for instruction, a schedule for synchronous instruction, a suggested schedule for asynchronous work, log in information and instructions for using Clever and TEAMS.  In addition, families will receive a quarterly newsletter highlighting the targeted skills in each content for the upcoming nine-week period.
To ensure high levels of learning during remote instruction, the school, student and family must work together and communicate daily.
Expectations will include:
list of expectations
Instructional Resources for Remote Instruction Include:
Intervention and Enrichment through small group instruction will be scheduled for students to best meet their individual academic needs. During this time, students may engage in assigned group activities, project-based learning activities, small group instruction and digital platforms. Teachers will provide students a plan for the activity to be completed during this designated time.