Good Afternoon, Reading Public School Community,

I hope that you and your families are doing well and are enjoying this beautiful weekend.  I am attaching, for your information, a copy of the Remote Learning Plan for Phase 3.  This plan was developed in collaboration with our administrators and teachers and builds upon the great work that has been going on in our classrooms during Phase 2 of remote learning with a goal of moving all students toward consistent engagement in remote learning with a focus on connectedness and on the content standards most critical for success in the next grade.

The full Phase 3 Remote Learning Plan is attached.  Here are some of the highlights of that plan, :

• Opportunities for connection between teachers and students-Our remote learning plan will focus on the following strategies to make connections between teachers and students.  Because two way communication and connections between teachers and students is critical for remote learning, teachers will have regular and consistent connections with students using the strategies below.

• • Synchronous “live” connections-Reading Public School Classroom Teachers and Specialists will be expected to offer synchronous opportunities with their students on a weekly basis.  The content and frequency will look different for each level and for each position.  Teachers will use an approved district videoconferencing tool to interact with students. These blocks may focus on social-emotional learning and could take the form of a class meeting, open circle activity, an SEL activity, advisory group, a share, interest-based groups, peer-support groups, or some other engagement strategy.  Teachers also may use these times for full classes special interest and/or small group focused classes.
  • Regular teacher “office hours”-Reading Public School Teachers will offer office hours (minimum of 2 times per week at elementary and 3 times per week at secondary) when students can drop in via computer or phone to get help with assignments and/or check in with their teacher.
  • Individual calls to students from Reading Public School Teachers and staff-Building principals will continue to implement a system to check in on student’s well-being.  Teachers will check in on students who may be struggling, may not be engaged or intermittently engaged in remote learning or to review feedback on student work.
  • Opt-in, interest based peer groups-Reading Public School Teachers, paraprofessionals or other staff could have clubs and activities such as book clubs, drawing workshops, sing alongs, etc.
  • Counselor-facilitated peer support groups-will be developed by our counseling staff organized around a common student need.
• Focus on prerequisite content standards-Remote learning lessons should focus on the prerequisite elementary and secondary content standards that were released by DESE on April 24^th.  These standards have been identified by DESE as critical for success in the next grade for math, English language arts, science, and history/social studies.  The Reading Public Schools will give further guidance on these standards in the near future.
• Ensure supports and scaffolds for students with disabilities and English learners-General education teachers, special education teachers, and ESL teachers should be working together to ensure supports are in place for students with disabilities and English learners.  DESE guidance on English learners is located here.  DESE guidance on special education is located here.  In addition, our special education department has created information for families located here.

• Provide a manageable number of lessons and assignments-As stated in the March 26^th guidance from DESE, the overall student remote learning day is expected to last approximately half as long as a normal school day.  However, academic time on task will vary by grade level with enrichment opportunities filling in the remaining remote learning time.
• Developing a system for identifying and supporting students not effectively engaged in remote learning-There are a population of students in each school who are not being reached in remote learning or are only intermittently engaged.  These are students who may have other foundational needs (food, technology, mental health support).  The purpose of this section is to continue to identify and address the specific barriers students are facing.  We have a moral obligation to do all we can to reach out and engage all students in the Reading Public Schools.

If you have any questions, please do not hesitate to contact your child’s building principal or me.

Enjoy the rest of the weekend!

Sincerely,

John Doherty, Superintendent of Schools

John.doherty@reading.k12.ma.us

Phase 3 RPS Remote Learning Plan for Community