At-Home Online Learning

Commerce ISD's online learning plan follows the same scope and sequence as students in the classroom through an Asynchronous Learning Model. Teachers will provide instruction, learning resources, and support with a mix of pre-recorded videos on real-time lessons. All activities have been designed to meet the needs of the student in the online environment through the use of instructional best practices designed for virtual learning. Students enrolled in the CISD virtual learning program will experience similar learning experiences consistent with their grade-level peers attending in-person classes.

Students will receive data driven instruction, personalized enrichment and intervention when needed. Teachers may host a Zoom or Google Meet to allow for students to show their face on the screen to engage with teachers virtually and will be expected to participate in district/state assessments to document student learning and growth as required by the state. 

For younger students, parents/guardians are required to be heavily invested in facilitating daily learning. 
A video of a parent orientation will be available from CISD Technology after committing to a Virtual Online Learning to allow support to parents to know what is expected.

A commitment form will be expected to be completed for each child by 8 a.m., August 4. 

Please note that the requirements for student engagement with their teacher is much higher than the requirements students/families experienced during the spring of 2020 during our short-term Distance Learning Model. In order to provide students who are in the Asynchronous Learning Model a comparable experience to what students in a face-to-face environment are receiving, the amount of time and number of assignments will be significantly increased for the 2020-2021 school year. The 2020-2021 virtual learning program is a highly structured and equally rigorous learning environment designed to mirror the learning and growth experienced by students in face to face learning.

Remote Synchronous Instruction 
Two-way, real-time/live, virtual instruction between teachers and students when students are not on campus. Students are expected to show their face on the screen and be actively engaged in learning with their teacher. Commerce WILL NOT be using this learning model because everyone at their household does not have Internet connectivity. 

Remote Asynchronous Instruction
Instruction that does not require having the instructor and student engaged at the same time. The student is required to be engaged daily with work and the teacher is required to give feedback. Commerce ISD will be using this model.


  • Per TEA Guidance

    • Attendance will be taken daily for Asynchronous Learning Model. Students can expect regular meeting times with a requirement to “check-in” digitally.
    • Per Texas Education Code (TEC), §25.092, students must attend 90% of the days a course is offered (with some exceptions) in order to be awarded credit for the course and/or to be promoted to the next grade.
    • Per TEA, Commerce ISD is permitted to limit transitions from online to in-person schooling to occur only at the end of a grading period, if it will be beneficial to the student’s instructional quality.
    • School systems must provide daily on-campus attendance for students otherwise entitled to attend school who follow this document’s required public health procedures and whose parents wish them to attend on campus each day, subject to school closure and the exceptions related to COVID-19.
    • To learn more about enrollment and attendance rights and responsibilities during COVID-19, please visit the TEA website.
  • The following are some of the ways our CISD Counseling Department will meet student, staff, and needs. Services provided will vary depending on the assigned campus/age group of students.

    GUIDANCE CURRICULUM
    Counselors may virtually deliver developmentally appropriate social-emotional lessons on topics such as:

    • Self-regulation
    • Stress/Anxiety
    • Wellness Strategies
    • Self-Confidence
    • Manage transitions and adapt to changing situations and responsibilities 
    • Effective coping and personal safety skills 
    • College/Career Exploration and Awareness
    • Counselors will share sites where students can access lessons/resources to address counseling needs. These include, but not limited to Google Classrooms, Dojo, Google Sites, as well as other online platforms. 

    RESPONSIVE SERVICES

    Counselors may address the following immediate concerns of all students.

    Counselors may: 

    • Provide Individualized Brief Online Counseling* using FERPA online platforms such as Google Meets, Zoom, and/or others. 
    • Provide Small Group Counseling
    • Serve as liaison for communication with students/families in crisis.
    • Make referrals to outside agencies if deemed appropriate.
    • Communicate with faculty regarding needs of students if deemed appropriate.
    • Collaborate with administrators and teachers to ensure student safety and well being are at the forefront of all decisions.
    • Counselors emails will be shared at each Campus Webpage

    INDIVIDUAL PLANNING

    Counselors may:

    • Address academic concerns/goals.
    • Assist students in developing career, personal, and social goals. 
    • Provide information to students/parents regarding post-secondary options.

    SUPPORT SYSTEM

    • Resources will be provided to students, staff, and parents via district/campus webpages. 
    • Counselors may provide online parenting workshops/presentations.
    • An online Google form will be provided for students to request counseling services specifically.
    • There will be clear communication on how to access school counseling services and academic support.
    • Counselors may provide online counseling/resources for teachers and staff and make referrals when appropriate. 
    • Teachers will be provided trauma training and given resources to assist them in identifying students who are suffering from trauma/anxiety.

    Our CISD Counselors adhere to the American School Counselor Association’s Ethical Standards for School Counseling, and these standards help guide us during school closures.

     

  • Final decisions regarding course offerings for virtual instruction will be made based on the number of students who enroll in this option. Some elective courses for students who select virtual learning may require the student to complete a required assignment or project at the campus if the course requires assignments that cannot be reasonably completed remotely, e.g., welding, a/v production, etc. We are working to finalize which elective courses will require in-person assignments and communicate those as needed.

  • Texas A&M University- Commerce has informed us the structure of dual credit classes will be online. More information forthcoming from the University.

    • All students will dress appropriately (following the CISD Dress Code) and participate in class.
    • All Students will abide by the Student Code of Conduct, Student Handbook, and Acceptable Use Policy. 
    • Every effort will be made to protect the privacy of students during the instructional day. FERPA rules and regulations will be applied.
  • Each campus will follow the guidelines listed below on how services will be conducted and what materials and/or resources will be needed during periods of online learning. 

    • All services in the current 504 plan must be provided accordingly unless a Continuity Plan is in place or a 504 Amendment has occurred.
    • When campus is closed and students are receiving virtual learning, Dyslexia instructional services will be provided as outlined in their Continuity Plan. Provision of special education and related services during an emergency closure may occur via video conferences, telephone calls, homework packets, internet-based lessons/therapy, and/or other distance-based learning approaches. Decisions on appropriate services are made on an individualized basis. 
    • To ensure communication between the campus Dyslexia Teacher and parents, office hours will be shared so they know when the Dyslexia Teacher can be reached for questions or concerns. 

    Safety Procedures during On-Campus Dyslexia Instruction
    All Dyslexia services will be conducted with appropriate safety precautions as per district guidelines when on campus.

    Progress Monitoring

    • Service providers will need to monitor each student to ensure appropriate progress within the dyslexia program is being made along with progress on the general education curriculum and accommodations. Additional ARD/504 meetings may be necessary if a student begins to struggle and cannot remediate.
    • Progress monitoring will be provided, at a minimum, once per nine-week period using the appropriate measures. Ie, MTA kit
    • Student progress will be shared with parents/guardians via email or traditional mail.
  •  In the case of a school closure, the ESL Department will provide a continuation of services in the following areas: 

    ESL SERVICES
    ESL Teachers will support students and classroom teachers by following guidance from TEA, district administrators, and campus administrators concerning ESL student services. Services may include parent phone calls, lesson planning, virtual lessons, reading groups, finding ELPS/ESL resources, etc… as needed to support students in mastering academic skills and language acquisition.

    ENGLISH LANGUAGE ASSESSMENTS
    Initial Identification - The LPAC attempts to complete the English learner identification process within the four calendar weeks requirement, as feasible, and documents in the student’s permanent record the reasons for which the timeline was extended.

    • In  Fall 2020, if the new student has not yet been assessed for English proficiency using LAS Links/pre-LAS identification assessment prior to school closure, the identification process will resume once the LEA resumes the 2020-2021 school year.
    • In Fall 2020, if the new student has already been assessed using the appropriate LAS Links/pre-LAS identification assessment prior to school. closure and results are available, that data will be available for placement
    • LPAC may meet through alternative meeting methods (phone or video conference) in order to complete the identification.
    • If the student is identified by the LPAC, the student’s parent is notified of identification, and parental approval may be obtained in writing or through an email or documented phone conversation. If the LPAC cannot meet, the LEA will resume the identification process once school resumes for the year. 

      Reclassification
    • It is not allowable for a district/campus to choose not to reclassify English learners. English learners must be given the opportunity to reclassify. No provisions have been provided negating the requirement below. 
    • §89.1220. Language Proficiency Assessment Committee.
    • (g)  Upon their initial enrollment and at the end of each school year, the language proficiency assessment committee shall review all pertinent information on all English learners and shall:
      • (5)  reclassify students, at the end of the school year only, as English proficient 
      • Reclassification Criteria issued by TEA will be followed in determining reclassification for EL’s.
    • Language Proficiency Assessment Committee (LPAC)
      Due to LEA closures related to COVID-19 precautions, the LPAC may
      1)  Utilize alternative meeting methods, such as
    • phone or video conferencing
    • Use of electronic signatures that adhere to LEA policy
    • 2)  Optional LPAC parent representation (although highly encouraged))
      3) Extend the timeline for English learner decisions - 
    • The LPAC documents the reasons for which the timeline was extended, including the plan for completing the process in a timely manner
      • Document in student’s language folder and in LPAC documentation notebook per campus.

     

    • Facilitate academic support and encouragement as a learning partner to motivate and guide your child throughout the school year in your role as a “learning coach”
    • Maintain communication with your child’s teacher by phone, email messages, and/or online meetings to create a learning partnership
    • Help your child own their learning. Provide support and encouragement, and expect your children to do their part. Struggling is allowed and encouraged! Don’t help too much. Becoming independent takes lots of practice!
    • Ensure your child is on track with assignments and coursework
    • Provide your child with assistance on their day-to-day activities with the exception of designated “independent work”
    • Assist in supporting your child’s needs by establishing and managing the daily schedule communicated by the teacher.
    • Consider creating a designated learning space for your child at home to learn comfortably.
    • This virtual option will provide personalized learning opportunities and require parents to be heavily invested in facilitating daily learning.
    • Facilitate academic support and encouragement as a learning partner to motivate and guide your child throughout the school year in your role as a “learning coach”
    • Maintain communication with your child’s teacher by phone, email messages, and/or online meetings to create a learning partnership
    • Help your child own their learning. Provide support and encouragement, and expect your children to do their part. Struggling is allowed and encouraged! Don’t help too much. Becoming independent takes lots of practice!
    • Ensure your child is on track with assignments and coursework
    • Provide your child with assistance on their day-to-day activities with the exception of designated “independent work”
    • Assist in supporting your child’s needs by establishing and managing the daily schedule communicated by the teacher.
    • Consider creating a designated learning space for your child at home to learn comfortably.
    • This will require parents to be heavily invested in facilitating daily learning.
    • Monitor and ask for evidence that your child has completed assignments and submitted them on time by checking your child’s Google Classroom for links to teacher lessons and assignments.
    • Maintain communication with your child’s teacher by phone, email messages, and/or online meetings to create a learning partnership.
    • Help your child own their learning. Provide support and encouragement, and expect your children to do their part. Struggling is allowed and encouraged! Don’t help too much. Becoming independent takes lots of practice!
    • Provide your child with assistance on their day-to-day activities with the exception of designated “independent work.”
    • Assist in supporting your child’s needs by establishing and managing the daily schedule communicated by the teacher.
    • Consider creating a designated learning space for your child at home to learn comfortably.
    • Monitor and ask for evidence that your child has completed assignments and submitted them on time by checking your child’s Google Classroom for links to teacher lessons and assignments.
    • Maintain communication with your child’s teacher by phone, email messages, and/or online meetings to create a learning partnership.
    • Help your child own their learning. Provide support and encouragement, and expect your children to do their part. Struggling is allowed and encouraged! Don’t help too much. Becoming independent takes lots of practice!
    • Provide your child with assistance on their day-to-day activities with the exception of designated “independent work.”
    • Assist in supporting your child’s needs by establishing and managing the daily schedule communicated by the teacher.
    • Consider creating a designated learning space for your child at home to learn comfortably.
    • Follows the principles of the CISD Graduate Profile/CES Code of Conduct
    • Follows the designated schedule communicated by their teacher to complete asynchronous activities assigned
    • May participate in feedback sessions via Zoom (using proper etiquette and Acceptable Use policy)
    • Students will show their face on the screen to engage with the teacher virtually.
    • Turn in daily assignments at the direction of the assigned teacher using Google Classroom and/or Class Dojo.
    • Be responsible for participation in the lesson.
    • Follows the principles of the CISD Student Code of Conduct
    • Follows the designated schedule communicated by their teacher and complete asynchronous activities assigned
    • Participate in learning through Google Classroom and Zoom (using proper etiquette and following Acceptable Use Policy). 
    • Students will show their face on the screen to engage with the teacher virtually, if needed for support. 
    • Turn in completed school work, some daily, at the direction of the assigned teacher using Google Classroom
    • Be responsible for participation in the lesson
    • Students should take responsibility for advocating for themselves, attending tutoring as needed, and asking questions.
    • Daily participating in classes at designated times
    • Follow the principles of the CISD Student Code of Conduct
    • Follow the designated schedule communicated by the teacher and complete asynchronous activities assigned
    • Participate in learning through using proper etiquette and following Acceptable Use Policy. Students may show their face on the screen to engage with the teacher virtually, if needed for support. 
    • Turn in completed school work at the direction of the assigned teacher using Google Classroom.
    • Be responsible for participation in the lesson.
    • Students should take responsibility for advocating for themselves.
    • Daily participation in classes at designated times.
    • Follow the principles of the CISD Student Code of Conduct
    • Follow the designated schedule communicated by the teacher and complete asynchronous activities assigned
    • Participate in learning through using proper etiquette and following Acceptable Use Policy. Students may show their face on the screen to engage with the teacher virtually, if needed for support. 
    • Turn in completed school work at the direction of the assigned teacher using Google Classroom.
    • Be responsible for participation in the lesson.
    • Students should take responsibility for advocating for themselves.
    • Daily participation in classes at designated time
  • If the student chooses a remote Asynchronous Learning model; he or she MAY NOT participate in extracurricular activities. This includes all UIL athletics, fine arts and activities offered to students who choose in-person schooling. 
  • CISD will have training about mitigating the spread of COVID-19. 

    On the first day of school, either online or in-person, CISD will instruct students on appropriate hygiene practices and other mitigation and social distancing practices adopted by the district. Staff and students must cover coughs and sneezes with a tissue or with their elbow. Used tissues must be placed in the trash and hands should be washed immediately with soap and water for at least 20 seconds, or hand sanitizer should be used. This training will take place periodically throughout the school year with daily reminders from teachers and campus support team. Visuals, including posters, will be used throughout all buildings to provide reminders to students and staff on all health and safety protocols.

    Student Training

    • All students will be trained on information about COVID-19 screening, identification of symptoms, prevention of spread, and sanitation of work areas.

    Teacher / Staff Training

    • All staff will be trained on what COVID-19 is and how it spreads and impacts both children and adults.
    • All staff will be trained on COVID-19 screening, identification of symptoms, prevention of spread, and sanitation of work areas.
    • All staff will be trained on district protocols and procedures for health screeners, isolation protocol and return to school/work Campus administrators will provide follow-up training and reminders as needed.
    • Campus administrators will provide follow-up training and reminders as needed.

    Parent Training

    • Parents are encouraged to talk to their students about COVID-19, as appropriate, and help them understand the safety guidelines required to return to face-to-face instruction.
    • Parents will be asked to review all district health and safety guidelines and adhere to guidelines to ensure the safety of all staff and students.
  • Both in-person and Asynchronous Learning Model will provide the same expectations around coursework and grading. Further, all high school credit courses that count in GPA calculation and class rank will be used in that calculation.

    The evaluation of student learning through grading and assessment will be revised for the 2020-2021 school year. The process for evaluation and grading will be similar to what they were during the 2019-2020 school year prior to the COVID-19 closure. Grades received in an Asynchronous Learning Model will follow the same grading guidelines as face-to-face instruction. Teachers and staff will receive additional support and guidance on effective grading practices to ensure that grades are valid and reliable for all students.

  • PreK-2nd Grade: Class Dojo

    3-12th Grade: Google Classroom

    In-person learning will include a blended instructional platform that involves the use of Class DOJO (PK-2) and Google Classroom (Grade 3-12) for specific instructional areas. 

    This will ensure that students are familiar with these learning management systems in the event we have to quickly switch to an Asynchronous Learning Model for all students as a result of a short-term sporadic district closure.

  • Commerce ISD plans to utilize the school cafeteria for student meals. At some campuses meals will be taken to classrooms. NOTE: No Parents/visitors during lunch at least for the fall semester

    Commerce ISD will offer a meal program for online students in a grab-and-go service. Parents will Pre-Order meals the week before or no later than Friday Noon, to pick up on Monday mornings or Tuesday morning if school is not in session on a Monday. Pre-orders information:

      • 5 breakfasts
      • 5 lunches
      • Must have a student ID
      • Parents must pre-order meals no later than Friday at noon for the following week.
      • Pick up can be Monday or Wednesday 11:00 am between 12:00 pm.
      • Pick Up Location: At the student’s campus or at the designated pre-order site for multiple students.
      • No meals for the weekends and no meals for school holidays at this time.
      • Cafeteria staff will be trained in COVID-19 safety protocols.

    Classes will go to lunch on a staggered schedule to minimize the number of students in the cafeteria each period.

    All cafeteria staff will be wearing masks and gloves while serving students.

    Students will verbally provide the cafeteria staff their individual account number as part of the "no touch" lunch purchase process.

    Seats, tables, door handles, and high-touch areas will be disinfected between service periods/use.

    When possible, food items will be pre-packaged and boxed to minimize face-to-face contact in the cafeteria line.

    For paid students that preorder is possible please make payments online through Skyward Family Access.

  • In order to provide as much support to families as possible, CISD has provided a video orientation for those parents who have chosen Asynchronous Learning Model. An introduction to the learning platform (Google Classroom or Class Dojo), daily schedule, attendance and participation requirements, lesson plans, and grading practices will be reviewed. This is a support session for families choosing online learning. 

    Sample Asynchronous Learning Model Lesson Plans 

    To help illustrate what online school will look like in 2020-2021, our educators have developed the attached drafted online daily plan. Online learning will align with in-person learning and in our hybrid model. 

    Sample First Grade Daily Plan - coming

    Sample 5th Grade Daily Plan -coming

    Sample 9th Grade Daily Plan - coming

  • Meetings
    Annual Meetings for the 2020-2021 school year will be completed by social distance guidelines for Face to Face, video or teleconference by the campus 504 Coordinator; all required members will be in attendance.

    Procedures for Attending a Virtual 504 meeting
    The campus 504 Coordinator will inform parents when scheduling the meeting that the meetings will be held remotely rather than in person. When a virtual meeting is not an option, the campus administrator will be consulted.

    • Required 504 meetings will be scheduled between 8:00-3:30 according to campus policy and schedule. There may be some instances when a 504 meeting must be held later to ensure parent participation. Campus Administration will be notified and will ensure they happen within the legal timeline.
    • The campus 504 Coordinator will document those present for the meeting and discussions made in the minutes. With the permission of each individual, the 504 Coordinator will add their signature using the “type it” option. Campus administrators have access to the signature page and will provide their signature. Parents’ agreement/disagreement will also be noted in the minutes.
    • A copy of the 504 plan can be emailed after the campus 504 Coordinator receives permission from the parent through an email, otherwise the 504 paperwork will be mailed home.

    Continuity Plans
    Students who attended CISD for the 2019-2020 school year from the end of March until the last day of school, should have a Continuity Plan in place. These plans will continue to be reviewed at 504 meetings.

    Adding an Individualized Continuity Plan

    • All services in the current 504 plan must be provided as written unless changed by the student’s Continuity Plan for periods of virtual learning.
    • The Continuity Plan will be reviewed at the 504 meeting. The plan should focus on including a distance learning plan that describes the services that will be provided through virtual learning while campus-based instruction is unavailable.
    • Accommodations as outlined in the 504 plan for each student will continue to be implemented as required while the district is using the virtual learning environment unless the accommodations are not appropriate in the online learning environment. 
    • For students requiring dyslexia services, their Continuity Plan will include any changes made in their instruction during virtual learning.
    • As always, a 504 meeting may be requested at any time. You will need to contact your campus 504 Coordinator to schedule additional meetings

    Evaluations
    Please refer to the Evaluation section in the Special Education portion of the plan.

  • If campuses are closed, but continue to provide educational opportunities virtually to the general student population during the closure (e.g., virtual learning), the school must ensure that students with disabilities also have access to free and appropriate public education (FAPE). The school must ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student's individualized education program (IEP) or 504 plan which has been reasonably calculated to enable the student to make appropriate progress.
    During sporadic school closures, educational opportunities/support will continue to be provided to general education and special education students virtually through virtual learning.

    SAFETY PROCEDURES
    All Special Education services will be conducted with appropriate safety precautions as per district guidelines when on campus.

    ARD Meetings
    Legal requirements related to the legal timelines for initial and annual ARD meetings still apply whether we are conducting school in person or virtually.
    The ARD committee will meet by video or teleconference for the 20/21 school year; all required members must be in attendance. When virtual is not an option, the campus administrator will be consulted.

    Procedures for a Virtual ARD 

    • Diagnosticians, SLPs and/or Special Education Teachers will inform parents when scheduling the ARD that the meeting will be held remotely rather than in person.
    • A link will be sent to required members to join the ARD meeting at the scheduled time.
    • ARD notices and Procedural Safeguards may be emailed to the parent. Second and third notices may be communicated through phone calls, mailed notices, or sent home with the student.

    Continuity Plans

    • Continuity Plans will remain in effect from the Spring of the 2019-2020 school year for when students are not on campus and virtual learning is in place.
    • Data from the Continuity Plans will be reviewed and amended as needed at the beginning of the 2020-2021 school year. 
    • Continuity Plans will be reviewed and amended as needed, at each annual ARD. The Continuity Plans will focus on the special education and/or related services that will be provided through the virtual learning whenever campus-based instruction is unavailable. 

    EVALUATIONS

    Practices during periods of on campus learning:
    Initial assessments, 3 year re-evaluations, and requests for additional assessment will continue to be completed within required timelines while students are on campus while taking safety precautions per district guidelines.

    Practices during periods of virtual learning

    • Assessment personnel will gather as much data as possible virtually through student observations, online assessment when available and parent interviews, checklists, review of ECI evaluation data when available and ECI progress notes, etc.
    • If, after gathering all available data without face to face interaction, sufficient data exists to write an FIE, evaluators will complete the written report with all available assessment data. The signed written report will be shared with parents and staff. 
    • The ARD will be scheduled to review the Full and Individual Evaluation..
    • If sufficient data doesn’t exist to write a complete FIE, assessment personnel will contact the parent and discuss options. 
    • In situations in which school is closed and not in session (no virtual learning), evaluation timelines halt as these days are not considered school days.

    Instructional/Related Services

    • All instructional and related services will be conducted with appropriate safety precautions as per district guidelines when on campus.
    • When students are on campus face to face, Speech, OT, PT, counseling, and special education instructional services will be provided as outlined and agreed upon in the student’s ARD paperwork.
    • When campus is closed and students are receiving virtual learning, Speech, OT, PT, counseling, and special education instructional services will be provided as outlined in their Continuity Pan that was put in place in the spring of the 2019-20 school year. Provision of special education and related services during an emergency closure may occur via video conferences, telephone calls, homework packets, internet-based lessons/therapy, and/or other distance-based learning approaches. Decisions on appropriate services are made on an individualized basis.
    • Data will continue to be taken to determine if compensatory services will be needed when students are not on campus and receiving services through virtual learning.

    PROGRESS REPORTS
    Goals and objectives will continue to be updated every nine weeks, whether students are on campus or receiving virtual learning, this is in accordance with district policy by all providers including special education teachers, instructional and related service providers and itinerant staff. Updated progress reports may be emailed home to parents.

  • IMPACT TO ASYNCHRONOUS LEARNER MODEL
    If your child is already an "online learner", CISD does not anticipate that your child's schedule or learning will be impacted by a sporadic closure due to COVID-19. 

    IMPACT TO IN-PERSON LEARNERS
    In the event of a sporadic closure, all in-person students and educators will rapidly shift to online learning and teaching. 

    Switching to Asynchronous Digital Learning Model FIRST 3 WEEKS GRACE PERIOD
    For the first three weeks of the school year, a grace period will be allowed for students to switch between online and in-person learning. This will allow students/families to switch if best for the student. A designated form, Commitment Form and Orientation Video is coming soon for this request, for online learning. 

  • Commerce ISD will provide devices and possible internet connectivity solutions to support identified students. Please contact your campus principal for more information. 

    Chromebook User Agreement