• Riverdale Comprehensive Distance Learning 

    Definitions and Framework 

    • Teacher-facilitated Learning is a synchronous or an asynchronous learning experience planned and guided by a licensed teacher. The experience is structured to develop, deepen, and assess new knowledge and understanding. Teacher-facilitated learning is often used when the teacher is planning for all students to have a common experience related to specific learning targets. Teacher-facilitated learning may be accomplished asynchronously through learning management systems, teacher-produced videos, or learning packets each being structured to focus on the learning target. Synchronous opportunities may include full group instruction, peer interaction, two-way communication, small group breakouts, or individual office hours. All modes should provide students a means of checking for understanding and progressing based on that understanding. 
    • Applied learning experiences allow for students to apply knowledge and skills that extend from the teacher-facilitated learning. These learning experiences are intentionally designed by the teacher to meaningfully deepen student engagement, allow for peer interaction, and to support family and community involvement. Applied learning experiences likely require scaffolding and supports so that students are able to engage with them independent of teacher or adult support. While family support is important, applied learning experiences must be designed to support independent learning routines, independent practice, and independent application of skills or learning. Applied learning will look different depending on the age of the students. Complexity of tasks and independence should develop over the academic year. 
    • K-5 Applied learning ExamplesLearning examples include independent reading, independent art projects, scavenger/learning hunts, nature walks and journaling, cooking and measuring around the home, imaginative play, storytelling.
    • 6-12 Applied Learning Examples: Team projects: Students work collaboratively to determine questions or define problems based on the project parameters, determine and distribute tasks, determine a schedule for completing tasks, and provide opportunities for group discussion.
    • Individual project: The student determines questions or problems to address within the parameters of the assigned project, determines steps toward completion of the project, and constructs a timeline for completion. (Schedule regular check ins with teacher frequency will depend on the students’ individual need for support.)

    Note: At K-5th Applied Learning must not account for more than 50% of the Instructional Time. 

    At 6-12 it varies. 

    • SEL: Incorporate Daily Morning Meeting K-4, 5-12 Incorporate Daily Morning Announcements (Ideas: Quotes, Music, Guest Announcers, What will excite and get students out of bed in the morning and ready to learn?)
    • Culturally Responsive, Mental, Social, Emotional Health (K-12 Guidance): Incorporate throughout all courses
    • Teacher-facilitated Learning Requirements Per Grade Level (Teacher-Facilitated Learning (Daily/Weekly) Must account for at least 50% of Instructional Time)
    • Applied Learning (daily) (Must not account for more than 50% of Instructional Time)
    • Nutrition, Wellness, & Support (breakfast, snack, lunch, rest, connection, additional supports) Does not count towards instructional time. Daily 2 hours recommended

    *K-4 Synchronous learning required at minimum in Math and Reading daily, Writing and Science at minimum twice a week and aligned schedules among grade levels.

    *5-8 Synchronous prioritized in core

    *9-12 Synchronous learning prioritized during scheduled periods

    Teacher final draft schedules are to be submitted to Principals for approval (at K-4 grade levels need to be in sync with curriculum and delivery).

K-4 Schedule

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5-6 Schedule

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7-8 Schedule

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High School Schedule

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