• Glossary of Terms per ODE’s guidance

    Updated Aug. 7

    • 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 Examplesindependent 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. 

    • Asynchronous Learning: Learning that occurs in elapsed time between two or more people. Examples include email, online discussion forums, message boards, blogs, podcasts, etc. 

    • Campus: For the purposes of this document, a school campus is considered to include all locations in which both district personnel and students are physically present for the purpose of delivering and receiving instruction. 

    • Comprehensive Distance Learning (CDL) Different than Distance Learning for All that took place this spring, Comprehensive Distance Learning is an instructional model consciously selected in advance, with time to plan and make preparations to better ensure quality and accessibility of the learning experience for all students. Student engagement is 100% virtual and significant synchronous engagement and self/home led learning is in alignment with ODE Comprehensive Distance Learning requirements, such as attendance, grades, credit and raising the bar to the same rigorous requirement typically taught to students. The approach will continue to center around the core values of care, connection, and continuity of learning. However, unlike Distance Learning for All, which was a response to emergency school closure, a comprehensive approach must guarantee the opportunity to learn for each student while prioritizing students' social, emotional, and mental health needs.

    It is also important to note there is a distinction between Comprehensive Distance Learning and Short Term Distance Learning. More information regarding Comprehensive Distance Learning.

    • Clear Plastic Barriers: A clear plastic or solid surface that can be cleaned and sanitized often. In a school setting, be careful to avoid or address barriers with sharp edges.
    • Contact Tracing: Identification of persons who may have come into contact with an infected person and collection of further information about these contacts. Contact tracing helps stop chains of disease transmission.
    • Community-Based Organizations (CBO): CBOs are driven by and representative of a community or a significant segment of a community and work to meet community needs and amplify strengths. 

    • Credit-Earning Assurance Plan: Procedures put in place by school districts to provide students with opportunities to earn credit for courses marked as “Incomplete” during the final term of the 2019-20 school year.

    • Deeper Learning: A set of competencies that help schools develop relevant, meaningful, and engaging learning. See the Deeper Learning Hub and Deeper Learning for All from the Alliance for Excellent Education for information and resources. 

    • Empathy Interviews: Sitting with a single student, family, or community member and creating space and time to listen deeply to their story and experiences. Typically, the process involves asking open ended questions followed by prompts such as “tell me more…” or “what was that like for you.” A broad overview can be found from D-school and High Tech High Graduate School of Education has a full Protocol. 

    • Face Covering: A cloth, paper, or disposable face covering that covers the nose and the mouth; may or may not be medical-grade. 

    • Face Masks: Medical-grade face masks in the ODE document. RNs and other medical providers should refer to OHA for updated information. 

    • Face Shield: A clear plastic shield that covers the forehead, extends below the chin, and wraps around the sides of the face. 

    • Hand Hygiene: Washing with soap and water for 20 seconds or using an alcohol-based hand sanitizer with 60-95% alcohol. 

    • High-Risk Categories: The CDC has identified age ranges and underlying factors that may leave a population at higher risk for severe illness from COVID-19.

    • Hybrid Model:  Some instruction is in-person and some instruction is provided off-site, in order to honor student and staff safety while meeting instructional hours requirements. Hybrid instructional models must include plans for all sections of Comprehensive Distance Learning. Hybrid instructional models allow districts to adjust for multiple variables and continue to access on-site instruction to the greatest extent possible while meeting public health requirements. Hybrid models require prioritization of on-site learning activities and supports, and/or which content is taught on-site. Hybrid instructional models also allow opportunities to integrate instruction simultaneously with groups of students on-site and through Comprehensive Distance Learning. An On-Site instructional model becomes a Hybrid instructional model when any portion of instructional time used to meet instructional hours requirements is delivered in a distance learning format. While complex and varied, Hybrid instructional models allow for great creativity and flexibility. 
    • Immunocompromised: Having an impaired or weakened immune system. 
    • Intersession Calendar: School calendars that include longer breaks dispersed throughout the year. The calendar has longer breaks throughout the year, and may start at an earlier date and/or end at a later date. 

    • Nursing Dependent: Students who have an unstable or life-threatening health condition and who require daily, direct, and continuous professional nursing services. Medically Complex: Students who may have an unstable health condition and who may require daily professional nursing services. 

    • Medically Fragile: Students who may have a life-threatening health condition and who may require immediate professional nursing services. 

    • Physical Distancing: Maintenance of at least six feet of space between persons to the maximum extent possible. Also known as social distancing. Personal Protective Equipment (PPE). The personal protective equipment required for medical personnel. RNs and other medical providers should refer to OHA for updated information. Version 1.5.8 Checkboxes ( ) indicate requirements; arrows (⇨) indicate recommendations. Page 55 Project-Based Learning: A teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. 

    • Schedules: Several common terms related to apportionment of instructional time are listed below. 

           Academic Calendar: Total number of days of instructional delivery in the school year.  

    Instructional Schedule: Hour-by-hour organization of the instructional day. At the secondary level, this is sometimes referred to as the “bell schedule.”  

    Instructional Time: Defined in OAR 581-021-0102(30). 

    • Short-Term Distance Learning (Spring 2020). The statewide pivot to Distance Learning for All was, without a doubt, a crisis response and was designed for a limited duration.The term Short-Term Distance Learning is used when referring to the Distance Learning for All model from the spring of 2020. For all districts, regardless of instructional model, Short-Term Distance Learning may become a reality upon a COVID-19 outbreak during the 2020-21 school year. Regardless of which instructional model schools begin with, districts must plan for Short-Term Distance Learning in the event of an outbreak that may impact a classroom, a section of a school, a school, or an entire district. Short Term Distance Learning Link with more information.
    • Social Emotional Learning (SEL): The process through which children and adults learn to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.  In collaboration with classroom teachers Riverdale School Counselors, deliver whole group instructions and lessons that integrate into classroom core instruction. These lessons foster the skills needed for independent, resilient and empowered students.

    • Stable Cohort: Update - Required: students cannot be part of any single cohort, or part of multiple cohorts that exceed a total of 100 people within the educational week. Schools should plan to limit cohort sizes to allow for efficient contact-tracing and minimal risk for exposure. A group of students who are consistently in contact with each other. Also known as a stable cohort group. 

    • Synchronous Learning: Learning in which participants interact at the same time and in the same space. 
    • Teacher-facilitated Learning: 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.
Instructional delivery