AT-HOME LEARNING PROGRAM

Independent & Instructor-Led Learning Modules for K-12 Academics

Welcome

Harmony Public School’s At-Home Learning Program is a three-phase distance learning curriculum that allows students to continue their studies at home during times when campuses must be closed due to unforeseen circumstances.

In Phase I, students of all ages levels are provided paper-based academic packets to complete at home and return once classes resume. To ensure fairness, students will be given feedback on their work, but not actual grades.

In Phases II and III, students and teachers go online for a comprehensive digital learning experience that includes elements of independent learning, video-based lessons, and a variety of online softwares, including Google Classroom.
(IMPORTANT NOTE: Students without computers or access to the internet at home should contact their school, which can provide access.)

Through each phase, teachers will be available via email and other digital platforms to provide structure, guidance, and feedback.

To learn more, select a Phase from left.

Phase I Getting Ready for Distance Learning

Learning packets

Students start taking advantage of Harmony Distance Learning Resources prepared by curriculum directors. The campuses schedule curb-side delivery times of printed versions of the packages. Students may return those packages for feedback. Submissions will not be graded officially.

Access to Technology

Students will sign in to my.harmonytx portal to reach integrated software and google classrooms in Chromebooks or other devices. Students without computers or access to the internet at home can contact their school. For further details on accessing technology, students and parents may visit https://www.parent.harmonytx.org/athomelearning and Free Internet access for 60 days.

Getting Ready for Google Classrooms

Harmony will utilize Google Classrooms in the next phase. In preparation for this phase,

Curriculum Directors and SCLs will

  • set up initial google classrooms as a model for our teachers
  • weekly share content via Google Drive to support the google classrooms

Teachers will

  • complete google classroom and G-Suite training
  • set up their google classroom using the model created by curriculum directors and SCLs (teachers have the flexibility to modify and enhance the model lessons)
  • contact students and parents
  • develop online lessons which include self-study tools, assignments, and assessments
  • provide feedback (no grades until further notice)
  • provide accommodations and/or modifications for students in special education and 504 programs
  • reach out to parents to ensure that communication channels are set for each student
  • maintain professionalism while communicating with students; keep online learning environment as sole communication tool; refrain from text messaging and social networking

Administrators will

  • complete google classroom and G-Suite training
  • support teachers during the setup and implementation process
  • work on the logistics of the distance learning plan
  • attend to students’ and parents’ needs and questions
  • supervise the teaching and learning in Google classrooms

Phase II Harmony at Home Distance Learning Starts

Google Classrooms

HPS utilizes Google G-Suite platform to provide learning plans for the students. Students log in to My Harmony accounts to join the google classrooms by using the codes provided by their teachers. Teachers use the platform to communicate, provide feedback, and assess the learning progress of their students. Harmony students have already been using blended learning software in their classrooms; software will be integrated into learning plans.

Below, you will find the comprehensive plan and a sample daily schedule students can follow.

Distance Learning Comprehensive Plans

Content Area

Learning Platform 

Integrated Online Resources 

Blended Learning Goals 

Useful Information

Pre-K

Google Classroom

Headsprouts under RazKids

N/A

Students will work on integrated topics. They can use their Headsprouts accounts under RazKids.

Mathematics (K-2)

Google Classroom

HMH Think Central, Dreambox or ST Math

20 minutes per day

Assignments will be posted in Google Classroom, but students will need to login to their Harmony Portal to access their Go Math Lessons and videos. Learning packets that correlate to the online lessons will also be available for students without the internet. 

Mathematics (3-5)

Google Classroom

ALEKS, Go Math

2 ALEKS topics per day 

ELAR (K-2)

Google Classroom

HMH Ed Online, RazKids, I-Read

Daily 45 min 

( 30 min Raz Kids; 15 min I-Read)

Activities will be posted in Google Classroom, but students need to login to their Harmony Portal to access HMH passages, iRead, and Raz-Kids; HMH Passages are also provided in PDF.

ELA (3-5)

Google Classroom

RazKids,HMH Ed Online, No Red Ink

Read 30 mins a day

Write 10 mins a day

Independent reading and writing will be daily. Students will login and have assignments in HMH, Raz-Kids, NoRedInk (gr 4-5), 

Science

Google Classroom

STEMScopes

15 minutes per day

Students may need to first login to Stemscopes for a Stemscopes link to work.

Social Studies

Google Classroom

Social Studies Weekly Online

K-2 (1 topic per week)

Activities will be posted in Google Classroom, but students need to login to their Harmony Portal to access Studies Weekly online. 

Tech. Applications

Google Classroom

Learning.com

CodeMonkey for EIR campuses

Each teacher will assign the assignments and instructional materials through Learning.com for each class 

ESL

Google Classroom

N/A

N/A

ESL will have sample Google classrooms in grade spans as K-2 and 3-5 prepared according to their language levels as beginner, intermediate and advanced. This will provide them with opportunities to practice their language skills.

Art, Music, PE, Electives

Google Classroom

Various

N/A

Activities will be recommended. No assignment or assessment will be given.

Content Area

Learning Platform

Integrated Online Resources

Software Goals

Useful Information

Mathematics

Google Classroom

my.hrw.com, ALEKS

Practice assignments on my.hrw.com

If available, ALEKS Formative Assessment
or
15 ALEKS topics per week

Students are expected to follow the procedures provided in the self-learning plans through Google Classroom.

Students are assigned weekly assessments either through ALEKS or Google Classroom.

ELAR

Google Classroom

MyOn, NoRedInk

15-30 m. weekly (NoRedInk)

Daily Reading (20 m.) + Weekly Reading Response

--------------------------

Daily Writing (x4 / week)

Science

Google Classroom

STEMScopes

30 min. daily

Students may need to first login to Stemscopes for a Stemscopes link to work.

Social Studies

Google Classroom

Exploros

(8th only)

1 Experience per week

(8th only)

2 tasks per week:

·1 reading based(content)

·1 writing based

(skills)

Tech. Applications

Google Classroom

Learning.com

Each teacher will assign the assignments and instructional materials through Learning.com for each class

ESL

Google Classroom

N/A

N/A

ESL will have sample Google classrooms in grades 6-12 prepared according to their language levels as beginner, intermediate and advanced. This will provide them with opportunities to practice their language skills.

Art, Music, PE, Electives

Google Classroom

Various

N/A

Activities will be recommended. No assignment or assessment will be given.

Content Area

Learning Platform

Integrated Online Resources

Software Goals

Useful Information

Mathematics

·Google Classroom

Alg 1: Pearson Realize, ALEKS,

Geo, Alg2: Pearson Realize

Practice assignments on Pearson Realize

AND

If available, ALEKS Formative Assessment or 15 ALEKS topics per week

Students are expected to follow the procedures provided in the self-learning plans through Google Classroom.

Students are assigned weekly assessments either through ALEKS or Google Classroom.

Mathematics

Pearson MyMathLab

Pre-Cal, Alg Reasoning, AP Cal, AP Stats: Pearson, MyMathLab

Students are expected to complete the practice and assessment tasks assigned by the teachers on Pearson MyMathLab

ELAR

Google Classroom

MyOn, NoRedInk,

15-30 m. weekly (NoRedInk)

Daily Reading (20 m.) + Weekly Reading Response

--------------------------

Daily Writing (x4 / week)

Biology/PreAP-Biology

Google Classroom

STEMScopes, POGIL, CK-12 Amoeba Sisters Channel, Bozeman Science Videos

N/A

Use STEMscopepedia as an online textbook option.

Chemistry

Google Classroom

cK12, PhET, POGIL, Parlay

N/A

Assignments will be posted in Google Classroom, but students will need to login to their Harmony Portal to access their cK12 and Parlay accounts. Learning packets that correlate to the online lessons will also be available for students without the internet at their individual campuses / teachers.

Physics

Google Classroom

www.physicsclassroom.com, CK-12, PhET

OpenStax( Online Textbook)

Social Studies

Google Classroom

N/A

N/A

2 tasks per week:

·1 reading based(content)

·1 writing based

(skills)

ESL

Google Classroom

N/A

N/A

High school ESOL courses will have SCL materials

Dual Credit Courses

Google Classroom

Content provided by local community colleges

AP Courses

Google Classroom

College Board Online System

Local campuses will communicate more information.

Electives/CTE/ Counseling Services

Google Classroom

Local campuses will communicate more information.

Sample Daily Schedule

Activity

Estimated Time

Platform

ELA

30 min.

Google Classroom

Math

30 min.

Google Classroom

Science/SS

30 min.

Google Classroom

Lunch/Break

Independent Reading/Writing Practice

20 min.

MyON, RazKids, No Red Ink,or hard-copy books

Math Lab

20 min.

Dreambox, ALEKS, Math XL

Specials/Electives

20 min.

Google Classroom

Everyday Routines

DO THE FIVE

Wash Your Hands

Physical Activity

30 min.

Bedtime Reading

15-20 min.

HPS Distance Learning Grading Guidelines

Harmony’s main focus is on the continuum of the learning process, not on the grading of assignments during these historic times. Best formative practices are promoted to include timely feedback, multiple opportunities, and additional time to ensure mastery of the concepts. Our administrators, teachers, and specialists are well-prepared to provide support and direction more than ever during this phase of distance learning.

Below you can find the details of grading for Pre-K and Kindergarten, Grades 1-8, and high school.

Pre K – Kindergarten

PK and Kindergarten teachers will provide assignments in google classrooms. Just like regular school time, they will continue grading in Skyward on academic indicators based on student progress in distance learning. Progress reports will be provided every three weeks.

GRADES 1 - 8

Core Courses: Students will be assigned weekly assignments in core courses (Math, science, social studies, and language arts). Students are expected to return their assignments in various ways (google classroom, other integrated platforms, a picture taken). Math and ELA labs will be graded under the main course.

Electives/Specials: Teachers will assign optional weekly experiences in electives, technology applications, PE, and Fine Arts courses. No submission is required in those classrooms.

Grading on Google Classroom: Progress Monitoring

  • Grades will not be assigned until April 13, 2020 so that students and families can adjust to the routines of distance learning.
  • Starting April 13, numerical grades will be assigned by teachers in google classroom gradebook.
  • We ask our teacher to provide multiple opportunities to complete assignments. Retest and flexible deadlines are promoted.

Skyward Gradebook: Official Grading

  • No numerical grades will be assigned in Skyward during distance learning time (4th Quarter). Students will receive one of the performance indicators(PI) below at the end of a week based on their progress on google classrooms.
    • E-Excellent
    • S-Satisfactory
    • N-Needs Improvement,
    • I-Incomplete
  • Overall Quarter4 PI: Teachers will enter an overall PASS/FAIL/ or INCOMPLETE indicator for 4th quarter grade by the end of distance learning time. For electives and specials, teachers will enter X-Not Assessed indicator as Q4 grade.

Final Student Failure/Promotion Decisions: School Promotion Committee

  • Student failure decisions will occur after the closure of distance learning. The school promotion committee should factor in both three quarter performance and performance indicators during digital learning time.

*** High school guidelines apply to high school credit courses in middle school such as Algebra-1 & LOTE-I.

HIGH SCHOOLS

Core Courses: Students will be assigned weekly assignments in core courses (Math, science, social studies, language arts, and AP courses). Students are expected to return their assignments in various ways (google classroom, other integrated platforms, picture taken). Students will be taking weekly assessments.

Electives/Specials/CTE: Teachers will assign weekly experiences in technology applications, PE, CTE, Fine Arts, and other electives. Students will submit their assignments. No weekly assessment is promoted in those classrooms.

AP Courses/ Dual Credit / On Ramps Courses: Weekly expectations may vary for AP/Dual credit courses based on approved syllabi by college board and local community colleges.

Local Credit Courses (Math Lab, ELA Lab, SAT/TSI Prep): Local campuses will decide on the level of support in those classrooms. Assignments will be optional and no submission is required. On the other hand, teachers may assign work from lab resources and grade it under the main class.

Grading on Google Classroom: Progress Monitoring

  • Grades will not be assigned until April 13, 2020 so that students and families can adjust to the routines of distance learning.
  • Starting April 13, numerical grades will be assigned by teachers in google classroom gradebook.
  • We ask our teacher to provide multiple opportunities to complete assignments. Retest and flexible deadlines are promoted.

Skyward Gradebook: Official Grading

  • No numerical grades will be assigned in Skyward during distance learning time (4th Quarter). Students will receive one of the performance indicators(PI) below at the end of a week based on their progress on google classrooms.
    • E-Excellent
    • S-Satisfactory
    • N-Needs Improvement
    • I-Incomplete
  • Overall Quarter4 PI: Teachers will enter an overall PASS/FAIL/ or INCOMPLETE indicator for 4th quarter grade by the end of distance learning time. For electives and specials, teachers will enter X-Not Assessed indicator as Q4 grade.

Final Credit Awarding: School Graduation Committee

  • Credit awarding decisions will occur after the closure of distance learning. The committee should factor in both three quarter performance and performance indicators during digital learning time.

Progression Plan During Distance Learning Time

  • A student who did not receive a half credit for fall semester (semester average less than 70) in a course, he/she may still receive a full credit by factoring in the performance in third quarter and distance learning time. If the average of the first three quarters is higher than 70 and receives an overall PASS indicator for the 4th quarter, the student should be awarded the full credit.
  • If the average of the first three quarters is below 70, the student may still earn a full credit based on distance learning performance and the school committee decision.

GPA/Senior Class Ranking

  • Credits earned from both regular courses and weighted courses (Honors, AP, Dual, PLTWY) in the spring semester (third quarter plus distance learning time) will not be counted towards GPA.
  • Final senior class ranking for class of 2020 will be calculated based on GPA calculation at the end of Fall 2019 semester.

Credit Recovery Options

  • Our campuses are encouraged to provide distance learning options for those students in June/July to receive their missing credits.

Valedictorian, Salutatorian

  • The GPA and Class Rank as of the end of the first semester in the 2019-2020 school year will be used to determine Valedictorian and Salutatorian honors.

* All these guidelines are subject to change based on most updated TEA guidelines.

Students with Special Needs

Harmony Public Schools (HPS) has developed a solid plan to provide instructional, speech therapy and related services to students in Special Education, Section 504 and Dyslexia programs virtually through our Distance Learning Program. Below you will find detailed information on how these services are provided followed by brief guidelines for Section 504 and special education evaluations, ARD and 504 meetings.

How will we provide instructional services?

  1. For students in special education and 504 programs, accommodations and/or modifications are implemented by our teachers in Google Classrooms.
  2. For students in pullout programs, our special education teachers create Google Classrooms and provide resources and support virtually.

Instructional Services for Students in 504 Programs: Accommodations continue in general education Google classrooms and will be implemented by subject teachers.

Mainstream Instructional Services: Accommodations, modifications and IEP implementation continue in general education Google Classrooms by general education teachers.

Inclusion Services: Accommodations, modifications and IEP implementation continue in general education Google Classrooms. Inclusion teachers are added as co- teacher to applicable general education Google Classrooms per IEPs. They provide support to students with inclusion services in collaboration with subject teachers and assist in implementing IEPs and accommodations.  

Resource Services: Resource teachers create their own Google Classrooms, provide resources and support virtually for the subjects applicable per students’ IEPs. IEP goals, accommodations and modifications are implemented.  

Life Skills Services: Life Skills teachers create Google Classrooms for their students in life skills program. Goals, accommodations, modifications, academic contents, functional and vocational skills are addressed through instruction provided in Google classroom per the students’ IEPs. Daily lessons and reading books are assigned from N2Y Unique to cover academic contents. Activities are planned to assist with functional, vocational and living skills per IEPs.   

Behavior Services: Behavior teachers create Google classrooms for their students. The first week’s general lessons in Google Classrooms focused on structuring the distance learning in the student’s home. Lessons are included to address the students’ behavior IEPs/BIPs. Behavior teachers are required to contact parents a minimum of once weekly to assist with behavior in the home. Teachers may be requested to contact parents more frequently if the student’s behavior warrants or parents are requesting more frequent contact.  

Dyslexia Services: Dyslexia teachers create Google Classrooms for their students receiving instructional dyslexia services per IEPs or 504 plans. Dyslexia lessons review strategies to keep students refreshed on phonics, reading and writing. 

In order to provide students with special needs a learning opportunity equal to that of their general education peers, these instructional services started with and are part of our Distance Learning Program. 

Confidentiality: Students access to their usual Special Education or Dyslexia teachers through Google Classrooms. The class identifiers do not include any term implying that it is a Special Education, 504 or Dyslexia program but your child is sent an invitation to join the Classroom by a teacher they recognize as one who has been providing these special services. 

How do we provide Speech Therapy and Related Services?

Speech and Related Services: To the greatest extent possible, speech therapy and related services (such as Counseling/Psychological Services, Occupational Therapy (OT), Physical Therapy (PT), Assistive Technology (AT), Sign Language, Braille, and Auditory Impairment (AI) Services) are provided during Harmony’s distance learning program.  These services utilize a combination and variety of methods including provision of resources and equipment, weekly check-ins for assistance to parents and students and/or virtual service through teleservice (via internet or telephone). Assistive Technology and other devices may be picked up by parents at the schools.

Campus officials and service providers will contact parents and provide a notice about the delivery method, schedules, service times, expectations from the parents and students, and other relevant details. When direct in-person instruction resumes, the ARD committee may meet to review student progress, discuss and decide whether IEP needs to be revised and additional speech therapy and/or related services are needed.

Brief Guidelines for Section 504 and special education evaluations, ARD and 504 meetings:

504 Evaluations, Review, Annual Meetings and Services: To the greatest extent possible, Section 504 plans are implemented during the distance learning program. A 504 meeting will be held for students whose 504 plan is due for annual or review and for students whose plan requires evaluations. 

ARD Meetings: In this time of school closures and to the greatest extent possible, HPS holds virtual ARD meetings and provides virtual services as required by your child’s IEP. Initial, re-evaluation and annual ARDs that are due or will be due soon and ARDs requested by parents will be conducted virtually. ARD committee discussions will cover the services to be provided when the student is physically at school and those to be provided through distance learning

Full Individual Evaluations (FIE):       

Initial FIE: Service Providers and Harmony will complete initial FIE assessments to the greatest extent possible.  If the assessment is complete (no further face to face testing or classroom observation is required)  or partially complete sufficiently to determine eligibility for one or more suspected disabilities , an evaluation report will be written, provided to you and an ARD will be held virtually. If Initial FIE testing cannot be completed, testing will be completed when students return to school until then no disability condition and services can be determined due to insufficient data. In such cases, RtI accommodations will be provided to initial referrals.

Three year and other Re-evaluations: The ARD committees will meet virtually to decide on services to be provided to the greatest extent possible.

After school facilities reopen and resume normal operation, services as specified in the student’s (IEP/504 Plan) will continue. If parents or the student’s (ARD Committee /Section 504 Committee) wish to consider the need for revision of IEPs/ 504 plans and additional services, an ARD/504 meeting will convene.

For current questions about this information or any other questions or current concerns regarding services and accommodations to your child, please contact your campus Special Programs-Section 504 coordinator or Principal. If you have disagreements with the above-mentioned plan, please know that either the campus or the parent may request ARD or 504 meeting to discuss services and revise the plan at any time during the closures. Please feel free to contact the campus officials mentioned above. We will certainly hold those meetings per parent requests.

The health and safety of our student and their families is our greatest concern and we thank you, ask for your understanding, patience and assistance as we continue to educate and service your child per their IEPs and 504 plans in these unprecedented and difficult times. Be safe.

Healthy Minds

Dear Families,

During this time of uncertainty we want you to know that we are still here for you. If your student feels that they need someone to talk to, our counselors can set aside a special time just for them. You may click the link below, and one of our counselors will contact you to set up a Zoom invite. Please note: Permission for TalkTime can only be granted by a parent/guardian.

*If you have an urgent need you can call the COVID-19 mental health hotline for 24/7 assistance 833-986-1919.  

**If you have a medical emergency please call 911. 

To request a Talk Time session, visit https://www.HarmonyTX.org/TalkTime.

(Your request will be shared ONLY with the counselor assigned to your district.)

Resources

Harmony and its community partners offer a variety of mental health services for those needing additional help or just someone to talk to regarding COVID-19 anxiety or stress.

Our local Education Service Center has also set up additional resources for you including a 24/7 Mental Health Support line for COVID-19 through the Harris Center areas outside of Houston can reach this helpline at 833-986-1919.

Those resources can all be found here: Safe and Healthy Schools – COVID-19

Mental Health America has compiled multiple resources to assist you during this time including a 24/7 Crisis Text Line.

Those resources can be found here: Mental Health and COVID-19.

Additionally, the Texas Education Agency has created a resource document for mental health needs related to COVID-19. This document can be viewed or downloaded here.

Finally, Harmony Public Schools is sharing all of its system-wide information on COVID-19 response at HarmonyTX.org/coronavirus.

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