Remote Learning: What to Expect

PSD teachers and staff have trained and prepared to give students the best education when PSD is in remote education. Teachers continue to utilize best practices for remote teaching and learning to support all students as they learn online. Additionally, schools follow district-level expectations for remote education so families, students and staff alike have a clear understanding of how they work together this year. 

Below is what to expect when PSD is in the remote learning phase

From the district:

  • Technology support will be available for students and families to help them navigate software applications and troubleshoot technical issues. 
  • Health and safety prevention measures will be implemented and continuously monitored at all PSD schools and sites (when open) to ensure safe environments for everyone throughout the school year. 

What to expect from schools and teachers

A teacher stands at his computer with a big screen showing a virtual meeting.

Teacher communication

  • Teachers will communicate their routines to students and families on a regular basis. 
  • Teachers and/or departments will have Teacher Learning Pages for students and families that offer information like:  
    • Messages from teachers
    • Links to online learning platforms and course content
    • Information about assignments and more as needed
  • Teachers will communicate their grading practices and expectations. 
  • Students will receive timely and relevant feedback on their learning during school hours. Student work will be evaluated and graded.
  • Attendance will be taken each day.  


  • Lessons will be managed in a consistent learning management system (Google Classroom, Microsoft Teams, SeeSaw, etc.) and follow a consistent routine each day to avoid confusion.
    • Students and families will have access to help guides and technology assistance to learn how to navigate the primary applications to support their students (Google Classroom, Microsoft Teams, etc.). 
  • Teachers will support student learning through a blending of three models: 

    • Synchronous (real-time) learning: Online learning in which teachers and students participate at the same time, but not in the same place. Synchronous learning is delivered through a virtual meeting platform.

    • Asynchronous (any-time) Learning: Online learning in which students learn at different times and locations. Asynchronous learning is often supported by posted media materials.

    • Activities that support student learning. Independent practice may include reading assignments, general practice, homework, and projects. 

  • All lessons will be based on essential standards and provide meaningful work. Over the course of the year, all essential standards will be covered in core subject areas and courses. 

Integrated Services support

Integrated Services support of students is available. See details here: Support of Students with Disabilities in 2020-21 web page. 

Early Childhood Education

Please visit the ECE web page to learn what education and services look like in Phase 1. 


Elementary remote school schedule 

  • The elementary school schedule is your school's bell schedule.
  • Times listed below are minimums.

Monday through Thursday

  • Morning class meeting: 15 minutes live. 
  • Literacy: 60-minute lesson with minimum 30 minutes synchronous, including lesson delivery and small group and individual support.
  • Mathematics: 60-minute lesson with minimum 30 minutes synchronous, including lesson delivery and small group and individual support.
  • Science/Social Studies: 30-minute lesson with minimum 15 minutes minutes synchronous, including lesson delivery and small group and individual support.
  • Specials: 30-minute lesson with live interaction
  • Lunch: 45 minutes
  •  Independent practice, small group, and assignment completion: 150 minutes


  • Morning class meeting: 15 minutes live 
  • The rest of Friday, students complete independent and asynchronous work.
  • For teachers, approximately 1/3 of the day is instructional support, and 2/3 of the day is collaborative planning.
  • Teachers have office hours: ​​​​​​Parents can arrange for additional meetings or instructional support for their student.
  • Outside of office hours, teachers collaboratively plan and prepare for the next week.


    Middle and high schools remote daily learning

    A teacher works virtually with her screen and laptop.


      Monday through Thursday

      • Students should expect to follow their daily class schedule (provided by the school), which will include real-time learning (synchronous), any-time learning (asynchronous), and independent work.
      • Real-time instruction may include all students or subgroups of students. Real-time will be approximately 50% of the class time. 
      • Some teachers may record real-time (synchronous) learning to allow students to re-watch content and for those who are absent to view.
      • During remaining class time, teachers will check for student understanding, provide quality feedback to students, reteach, and perform other tasks to support student learning.
      • Instructional materials will be distributed on a scheduled basis.
      • Interventionists and other special service providers will meet with students outside normal classroom structures.


      • Students are expected to complete independent and asynchronous work, and teachers may arrange for additional instruction.
      • Scheduled teacher office hours: Teachers are available for students or parents to schedule additional virtual academic support, answer parent or student questions, or schedule time with school counselors and other school staff. School staff will communicate how students and parents can sign up for individual needs during office hours.


      Support for at-risk students during Phase 1 

      PSD staff and community partners will provide students in need (academically and financially) with safe places to learn at Remote Learning Support Centers (RLSCs) open at PSD schools. 

      • Identified students lack resources at home to participate in remote learning; English Language Learners; and those identified as needing significant intervention for English or mathematics.

      • At RLSCs, students can access meals, internet services and mental health support.

      • Staff supervise students in-person while they engage in remote learning with their grade-level or content area teachers.

      • Supervisory staff do NOT provide in-person instruction or academic support.

      • Expect to see buses at PSD schools as students are transported to the RLSCs.