Burnet Consolidated ISD

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Distance Dawgs: General Info

Distance Dawgs
Distance Learning from BCISD
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In accordance with Governor Abbott's executive order, Burnet CISD suspended normal school operations March 23 - May 22, along with the cancellation of all UIL events, extracurricular activities, rentals, and school events during the same period. We missed seeing our Bulldog family in-person, but we continued with our core mission to educate students.
Learn more about the program by clicking to expand each question of interest below.

General FAQs

Teachers have planned instructional activities and will request that students provide evidence that they understand the concept. Many of these activities are online if possible, some are paper and pencil, and some may involve creative work. Most activities will be asynchronous, meaning they can be done on a flexible schedule. A few times per week, students will have synchronous meetings, meaning a scheduled time to talk with the teacher or join a class.
The Distance Dawgs Program will not attempt to re-create the traditional school day online.
Distance learning is not optional, and there is no opt-out process. School districts across the state are monitoring enrolled students' progress while closed and providing instruction. For a student to be promoted to the next grade level or earn credit in a course, we must be able to monitor their progress as they work on the required content. Assignments done during Distance Dawgs will be considered in decisions regarding award of course credit and grade level promotion.
Campuses have prepared paper-based packets for distribution by postal mail to families without internet access. Teachers will assist and check-in by phone on the paper-based work. Beginning April 22nd, we plan to have return stations for completed paper hard copies.
Online access does provide more choice and flexibility in learning, but we are aware that not all areas of our District have coverage by providers. For families concerned with data caps on existing internet plans, they should check with service providers, as many have temporarily suspended data limits. Some carriers are also offering WiFi hotspots at no charge for a limited length of time. In addition, BCISD has compiled a listing of free public WiFi hotspots available within the District's footprint. This would allow a student to do an upload / download of materials, then return home to work until the next visit to the hotspot. See the Technology Resources for Distance Dawgs page for more information.
Parents play a key part in creating a supportive setting for students. Parents can help maintain structured schedules and rules, encourage healthy eating and sleeping habits, and set expectations for follow-through on school assignments. Students may need parents to help them to advocate for their learning needs by asking questions or seeking help. Teachers may not see that a student is struggling at home with directions or technology, and we need families to help students seek help.
We acknowledge that many parents are working during the day, and we understand that you did not have plans to become your child’s teacher! We want to partner with you, but we do not expect parents to fully replace our teachers. Teachers will be reaching out regularly through phone calls and Google Meet video chats to work with students. Campuses also plan to provide extra time for tutorials if your child needs more time with the teacher to understand a concept.
Email distancedawgssupport@burnetcisd.net for questions with logging in or using online learning tools.

Instruction and Grading FAQs

Elementary students can find the work for their grade level posted as a PDF online. Students in grades 6-12 will utilize Google Classroom to get their assignments and interact with teachers and classmates. Students utilizing paper-based packets can speak with teachers by phone about the best way to show their learning after completing their work. Drop-off stations to return completed hard copies of work will be operational beginning April 24.
Not necessarily. If students were successful at school prior to closure, committees will utilize that information when making decisions about promotion, retention, and award of credit.
Students in Special Education, Section 504, or English Learners will still receive services; some service options will be different due to this new context. Special Programs staff have already begun working with teachers to deliver services remotely, and they have reached out to families about how plans will be implemented. For questions about your student's individual plan prior to the time normal school operations resume, please contact:
Jennifer Simpson, Director of Special Programs, jsimpson@burnetcisd.net
Kristi Carruthers, Coordinator of Special Programs, kcarruthers@burnetcisd.net 
  • Students across the District experience a disparity in the availability of online access, resources, and parental supervision during workdays. Especially for purposes of rank or honors, it would be unfair to compare grades between students during closure.
  • Students who were failing at the time of school closure should benefit from a continued opportunity to demonstrate mastery of content to complete credit or be promoted.
  • Students who were thriving academically at the time of school closure may struggle in the new distance learning context, and the contextual setting should not be a reason that students are retained or credit is denied.
  • For high school students, traditional grades impact grade point averages (GPAs), which persist for the duration of a high school career, and which are used for entrance to higher education.
  • We are aware that some districts have chosen to freeze grades as-of the fall semester, but we want to keep the second semester grades up until closure intact so that the efforts of students during those 10 weeks of school are still included in a final determination. Ten weeks is a long time and represents significant work.
  • We feel it is important to consider all cohorts of high school students, even those who haven’t had their GPA and rank reported to them yet. The semester averages this spring will impact their GPA for the rest of their high school career. Therefore, our changes apply to all high school cohorts.
For high school students, transitioning to a “pass/fail” model for the spring semester would put our students at a disadvantage in later higher education endeavors. Colleges, as well as the NCAA Clearinghouse, often view a “pass” as the lowest possible passing grade, equivalent to a “C.” Other school districts are choosing to maintain numerical grades, which would make BCISD students therefore less competitive if “pass/fail” grades were utilized for the spring semester. Therefore, we have decided to not transition to pass/fail for the spring.
No. For assignments prior to March 13th, no numerical grades or numerical adjustments will be entered with the exception of make-up work due to absences. Although we acknowledge that some students typically rely on such opportunities to boost grades at the end of a six-weeks, during this time we want to protect our teachers’ time and energy as they focus on making contact with students and monitoring progress on learning objectives. Because class rank involves directly comparing students’ achievements, this also ensures that rank reflects equity since all students had the same opportunities prior to closure. Should school re-open in May, other bonus opportunities may be provided.
Yes, unless the teacher has determined that the student cannot reasonably make up the work in a distance setting. In this case, a teacher would make the student exempt from the missed assignment(s). Please work with your campus teacher or administrator for your particular situation.
No. Because of the changes to the AP Exam administration by the College Board, not all students will be prepared or able to sit for the exam virtually. We encourage every student who has worked to prepare for the exam to make the effort to earn college credit. However, this will not be possible for students with no internet access. Therefore, all students who took the AP course in the 2019-2020 school year will earn the weighted grade points.
Dual credit courses follow the syllabus of the higher education institution, generally Angelo State University for our BHS students. Therefore, students in these courses must adhere to the ASU assignment and grading requirements, and may have more than one assignment per week as a result. The college transcript will show ASU’s grade according to their policies. On the student’s BHS transcript, the grade will be marked with the new alternate methods during COVID-19 closure. This means a student’s final average on the high school transcript may differ from the final average on the ASU transcript.
Yes. If attendance was an issue prior to closing and your student had a plan in place to help work towards earning credit or being promoted, the actions outlined in the Truancy Prevention Plan are still necessary. Although attendance accounting is different during the time of closure, the state still applies traditional requirements to dates prior to closure.