Campbell Union High School District

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Coronavirus (COVID-19) School Closure Updates and Information » Continuity of Learning Plan- Information for Parents and Students

Continuity of Learning Plan- Information for Parents and Students

In an extended remote learning window, Campbell Union High School District will move from supplemental learning opportunities to a more formal instruction plan where students are earning credit and grades. Students will be expected to complete coursework that is assigned to them, participate in courses, and communicate regularly with their teachers for attendance purposes. Courses will be delivered in a modified period-aligned schedule that provides flexibility and multiple opportunities for tutorial/office hours during the week.

We recognize that an online learning environment cannot replace the in-person experience, yet our goal is to provide students with equitable opportunities to successfully complete the Spring Semester. 

The following pages will provide you with more information on specific topics as we shift to the second phase of our plan for continued learning.

Click on each section to view more information on that topic. 

Making Progress toward Graduation


  • Regular graduation requirements remain in effect (Graduation Requirements).
  • Students will earn credits based on meeting the minimum criteria of skills and standards to pass each course as determined by the department at each site.
  • Modified graduation requirements may be considered for students in specific educational programs, including students with an Individualized Education Program (IEP) and English learners. If students or families have questions about specific graduation requirements, please contact your School Counselor or Case Manager.
Credit Recovery
  • Students currently taking a credit recovery course should continue with the course.
  • Additional credit recovery options will be made available, including options for current 12th graders to take extra courses now and in summer school. Students should work with their School Counselor to identify the best fit for each situation.
Support with College and Career Planning


  • College and Career Specialists will help students and families take advantage of the full suite of resources available in Naviance.
  • College and Career Specialists and site administrators will help students navigate online college resources such as virtual tours.
  • College and Career Specialists and the College and Career Readiness Coordinator will help students identify potential online work opportunities, arrange informational interviews, etc.
Behavior Expectations


  • All school rules apply in a remote setting.  Students are expected to act in a manner appropriate for school when interacting with teachers, students and staff online.
  • It is important that students and teachers treat the online classroom as they would a regular, in-person classroom with the school-appropriate behavior, attire, backgrounds, language and interactions. Failure to do so may result in the following consequences: meetings with teachers, students, parents and administrators; referral to an assistant principal, alternate online platforms; and alternate assignments.
  • Students may be subject to discipline for off-campus misconduct if the misconduct is related to school activity and causes or is reasonably likely to cause a substantial disruption to school activity. For example: a student using technology may be disciplined for engaging in unlawful harassment or making threats against students, staff, or district property. This holds true even if the misconduct occurs off-campus and during non-school hours if the behavior causes or is reasonably likely to cause a substantial disruption to school activity.
Students and families can refer to the District’s Board Policy on Student Use of Technology for additional information.
Class Participation


The guidelines and expectations for class participation are listed below.  Students should expect that an updated school schedule for the period of April 13 through the end of the year will be sent out from each school site.  In this revised schedule, teachers will be available multiple times during the week for students to engage with directly, and may provide opportunities for students to revisit instruction by posting their videos and presentations to course pages.  See the Attendance section for weekly participation requirements.

  • Teachers will post learning opportunities and assignments to be graded to their course page (School Loop, Google Classroom or Canvas) at least once per week, per period including lessons (tasks, objectives, links to resources, etc.), notes, slide decks, and any expectations for assignments or assessments.
  • Students should sign in to their course page (School Loop, Google Classroom or Canvas) daily to learn about upcoming assignments and opportunities. Students should be prepared to be in communication with their teachers regularly.
  • Students should expect to engage in a 45-60 minute of instruction per period each week via Canvas, Google Hangouts or Zoom.
  • Students should expect to engage in up to 2 additional hours of work per period per week. AP test prep activities are not subject to this limitation.
  • Students should expect teachers to hold virtual tutorial/office hours at at least 90 minutes per week via Google Hangouts or Zoom. Tutorial/office hours provide students additional opportunities to connect with their teachers and classmates. 
  • Students will have access to their teachers’ recorded instruction sessions or presentations that will be posted to the course page (School Loop, Google Classroom or Canvas). These videos will stay posted for the length of the course. 
  • Students or families may request paper packets or lesson kits in place of online lesson completion. In the absence of a 504 or IEP, a student who has access to required technology shall not be entitled to paper packets as well.
  • Lessons and tasks should be focused on essential standards and skills students need to master for the remainder of the year.
  • Teachers should provide feedback to students such as grades and comments on assignments in School Loop, Google Classroom or Canvas at least once a week.


  • Teachers will take attendance in Aeries at least once weekly. Students need to participate at least one time per week per period to be marked as having attended class. 
  • Ways students can show participation for the week include, but are not limited to, the following examples: 
    • Participating in the class period lesson,
    • Commenting on a class post (School Loop, Google Classroom or Canvas), 
    • Submitting an assignment (School Loop, Google Classroom or Canvas), or
    • Joining a teacher’s Google Hangout.


  • Students will be expected to complete all coursework online or through a mutually agreed upon alternative (i.e. packet system). Special accommodations can be requested if a student has specific needs documented in their IEP or 504 plan. 
  • Any student who needs access to a Chromebook or wifi can request it from their school site. 
  • Technology support is available throughout the closure. The Technology Department can be reached at 408-558-3080. 
  • If teachers record lessons and instruction with the intent to publish the recordings online for student access, students who do not want to be recorded will need to notify their teacher, use a pseudonym such as their initials, remain muted, and camera off during the “live version” or take such other actions to remain anonymous/private consistent with the platform being utilized.
State Assessments


  • All state assessments are canceled for the Spring 2020 semester.


  • Updated April 7, 2020: To accommodate for the many new challenges students, teachers and their families are facing during the COVID-19 pandemic, CUHSD will transition to Pass/No-pass grading for all students in all classes for the final Spring Semester grades. Any student earning a pass for the semester in any course will earn 5 credits in that course.
  • Spring Semester grades shall be based on the student’s cumulative work throughout the semester, including work from before the school closure and work assigned and graded starting April 13, 2020.  A pass/no-pass system should reflect student mastery according to the CUHSD definitions of letter grades and a grade of “pass” will be aligned to the definition of a D (Minimal) or better:
    • A (Advanced) = In addition to fluency in all applicable content and skills standards, the student is able to synthesize content in new ways, apply skills to new problems and/or integrate information from multiple sources.
    • B (Proficient) = The student is fluent in applicable foundational and complex content and skills standards addressed within the course.
    • C (Basic) = The student demonstrates mastery of foundational content and skills addressed within the course.
    • D (Minimal) = The student meets partial requirements of foundational content and skills addressed within the course and earns a pass for the semester.
    • F (Insufficient) = The student does not meet minimal requirements of foundational content and skills addressed within the course and does not earn a pass for the semester.
  • Teachers may continue to use letter grades for individual assignments/assessments throughout the course, but must enter final Spring Semester grades as “P” for pass or “NP” for no-pass instead of A through F marks in School Loop. Teachers may alternately mark students with an “I” for incomplete if they require an extension to complete work, ultimately resulting in a determination of pass or no-pass.
  • The UC and CSU systems have indicated that a passing grade will allow students to meet A-G requirements in those courses. Please note that these marks will be recorded on the student’s transcript but will not be factored into the student’s UC/CSU GPA. Click here to learn more about the guidance from the UC system and here for guidance from the CSU system.
  • Teachers should be mindful of the numerous challenges that may prevent students from completing work in a timely way during this time. Teachers should allow for flexibility, extended make-up periods, and a certain degree of leniency given the various factors that are currently out of the students’ control.
English Learner Supports


  • EL TOSAs (English learner Teachers on Special Assignment), along with site level administrators, will continue to contact and communicate with students on their caseload.
  • Students and parents can reach out to teachers, Community Liaisons, and administrators for site level support.
Supports for Students with IEPs and 504s


  • Students with IEPs and 504 support plans will continue to receive specialized instruction and support through these plans while distance learning is taking place.
  • All student accommodations (as appropriate and applicable) will continue to be implemented. 
  • Families will receive communication from their student’s case manager/counselor regarding coordinating IEP meetings and 504 meetings respectively. 
  • Students who receive educationally related mental health services through the school’s psychologist, licensed marriage and family therapist (LMFT), or CASSY Counselor will be contacted by the provider to arrange for tele-therapeutic sessions and service provision. 
  • Similarly, students who receive additional related services (speech and language, occupational therapy, etc.) will be contacted by their related service provider to schedule remote sessions.