All students in the SSD schools will access learning remotely. Technology will be provided to all students whose families agree to access. Students will be provided learning experiences through live virtual sessions as well as learning activities and assignments through Google Classroom. For families who opt out of using technology, learning packets will be provided with clear instructions and expectations. A postage-paid envelope will be provided for families/students to return completed work for grading and progress monitoring purposes. If buildings are closed, staff will work remotely and follow those procedures. Staff will be allowed to access buildings for materials and supplies and will follow the practices to prevent transmission and screening procedures outlined in SSD’s Return to School Guidance. Staff access to schools and other sites must be scheduled with the building principal. No community access will be granted at this time. Staff will follow the expectations listed below.

SSD staff and administration will continue to collaborate with partner districts to support the instructional delivery models that are selected by partner districts and to ensure individualized services and instruction are provided to students. SSD staff will participate in partner district professional development that will support the district’s adopted instructional delivery models. SSD will also provide additional professional development resources. See Distance Learning Resources for Educators for more information.

A distance learning plan will be created every other week with lesson activities and proposed schedules sent to families. There should be at least 5 learning activities (elementary classrooms could be unit-based covering many subjects and secondary classrooms would be subject specific) to be completed independently through Google Classroom/or through packets for those who have opted out of technology or whose needs are best met through physical materials, per week across a variety of subjects. Teachers will provide 3 live group lessons per week. Additionally, office hours will be 1 hour per day at various times throughout the week. These live sessions and office hours can be 1:1 with family permission. One half-day a week will be available for collaboration, planning, building access (if staff are working remotely) and paperwork. Plan time and lunch should be scheduled into the day. Assignment completion will be monitored, graded, and feedback given. Teachers should have assessments that provide evidence of learning aligned with course expectations. Grades will be based on activities as well as assessments. When a student is not attending the live sessions and/or not submitting the assignments, the teacher will contact the school designee (ex. social worker; counselor) for follow up. All staff will be using the Workforce Management System (WFM) to record their work day, replacing the tool used this spring.

Teachers will collaborate to directly support instruction in the class via modifications and accommodations as listed in the IEP – outcome would be supporting students to finish the expected assignments and goal attainment. Office hours will be held daily at varied times throughout the week to support student learning.

Teacher will provide 5 learning activities, 3 live virtual lesson formats per week, based on curriculum area(s) in the IEP (using time below) to support progress of learning, as well as 1-hour daily office hours at varied times throughout the week. Outcome would be supporting student’s goal attainment and access to the general education curriculum. Teachers should consider time needed to introduce/reinforce new skills based on the timetable listed below.

Teacher will provide 5 learning activities, including 3 in a live virtual format per week, based on curriculum area(s) in the IEP (using time below) to support progress of learning, as well as at least 1-hour daily office hours at varied times throughout the week. Outcomes would be supporting student’s goal attainment and new learning. Teachers should consider the time needed to introduce/reinforce new skills based on the timetable below.

Academic or CTE teacher will provide 5 learning activities including 3 in a live virtual format per week, based on curriculum to support progress of learning, as well as at least 1-hour daily office hours at varied times throughout the week. Outcomes would be supporting student’s achievement of course objectives and new learning. Teachers should consider the time needed to introduce/reinforce new skills based on the timetable below. Distance learning plans will be aligned to power standards identified by industry partners and advisors. Plans will target the skills necessary for entry-level employment and or post-secondary education and will provide certification opportunities for students. Learning packets which may include kits and or program supplies, with clear instructions and expectations, will be provided to students. Grading and progress monitoring plans are being developed for the return of student-completed work.

SSD will be providing related service via telepractice for virtual services. Service providers will work with the case manager to provide necessary related instruction/support for students. This also means providing direct scheduled virtual learning sessions. The number of sessions and activities would be comparable to the number of service minutes indicated in the IEP. Office hours will be held daily at varied times throughout the week to support student learning. Click here for details about the delivery model for related and itinerant services.

Teachers will provide 5 learning activities per class, 3 live virtual lessons per class, as well as 1-hour daily office hours offered at varied times throughout the week.

ABA associates will provide 2 live virtual sessions per week to the extent possible, monitor paraprofessional programming and provide programming comparable to the number of service minutes indicated in the IEP, as well as 1-hour daily office hours offered at varied times throughout the week. Associates will keep family contact logs that will be shared with the student’s case manager.

Facilitators will offer open office hours for support the first and last working hour of each day. Facilitators will schedule times to support teachers with virtual learning as needed throughout the day. In addition, facilitators will attend virtual lessons to offer feedback and support to new teachers. Facilitators will be available as requested by teachers and administrators to support teachers with virtual learning. Facilitators and coaches not assigned Academy One teachers will complete 5 learning activities to be added to the academic toolkit per week. Facilitators and coaches will provide professional learning opportunities as directed.

Effective practice specialists will have open office hours the first and last working hour of the day and will check in with teachers of their targeted area weekly. They will support teachers, families and administrators with virtual learning, schedules and best practices and complete a daily log reflecting staff contact and content.

Area coordinators will offer open offices hours at various times of the day throughout the week and will seek assistance from effective practice specialists or facilitators for teachers needing support with distance learning. Area coordinators will check in with new teachers daily, complete a daily log reflecting staff contact and content, and meet with teachers no more than once weekly outside the instructional day.

Directors will check in with area coordinators and liaisons daily to help support and problem solve and complete a daily log reflecting staff, family and partner district contact and content. Directors will provide communication and updates to teachers weekly and meet with area coordinators weekly outside of the instructional day.

Case managers will coordinate with all service providers and be the primary family contact for all services. Additionally, case managers will be responsible for the development of the distance learning plan (DLP).

Details are available in the Engagement Plan for Paraprofessionals for Distance Learning.

Additional information is available in this video.

Click here for additional information about distance learning plan expectations specific to the Vocational Skills Program.