Selected Excerpts from Guidance by Topic

Frequency Counts of SEA Statements and Resouces

Academic & Technical Guidance for Emergency End-of-Year School Closures Manual

Emphasis on content provider for comprehensive curriculum solutions

There are many different options that districts can employ based on the 2019-2020 Local Education Agency Academic Continuity Plan. This plan will be due by April 3, 2020. Local school districts can refer to the ALSDE Academic & Technical Guidance for Emergency End-of-Year School Closures Manual for further guidance.

Alaska Department of Education and Early Development

https://drive.google.com/file/d/1XPRrtdZRhKVpmHCOdBwsr2NcYCvM-mWB/view

School closure is NOT a complete shutdown of school operations and instructional obligations to students. During school closures, staff are still expected to engage in work-related activities, and students and families are expected to meet the instructional requirements of their teachers and schools.; Continue to deliver educational opportunities to the extent possible through remote learning and independent study, which may or may not include online learning or printed materials, among other options; • Provide school meals; and • Arrange for supervision of students during ordinary school hours.

http://dese.ade.arkansas.gov/divisions/special-projects/statewide-playbook

Set short- and long-term goals; assist teachers in developing course content, sequence, standards, and delivery; consider a continuum of derlivery option and methods, appropriate for the needs of your students; plan for how teachers can collaborate with one another.

In these difficult times, we cannot lose track of the needs of our most disadvantaged students. LEAs will need to solve a variety of concerns about access, which this guidance seeks to support. Importantly, the California Constitution prohibits LEAs from requiring students to purchase devices or internet access, to provide their own devices, or otherwise pay a fee as a condition of accessing required course materials under the free schools guarantee. Additionally, California law requires that all students have access to standards-aligned textbooks or instructional materials in the core subjects, for use in class and to take home. This standard is grounded in the principle of equal educational opportunity under the California Constitution.

Distance learning may include video or audio instruction in which the primary mode of communication between the student and instructor is on-line interaction, instructional television, video, telecourses, or other instruction that relies on computer or communications technology. It may also include the use of print materials incorporating assignments that are the subject of written or oral feedback.

https://www.cde.state.co.us/planning20-21

COVID-19 Instructional Guidance for Colorado Schools and Districts

Appropriate Special Education and Related Services

Recognize the severe disruption and thus anxiety many people, including staff and students, are feeling at this time. This will impact teaching and learning. Families have different circumstances that will impact their ability to guide learning of students (work obligations, child care concerns, internet connectivity, access to devices, etc.) During this time, recognize the importance of local decision making to serve very diverse local needs. Emphasize relationships and support of one another in this new environment. Focus on essential learning and engagement for students; less is more. Be flexible and try to adapt when needs arise. Do your best to support all populations of students and spend more time focusing on students who will need educators most in this unprecedented time. Support and proactively communicate with teachers and staff as they navigate new methods and platforms for teaching students. Extend grace to all in these unique and trying times, especially as we work together to figure out the best ways forward.

Educational services should strive to include equitable access to instruction for all students. Equitable access does not require that all students receive instruction in the same format (e.g., online instruction). Districts should consider the individual learning needs of students in determining how to best meet individual needs.

Providing paper packets or other physical materials to students and families, including through the use of pick up and drop off points, per the current social distancing and other guidance from the public health department; Identifying project-based learning that can occur with resources families have at home and ways to use everyday activities as learning opportunities; Conducting check-ins, either one-on-one or in groups via phone or text; and/or Establishing a hotline for students to use in connecting with school personnel who can help troubleshoot or identify options. For students with smartphone access: Delivering instruction via podcast; and/or Sending or uploading student video recordings of presentations or performances to teachers for feedback.

Special Education Guidance and Resources for COVID-19

Two philanthropic orgs have donated laptops and books to low-income households; laptops won't come until late Apr/early May

https://www.doe.k12.de.us/Page/4211

DOE Remote Learning Plan Guidance for Districts/Charters

Further Guidance Related to COVID-19: IDEA, Part B Provision of FAPE

Focus on wellness/safety, connections between staff and students, concern for equity, focus on critical outcomes

Equity needs to be a top consideration in local planning efforts

"Remote learning is not synonymous with online learning. Remote learning can take place in a multitude of ways. Educators must be conscious of the effects of increased screen time and seek a balance between learning through technology and remote learning that happens offline to support students’ curiosity and understanding."

Digital Learning Planning: Information for GA Public School Districts

Many decisions up to districts/counties. Positive framing: "Research shows that students can learn and often excel in virtual learning environments because of their interest in technology.” (p. 3). Professional development to help faculty and staff transition to the new demands of virtual learning (ex. Bus drivers transporting school nurses, hotspots, and bookmobiles)

"​Educational leaders must consider whether online distance learning solutions affect students equitably; they must adhere to IDEA/IEP requirements and should consider how students will connect to digital tools and access learning.​"

The Georgia Department of Education is advising school districts to develop a plan to continue student learning during school closures, if possible -- using resources such as study packets, cable access, virtual school/online classes, etc.

How school closure impact your child with a disability

Enrichment: HIDOE and charter schools will be sending out information about enrichment opportunities, including online resources and instructional packets. We encourage you to look out for information from your child’s school and teachers.

Options at each gr level for offline, online, and interactive learning

Guidelines for Providing Special Education Services During the COVID-19 Pandemic

Remote Learning Recommendations During COVID-19 Emergency

As educators work to implement these recommendations, we call upon everyone to assume flexibility and grace for all. At this moment, we will all need to model resilience, critical and creative thinking, thoughtful responsiveness, and empathy to ensure that students continue to grow personally, academically, and linguistically." (p. 1)

"Suggesting minimum thresholds of what should be offered for all students from an equity
standpoint" (p. 7); a few other points in doc, particularly around grading

"Given the reality of the digital divide, most schools may need to provide digital and nondigital
access to content" (p. 8)

eLearning Day Program Guidance for Students with Disabilities

https://educateiowa.gov/sites/files/ed/documents/2020-05-08Return-to-LearnSupportDoc.pdf

FAQs for Iowa Families and Parents of Students with Disabilities receiving Special Education, or Parents of Children receiving Early Intervention

Continuous learning through the provision of approved educational services ensures that academic work is equivalent in effort and rigor to typical classroom work. All students are required to participate, attendance is taken, work is graded, and credit granted. Typically, instruction is provided through some type of online learning. Hybrid models of learning, involving some online learning and other methodologies like packets, are also available. These services must be approved by the Iowa Department of Education.

For voluntary enrichment opportunities: Yes, equity must be considered. Consideration does not mean that equity is ensured, but that it is provided to the extent possible. For required educational services: Yes, equity must be considered. IEP teams must reconvene to determine how FAPE will be provided through continuous learning methods.

Methods that can be used: Online education, home delivery or pick-up of educational resources, online or telephonic check-ins, and other innovative methods.

Compliance with the Individuals with Disabilities Education Act and the Kansas Special Education for Exceptional Children Act during the COVID-19 Pandemic

1. Focus on essential learning for students -- “Less is More” 2. Be flexible and ready to adapt when needs arise 3. Emphasize relationships in this new learning environment 4. Support local decision making to honor local needs 5. Decisions must support all populations of students 6. Encourage use of materials, resources and platforms that are already in use 7. Instructional models may be a blending of non-technology, face-to-face and virtual platforms 8. Establish a consistent and agreed upon framework of expectations, communication models and practices that all stakeholders share 9. Support and training for all staff will occur prior to implementation of the school’s program and throughout the duration of the remaining school year 10. Extend grace to all in these unique and trying times

One common refrain throughout this team’s short time working together has been a message of inclusiveness and equity.

virtual, in person (only less than 10 people), packets

https://education.ky.gov/comm/Documents/Reopening%20Guidance%20%20051520kf_tkt%20421pm%20TM.pdf

COVID-19: Answers to FAQs for Kentucky’s Schools and Districts

COVID-19: Answers to FAQs for Kentucky’s Schools and Districts

https://www.louisianabelieves.com/docs/default-source/covid-19-resources/k-12-supportive-guidance-for-summer-2020.pdf?sfvrsn=eb90981f_8

Continuous Education Toolkit for School Systems: Guidance + Tools

Corona Virus 2019 (COVID-19) Frequently Asked Questions

Quality; Simplicity; Families. "existing curriculum resources"; It’s better to take a little longer to roll out a learning plan that works for families than to rush a plan that causes frustration.

Guidance for high tech options and low tech options for delivery

https://mailchi.mp/maine/cu5lemq6y0-1321416

For Students- (1) Check your email & communicate. (2) Plan your time each day and schedule breaks. (3) Have a distraction free place to work/study. (4) Focus on learning styles that work best for you. (5) Become familiar with the technology and tools needed to participate in the work. (6) Collaborate with others. (7) Take care of yourself!For Teachers - (1) Focus on what works best for YOUR students based on age, content, and technology access. (2) Create asynchronous learning experiences. (3) Less is more for quantity of assignments and instruction. (4) Offer a variety of options and experiences to allow for personalization of the learning. (5) Give explicit instructions and time expectations. (6) Specify expectations for students and parents. (7) Be empathetic and flexible to the circumstances. (8) Communicate consistently and constantly. (9) Become familiar with the technology and tools needed to participate in the work and stick with them. (10) Schedule online “office hours”. (11) Encourage collaboration among your students. (12) Connect with other educators and the DOE for support. (13) Take care of yourself!

"The equity gap between those who are able to remain connected and those who are not has become increasingly impactful. Please let us know if there are other resources or supports that would be helpful to you during this time."

"Digital Learning - General Discussion / Identifying Needs"

http://marylandpublicschools.org/newsroom/Documents/MSDERecoveryPlan.pdf

SERVING CHILDREN WITH DISABILITIES UNDER IDEA DURING SCHOOL CLOSURES DUE TO THE COVID-19 PANDEMIC

More information will be available in the coming days as we work collaboratively on a statewide plan that maintains equitable standards and expectations for students.

Massachusetts Department of Elementary and Secondary Education

Remote Learning Recommendations During COVID-19 School Closures

CORONAVIRUS/COVID-10 FREQUENTLY ASKED QUESTIONS FOR SCHOOLS AND DISTRICTS REGARDING SPECIAL EDUCATION

(1) The safety and well-being of students, families, and staff has been and must continue to be our top priority as an educational community. (2) This crisis disproportionately affects our most vulnerable students in terms of their physical and mental health, as well as academically. Equity needs to be a top consideration in local planning efforts, especially as districts and schools make plans to manage an extended closure (3) Maintaining connections between school staff and students is paramount, particularly for the most vulnerable members of our school communities. (4) Nothing can replace the in-person schooling experience, and we should not expect that remote learning can replicate the traditional school day. (5) At the same time, with school closures now extended, districts, schools, and communities have an obligation to engage students in meaningful and productive learning opportunities through an appropriately structured educational program (6) Remote learning is not synonymous with online learning. Remote learning can take place in a multitude of ways

"This crisis disproportionately affects our most vulnerable students in terms of their physical and mental health, as well as academically. Equity needs to be a top consideration in local planning efforts, especially as districts and schools make plans to manage an extended closure"

"Remote learning is not synonymous with online learning. Remote learning can take place in a multitude of ways, including by helping students engage with resources in their everyday lives and in the natural world around them. Remote learning also provides unique opportunities to further engage students in the arts or interdisciplinary work. Finally, we must be conscious of the effects of increased screen time and seek balance between learning through technology and remote learning that happens offline to support students’ curiosity and understanding. "

Technical Readiness and Considerations for Online Learning

Compliance Requirements of the Individuals with Disabilities Education Act (IDEA) and Michigan Administrative Rules for Special Education (MARSE) during a Public Health Emergency

"Equitable access issues exist across our state – north to south and east to west. These access issues include the lack of internet connectivity for some families and schools, and the lack of resources, including devices for some students and staff. Additionally, there are access issues for students with different types of learning needs. These access issues create inequitable educational opportunities for children across our state."

https://www.health.state.mn.us/diseases/coronavirus/schools/socialdistance.pdf

Minnesota Distance Teaching and Learning Implementation Guidance

- Practice servant leadership - Treat everyone with respect and dignity - Do the right thing, especially when it is difficult - Ask how your actions are reinforcing or removing structural inequity - Promote the common good over narrow special interests - Be accessible, transparent, and accountable - Include voices from communities who will be most impacted (p. 4)

"Distance Learning defined: Students engaging in distance learning have access to appropriate educational materials and receive daily interaction with their licensed teacher(s). It is important to note that distance learning does not always mean e-learning or online learning. It is critical to provide this learning in a format that can be equitably accessed by all students." (p.3)

"It is important to note that distance learning does not always mean e-learning or online learning. It is critical to provide this learning in a format that can be equitably accessed by all students." (p.3)

The MDE is not directing districts that they must transition to delivery of all content online, as we recognize that online access and remote support for rural students and students with disabilities will certainly pose equity issues across the state. Districts need to consider how they can help facilitate continued learning within homes across the state – either through online opportunities or by making grade-level instructional packets, Family Success Guides, or other resources available for pick-up at school or various locations within the district. Packet delivery could take place in conjunction with lunch pick-ups or via bus routes deployed to deliver meals. MDE staff are working on short, informal video lessons that may be helpful to families, and we have met with Mississippi Public Broadcasting to adjust daytime programming for elementary, middle, and high school students in the coming weeks.

The MDE is not directing districts that they must transition to delivery of all content online, as we recognize that online access and remote support for rural students and students with disabilities will certainly pose equity issues across the state. Districts need to consider how they can help facilitate continued learning within homes across the state – either through online opportunities or by making grade-level instructional packets, Family Success Guides, or other resources available for pick-up at school or various locations within the district.

Missouri Department of Elementary and Secondary Education

https://ams.embr.mobi/Documents/DocumentAttachment.aspx?C=ZfON&DID=GJGDM&fbclid=IwAR2pXKR9jWDPl3Nw9kokXo3Dfk7oAfZ0MJILiVRcTEntEMtLmYuHzgRgYVQ

FAQ DESE’s COVID-19 Webinar for School Administrators (March 13)

CONTINUITY OF INSTRUCTION AND INDIVIDUAL EDUCATION PROGRAM (IEP) IMPLEMENTATION PLAN)

DESE strongly encourages supporting student learning during any extended closure. Since hours can be forgiven and will not harm a school for accountability purposes, we encourage schools to focus on what will best benefit students rather than “attendance credit.” DESE will not require an approved plan for alternative instruction during a period of closure related to COVID-19.

We are a rural district and some areas do not have internet service, so online is not an option for reaching all students. Is sending paper packets an option for AMI? What do we do for the kids who don't have internet at home?DESE encourages supporting student learning during any extended closure. Since attendance hours can be forgiven and will not count against a school for accountability purposes, schools should focus on whatever alternative methods of instruction best support students. Schools have the flexibility to use virtual or traditional instruction, or a combination of those methods.

https://docs.google.com/document/d/11gcApMIfOsFDzSoQD9ltucWxbug5PX5Z48Qb6vI_ENs/edit

1. Address the needs of your staff and their families. 2. Address community food needs. 3. Continuity of learning is NOT running "school as normal" in a different setting. 4. The most structured education concern you have should be for your senior class. 5. Elementary students need to see the caring and nurturing elemnts of schooling more than anythign right now. 6. Education rules and regulations should be your last concern. 7. All local and state partners can help. 8. NDE will be interpreting laws in-the-moment and promises to work with school attorneys and special education directors through the entire process.

Learning opportunities for ALL students • Awareness of equity issues & implications (Special needs, poverty, English learner, technology gaps, other)

"In response to school closures due to COVID-19, Nevada Department of Education content experts have curated a selection of links to external organizations providing high-quality online educational materials – courses, lessons, videos, physical and outdoor activity suggestions, etc."

https://drive.google.com/file/d/14N_fFu2HwOi4Sz4b8p4BWQh4m7m_l6CC/view

The district shall create a plan that shall include procedures for participation by all students. Academic work shall be equivalent in effort and rigor to typical classroom work. There shall be an assessment of all student work for the day.

Do all students have access to technology and devices? Do all students have access to internet and internet-based resources? Do all teachers have access to internet resources and appropriate and professional communication channels with students (email, message boards, etc.)? What are teachers professional development needs for conducting remote instruction? Where will students access online content provided by the school district? How will student and staff participation in remote instruction be monitored and tracked? How will parents and families be notified of where to find and access remote instruction resources provided by the school? How will remote instruction competencies be assessed and measured? How will local attendance policies reflect student participation in remote instruction?

https://www.njsba.org/wp-content/uploads/2020/05/SearchingForNewNormal.pdf

Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak

"All students served by the district must be addressed in the plan, including students in preschool if the district has state funded preschool and/or if the district services preschoolers with disabilities. The plans developed must include age-appropriate strategies and materials to meet the needs of all students. Districts offering preschool should remember to include contracted providers—private preschool providers and Head Start providers—in their planning activities. Each district plan must also include developmentally appropriate strategies and materials to meet the needs of all students with disabilities including those educated in out-of-district placements... Equitable access to learning is a critical consideration for any plan and will require that a district understands the limitations each student faces... Instructional strategies should be varied and designed to meet the needs of the students." (p. 6)

Equitable access to learning is a critical consideration for any plan and will require that a district understands the limitations each student faces. Districts should consider collecting information on which students have access to a device, how that device is or is not shared, and what access each student has to a network. Schools and districts should take care to collect this information in a manner that avoids stigmatization of any students with varying degrees of access to technology and internet service at home. Instructional strategies should be varied and designed to meet the needs of the students. Districts should consider various solutions, such as utilizing partnerships with local community-based organizations and businesses, developing worksheets for instruction, or uploading of lessons electronically. Accommodations and multiple means of conducting assignments should be considered for students with disabilities. If students with disabilities do not have access to internet connectivity to participate in remote or online home instruction, the IEP team will need to determine what compensatory instruction a student may require when their school district reopens." (p. 6)

Supporting Students' Learning During COVID-19 School Closures with Distance Learning

Novel Coronavirus (COVID-19) Updated Guidance for Students with Disabilities

Leveraging the assets of home-based learning, rather than trying to recreate school, can provide meaningful learning experiences that connect to students’ home lives, interests, and identities. Trying to support school-like learning in a home setting may frustrate teachers, students, and families. Educators should consider how to give students agency to pursue learning that is relevant to them via resources that are available at home and with meaningful family engagement as possible.

recognize different home situations/technology access: Recognize that students and family members may be available to play different roles in learning when at home. Students and families may need to juggle home, caretaking, school, and work responsibilities. Consider a menu of options for learning experiences that allow for different types and levels of engagement. At-risk students and students in special populations may be especially vulnerable during this time. Families in poverty may be experiencing several of the considerations described above, along with additional concerns including regular access to meals, utilities, health services, or shelter. Undocumented students and students receiving special education services may face particular challenges in accessing resources that they need. Encourage educators to prioritize the physical, mental, and emotional well-being of all students.

ensure nondigital options: Ensure that learning recommendations are not limited by access to technology. Student learning should not be solely dependent on access to devices and the internet. Encourage approaches that can be pursued without technology and/or asynchronously to set students up for success.

Provision of Services to Students with Disabilities During Statewide School Closures Due to Novel Coronavirus (COVID-19) Outbreak in New York State

Design for all students; support system orientation and prepartion; ensure accessibility; prepare for both long term/short term closures.

"Instructional design, course design and plans for support must be aligned with the skill level of age groups and abilities, including students with disabilities and English Language Learners, to the greatest extent possible. For example, those serving the elementary and middle-school levels might have to consider creating instructional materials for both students and parents, while high school students are likely more capable independent learners."

"The following includes a range of tools and modalities for facilitating learning, including those with varying levels of technological sophistication. It is important to provide a variety of methods to allow for the possibility of restricted access to technology and limited communication by students." (p. 3)

North Carolina Department of Public Instruction

EC Processes Points for Consideration During School Closure

Continue to focus on professional and educational best practices when approaching online learning! While the format and circumstances around emergency remote learning are different than in a physical classroom, it's essential to rely on existing pedagogical and content knowledge to adapt to the situation. Below are some considerations for planning remote learning needs, including various methods, tools, and best practices from across the state and nation.

keep in mind not all students have internet access - "Equity for all students must be at the forefront of a successful remote learning plan. Keep in mind that some students may not be able to access the Internet or even have a device at all. Other students may have unreliable or slow Internet connections or other technical difficulties. Remote learning may sometimes need to happen offline."

try to plan so that internet isn't required - "Try to plan coursework that can be downloaded and completed offline. It may be necessary in some cases to deliver printed materials via mail or school bus couriers. While digital activities make remote learning easier, it's not always necessary or appropriate to do everything online."

North Dakota Department of Public Instruction

https://www.nd.gov/dpi/sites/www/files/documents/Covid-19/NDK12restartguide.pdf

SCHOOL CLOSURE GUIDANCE FOR PUBLIC SCHOOL DISTRICTS AND NON-PUBLIC SCHOOLS

Guidance on Providing Services to Children with Disabilities During the Coronavirus Outbreak

Synchronous or asynchronous; exposure to content, supplemental content, or full continuation guidelines included

students of all situations must be taken into consideration: Students experiencing homelessness face unique barriers from school closings and to participating in distance learning, including limited availability of technology and living situations that do not support doing homework (e.g., in a car). Schools have critical responsibilities for the education of these students and are also critical partners in the community-wide response to addressing the unique vulnerabilities of these students. Students experiencing homelessness are disproportionately students of color, lesbian, gay, bisexual, transgender, or queer (LGBTQ), and/or students with disabilities, meaning a robust plan for meeting the needs of these students is also a critical equity issue to ensure all North Dakota students can participate fully in distance learning.

only implement online learning if it is accessible to every student: Most districts are not prepared to implement a distance learning model, such as online learning, on short notice. Some districts and schools may be in a position to continue teaching using distance learning methods through the North Dakota Center for Distance Education (NDCDE); however, equity is a critical consideration. It is important to note that if educational services are being delivered to students in any form, in order for the district to remain open, those services must be provided to all students, including students who don’t have access to technology at home and students receiving special education services. There is a difference between offering students the option of accessing free digital learning experiences to students and requiring/mandating all students attend a virtual “school”. Further guidance will be released about this process soon.

https://www.cleveland.com/education/2020/05/ohio-plan-envisions-masks-for-students-and-teachers-at-home-temperature-checks-when-schools-reopen.html

Coronavirus (COVID-19) Frequently Asked Questions (FAQ) for Ohio's Schools and Districts

Considerations for Students with Disabilities During Ohio’s Ordered School-Building Closure

At the very least, identifying local resources, encouraging reading and writing practices during this three-week period, and other enrichment activities can be conveyed to students if no other options available. Schools may establish “pick up and drop off” points as may be appropriate for access to instructional materials, being careful not to create conditions that result in students congregating together at one time.

Options will vary depending on circumstances, and in some cases, there may be no viable options for online instruction. Cell phone service or internet service are the usual requirements for e-learning. We have confidence in the creativity and flexibility of our educators to work together and with community partners to provide what makes the most sense in these situations

Schools may establish “pick up and drop off” points as may be appropriate for access to instructional materials, being careful not to create conditions that result in students congregating together at one time.

Distance Learning Guidance for Special Education

It is best to start slow, adopt a “less is more” approach, consult the resources on this page as needed, talk to colleagues in other districts who may already be using distance learning and then let the creativity and autonomy of educators, who already have deep and meaningful connections to their students, lead you forward.

ensure equitable provisions in some way, might be different for each student: It's important to note that equitable access does not require districts to offer the exact same content through the same channel for all students. Instead of abandoning a promising digital learning approach because not all students will have equal access to it from home, the plan should include an analysis of alternate deliveries of comparable educational content. These alternate deliveries might include providing students access to a device or internet at school or a community site, consistent with social distancing guidelines.

maintain balance if online learning is used: Balance screen time. Example: Don’t make students type out all assignments. Have them write it and text or email you a picture. Also, schedule time to be away from computers – for you and students. Not all students will have strong internet connections. Remember that some students may only be able to complete non-digital assignments and plan accordingly.

Frequently Asked Questions Regarding Special Education in Light of the Coronavirus (COVID-19) Outbreak

No on-site learning; ODE does not expect districts to transition to online learning as schools close for health and safety reasons. Should districts opt for providing online learning, ODE has a responsibility to ensure all students are served appropriately. Deliver supplemental education and learning supports to students to the extent practical through independent study and other appropriate options.

all students must be able to access all learning: Districts should apply an equity lens when considering operating fully online schools. Districts should consider the impacts on underserved groups, including students of color, students with disabilities, emerging bilingual students, students experiencing poverty and homelessness, and students who belong to other protected classes. Consider whether the model will improve or worsen disparities between populations. Consider barriers to equitable implementation and unintended consequences.

digital only if possible and equitable: Districts or schools in some areas may have the capacity to explore expanding or offering online learning. If a district or school is seeking to build capacity for online learning, carefully consider the regulations that need to be met to replace your current in-person “brick and mortar” school with an online school: All students in the school or district have full access to the learning, the educators, and required materials (including technology). The online learning system effectively supports the district’s different learning and teaching needs, including the ability to provide differentiated instruction as well as one- on-one support for students who need it.

PDE strongly encourages all schools to provide some type of continuity of education for all students in the most appropriate and accessible ways possible, while also honoring the Governor's guidance for aggressive social distancing of at least six feet between individuals.

The decision to employ one or more of these methods is made at the local level based on feasibility, availability of resources, access and equity considerations, and in accordance with aggressive social distancing guidance.

These options can take a variety of forms, including online/digital learning opportunities; non-digital learning opportunities (e.g., materials sent home with students); and other approaches designed in partnership with local IUs and regional PATTAN centers.

https://www.ride.ri.gov/Portals/0/Uploads/Documents/COVID19/RIDE_Reopening_Plan_Framework_5.27.20.pdf?ver=2020-05-29-133336-247

COVID-19 Impact on Accountability and Federal Programs

The intention of an emergency distance learning plan is to reflect a normal school day; however, schools should be cautious in introducing new learning on emergency distance learning days that could result in confusion or learning gaps. Schools should also consider the time involved in completing assignments. For example, ensure that time is built into the instructional plan for reading passages, reflection, brainstorming, analysis, research, etc. In this emergency plan, schools should address the state academic standards and consider giving attention to areas where students need additional practice as indicated by formative and classroom assessment data. The plan contains an assurance at the end of the survey to be signed by the district superintendent. While this plan only addresses instructional planning, districts should also consider plans for transportation and food services in the event of a prolonged closure.

We must ensure equal access for English learners (EL), immigrants, migratory students, and children and youth experiencing homelessness so that they are not penalized due to potential barriers encountered in the access of distance learning and resources. While no updated guidance has been released, in accordance with Title III of ESSA and Title VI of the Civil Rights Act of 1964, if an EL does not receive services and/or appropriate accommodations or modifications aligned to their English proficiency level, they must not be penalized. Districts should also ensure that all communication with parents is meaningful and provided in a language that they can understand.

We know that not all students have access to computers or Wi-Fi at home and want to work with you to deliver low-tech and no-tech options to ensure every child has access to meaningful learning and social-emotional support during school closures.

Some districts may be in a position to continue teaching using distance learning methods; however, equity is a critical consideration. It is important to note that if educational services are being delivered to students in any form, in order for the district to remain open, those services must be provided to all students, including students who don’t have access to technology at home, and students receiving special education services.

Some districts may be in a position to continue teaching using distance learning methods; however, equity is a critical consideration. It is important to note that if educational services are being delivered to students in any form, in order for the district to remain open, those services must be provided to all students, including students who don’t have access to technology at home, and students receiving special education services.

School Closure Toolkit for Districts: Academics and Instruction

School Closure Toolkit for Districts: Special Populations

While the concerns for the physical and emotional well-being of our students, their families, and our educators remains everyone’s top priority, strategies to support continued learning and academic growth can provide students with the security of a familiar routine and sense of community. Considerations for learning activities that are based upon content and skills already experienced by students will be most appropriate at this time, given the anxiousness that many students and adults are facing. As you make plans for digital learning and other opportunities to engage children, we encourage you to find ways to maintain your focus on the same things that matter in every classroom: student safety, building strong relationships with students and families, and creating equitable access to learning by accommodating students’ different learning needs.

If students cannot get internet access to their homes by either hardline or cellular, the reference links includes information from Kajeet who can provide mobile, bus-based internet hotspots for districts.

K – 2nd grade learners should experience digital learning for 60 minutes or less for daily instruction. Other opportunities should focus on blended or packet-based learning. In addition, family supports need to be more prevalent when sending K-2 learning resources home, which should consider any additional supports that might be needed. Finally, learning opportunities should include play-based and exploratory activities. See the “Resources” section of this document for additional information. 3rd – 5th grade learners should also have limited direct digital instruction each day. Students in grades 3-5 should have independent practice activities in all content areas as well as include exploration and inquiry opportunities with their family. See the “Resources” section of this document for additional information.

https://tea.texas.gov/sites/default/files/covid/covid19-summer_program_operational_considerations.pdf

Special Education and Special Populations Guidance

"The purpose of instructional continuity planning is to help districts launch “at-home schools” that maximize the amount of instructional time for students this school year and support student mastery of grade level standards." // 5 step plan to guide districts in assessing student, teacher, and district tech access; designing an at-home curriculum, schedule, and instruction model; and developing assessment and communication methods

Phase I: Conduct Landscape Analysis: "Assess student and teacher at-home access related to technology, delivery methods and instructional materials" (slide 6, PPT); Sample question for districts: What levels of access to students and teachers have to at-home technology, and how do your resources support or not support students with at-home instruction? (slide 6, PPT); TEA also provides sample parent/student technology access survey items for districts

There are multiple instructional delivery methods that can be used to support the instructional continuity plan. These options range from no technology to technology- assisted instructional solutions and technology-integrated solutions. Instructional strategies will vary with each solution. While districts and charters have the option to provide online learning as part of its instructional continuity plan, it is important to note that districts can also provide “low-tech” solutions as well, including workbooks and worksheets

https://www.schools.utah.gov/file/09e18d3b-91e6-46a2-a2e8-b513f18ecbd0

Statewide Connectivity and Learning Resources to Support Students During the Coronavirus Outbreak

Continue providing learning opportunities for all students. Provide graduating seniors the content they need to transition. Maximize opportunities for students to continue to receive meal services. Make every effort to keep staff gainfully employed. Support student and staff mental health and social emotional needs.

How are families who do not have access to the internet going to access remote instruction? Remote instruction does not necessarily mean online, and many schools are using analog methods. Each local education agency is creating a continuity of education plan detailing methods for providing remote instruction and to support students regardless of access to technology.

How are families who do not have access to the internet going to access remote instruction? Remote instruction does not necessarily mean online, and many schools are using analog methods. Each local education agency is creating a continuity of education plan detailing methods for providing remote instruction and to support students regardless of access to technology.

https://education.vermont.gov/sites/aoe/files/documents/edu-leveraging-summer-2020-learning-programs-a-strong-healthy-start_0.pdf

Question and Answers on Addressing the Needs of Students with Disabilities During School Closure due to a Novel Coronavirus Outbreak

Connect with every student, every day; Design daily expectations; attend to accessibility; attend to equity

According to the Vermont Agency of Education, educational equity means that every student has “access to the educational resources and rigor they need at the right moment in their education across race, gender/identity, ethnicity, language, disability, sexual orientation, family background and/or family income.” Educational Equity is the degree of achievement, fairness and opportunity in education as measured by a standard of success.

Educators can use this initial closure period to review materials and resources through a lens of equity and access. It is important to keep in mind the unique skills and abilities of each child, recognizing that home learning environments vary also. Educational resources that include clear instructions should be available in both print and online. Additionally, identifying a time when parent/guardians can contact educators virtually or by phone is important. Finally, coordination of efforts among classroom teachers, special educators, and teachers of English learners is essential for verifying that materials sent home in the future are aligned with student goals.

GUIDANCE ON GRADUATION REQUIREMENTS, AWARDING OF CREDITS, AND CONTINUITY OF LEARNING

COVID-19 FAQ Special Education and Student Services

identify the specific content that had not been taught and assessed as of Friday, March 13, 2020; develop an equitable plan to incorporate the missing content into the curriculum for all students, per guidance included in this document for specific groups of students.

The provision of instruction should be done with careful consideration of providing equitable access and support for a variety of students. Learning modules should provide equitable access to all learners, including students with disabilities, English learners, students lacking access to high-speed Internet or devices to access, and students who are economically disadvantaged, among others.

Learning modules could be delivered to students through various instructional models, including face-to-face, blended, or self-paced under teacher supervision.

Washington Office of the Superintendent of Public Instruction

https://www.k12.wa.us/sites/default/files/public/communications/State-District-Planning-for-Fall-2020.pdf

Guidance for Long-term School Closures as of March 23, 2020

Keep students at the center; Design Learning for Equity and Access, Assess Student Learning

Design Learning for Equity and Access Plan and deliver content in multiple ways so all students can access learning. ✓ Teach Content: Set goals using knowledge of each student and of Washington State K– 12 Learning Standards. ✓ Deliver Flexible Instruction: Consider how to deliver content depending on tools and resources accessible to each student. Delivery of instruction may include printed learning materials, phone contact, email, technology-based virtual instruction, or a combination to meet diverse student needs. ✓ Engage Families: Communicate with families about engagement strategies to support students as they access the learning. Families are critical partners. Provide translations as necessary

We should avoid assuming that continuity of education outside of a typical school building can only occur through online means. Districts will provide instruction using printed learning materials, phone contact, email, technology-based virtual instruction, or a combination to meet student needs.

Supporting Continuity of Teaching and Learning for Students with Disabilities During an Extended School Closure

During this unparalleled time, we must avoid assuming that continuity of education outside of typical school buildings only can occur through online means. Counties will continue to provide student engagement opportunities using learning materials, phone contact, email, technology-based virtual instruction or a combination of all of the above to meet student needs. Forthcoming guidance regarding student engagement will be grounded in compassion, communication and common sense rather than traditional compliance measures that most are accustomed to in our education community. "Feeding children is our number one priority."

All documents on this page were selected to address the needs of ALL students.

During this unparalleled time, we must avoid assuming that continuity of education outside of typical school buildings only can occur through online means. Counties will continue to provide student engagement opportunities using learning materials, phone contact, email, technology-based virtual instruction or a combination of all of the above to meet student needs.

District Planning and Implementation Resources for Continuity of Learning

Extended School Closure due to COVID-19 Special Education Question and Answer Document

Our Wisconsin digital equity pillars define four characteristics to ensure schools can serve all students: accessible digital content, a designated computer at home for school activities, internet access, and digital literacy training for staff and students.

Our Wisconsin digital equity pillars define four characteristics to ensure schools can serve all students: accessible digital content, a designated computer at home for school activities, internet access, and digital literacy training for staff and students.

WI DPI does not provide a policy statement but has "low-technology options" listed here under "Instructional Technology Options": https://dpi.wi.gov/cal/innovation/virtual-learning-time/district-planning-and-implementation-resources

Wyoming Adapted Learning Best Practice Considerations and Checklist Logistics Considerations

Wyoming Corona Virus COVID-19 Letter to Families of Students with Disabilities

"For the purposes of an emergency school closure, the information provided below is guidance for districts wishing to implement Adapted Learning. Assurances to maintain instructional fidelity for ALL STUDENTS remain the responsibility of the individual school/district. For emergency school closures, district/school plans for Adapted Learning would not need to be submitted to the Wyoming Department of Education (WDE)." // WY is encouraging districts to develop and submit an adapted learning plan that considers attendance, communication plan, professional development/training plan, wraparound services to "meet the needs of the whole child," engaging community partners, tech access & suppoty, offline support, and student privacy

or the purposes of an emergency school closure, the information provided below is guidance for districts wishing to implement Adapted Learning. Assurances to maintain instructional fidelity for ALL STUDENTS remain the responsibility of the individual school/district.

Teachers will provide alternatives for any student without internet access at home.