District Adapted Learning Plan
Superintendent Name: Jamie Christensen
Effective Date: April 6, 2020
Last Updated: April 15, 2020
School District: Sweetwater County School District #2
Sweetwater County School District #2 has been in the process of developing a plan which would continue student learning as a result of the recent closure. The district is moving forward with an adapted learning model with plans to resume instruction on Monday March 30. The district’s goals are to deliver instruction around priority standards, content and skills, while minimizing gaps created by the disruptions to the normal school year. Please note that this is a fluid process and our staff will do its best to meet the needs of Sweetwater #2 students through this turbulent time.
Schedule clarification: The dates of Spring Break were adjusted to March 16-20 to accommodate for the current closure. The district will be closed on March 27 and April 3. Please see the updated calendar at the following link Updated Calendar . Currently districts have been granted a waiver for ten of the 15 days they have been closed and are required to implement Adapted Education Plans for April 6 and beyond.
What follows is an overview of the upcoming weeks:
Week of March 23-28, 2020
- Formalize and publicize a district Adapted Learning Plan
- Re-establish communication with every parent and students using email and Infinite campus.
- Determine which students do not have reliable technology or online access. Finalize communication with those families to connect to resources.
- Prepare for 2-way communications with students familiarizing with, MEETS, HANGOUTS, or ZOOM.
- Producing hard copies when applicable
- Principals share schedules with students and families.
- Teachers develop lessons, establish and communicate virtual office hours
Week of March 30-April 2, 2020 (This week is for ironing out difficulties, clarifying, adjusting and maximizing engagement) We will treat the first several days of virtual learning like the first few days of school. This is a chance to set expectations, re-establish relationships, learn procedures and tools, etc.
- Teachers meet collaboratively for at least one hour per week in virtual PLC to assure priority learning. The usual focus on the four critical questions of a PLC and professional study have expanded to include group planning for virtual lessons, units, assessments, etc. Teachers should support one another and share the load.
- Begin instruction with students
- Teachers and principals continue to clarify and communicate expectations
- Teachers inform principals of participation rates in classes
- Solidify attendance processes and expectations
Week of April 6, 2020 and beyond
- Continue Remote Learning of New Instructional Material
- Teachers should be prepared to deliver remote instruction in their courses.
- Teachers should be prepared to assess and provide feedback while maintaining students records.
- Grading procedures will be examined as teachers make determinations around student proficiency.
- While all previously mentioned guidelines will remain in effect, the District will send further guidance as appropriate.
District Nutritional Services continues to provide meals for students Monday through Friday on the following Schedule and locations:
- Truman 8:00-12:30
- Monroe 8:00-10:00
- Washington 11:00-12:30
- Harrison 10:00-11:00
- Jamestown 10:30-11:00
Online Access: Families without online connectivity at home should contact central office for potential resources (872-5513). Also, families may communicate with their student’s building to let them know if they need printed material.
The district IT staff continues to make progress in checking out devices to students from Grades K-5.
- 6-12 Students should make arrangements to collect devices at their building.
- Beginning on March 30, please call 872-8819 to make arrangements to address any additional device needs.
- A technology help desk will be available to students and parents at 872-8819 or email@example.com
- Resources continue to be available through ClassLink, which students use frequently.
- Staff will begin assigning activities by reviewing the portions of the curriculum where they left off at the time of closure.
- Areas of focus:
- K-5 classrooms: ELA/Math focus; embed other disciplines when possible
- 6-12 classrooms: Streamline all prioritized standards
- K-12 electives: teachers are being asked to be creative due to barriers to performance-based activities
- Special education teachers will receive additional guidance in regards to providing student services
Instruction (Planning and Delivery)
- Adapted learning is not solely online. It may include phone calls, video, mailings, etc.
- As teachers develop their adapted instructional opportunities they will work to create balance between instruction and student tasks. Items to consider in lesson development are as follows:
- Students should be engaged in meaningful activity using the following guidelines
- K-2 Students: 45-60 minutes per day in language arts and math. This delivery will be a combination of online delivery and paper/pencil.
- 3-5 Students: 60-90 minutes per day in language arts and math. This delivery will be a combination of online delivery and paper/pencil.
- 6-12 Students: 30 minutes per scheduled class period 3-4 times per week. In the 6-12 grade span, teachers will mostly use virtual instruction while supplementing with paper/pencil when needed.
- A Learning Target
- An instructional component
- Student practice
- A demonstration of learning
- Other considerations
- Face-to-face instruction through Zoom, Google Meets, or Google Hangouts, YouTube Live (whole class, small group, 1:1)
- Group activities through Zoom, Hangouts, Meets and Google Classroom
- Flipped lessons, using video lessons and screencasts
- Practice through specialized resources available through ClassLink
- Threaded discussions through Google Classroom
- Hands-on activities that can be completed at home
- Independent reading, writing, research, exercise, and projects
- Teachers will be expected to work to develop lesson plans with their PLC team members whenever possible and spend additional hours per week with PLC meetings, lesson development, virtual office hours, and student/parent communications.
The guiding questions will remain the focus of PLC meetings.
- What do we want students to know and be able to do? (Essential Learnings as identified from our blueprints)
- How will we know? (assessment)
- How will we respond? (Intervention and enrichment)
Specially Designed Instruction will continue within the Instructional Model:
- Special Education Staff and Related Service Providers will collaborate with General Education Teachers to provide services within the IEP to the best of our ability.
- Students with section 504 plans will also receive accommodations and supports.
- Instructional tasks will be designed to meet the individual needs of each learner. Staff will work together with parents and students to provide appropriate instructional resources to support students in the home.
- Title III: English Language needs for students will continue to be met with instructional supports. Bi-lingual and Mono-lingual homes are identified as the district follows through with interpreting and translation needs. EL teachers will continue to collaborate with general education teachers to provided needed supports.
- School Counselors will work to provide counseling and support to students through various means.
Student Attendance: Staff will track attendance using the District’s SIS (Infinite Campus). Staff will receive training through data management on how to take attendance. As attendance is monitored, certified, support staff, and administrators will follow up to engage students in teaching and learning.
A teacher counts a student as present for:
- Attending 2-way Sessions
- Participating in threaded discussions
- Submitting work
- Taking an assessment
- Uploading a video
- 1:1 communication
Our district has taken and will take the following steps to ensure that students have the opportunity and ability to participate in the learning activities.
- During the weeks of March 16-March 27 the district will take measures to identify families without internet connectivity in the home. Once identified, families will be notified as to the available free resources through donors. The district will, through a custom report, make the names of these families available to building administrators for future reference and tracking of connectivity.
- During the week of March 30-April 3 Teachers will re-engage with students and parents through Infinite Campus messenger, email, and telephone. They will monitor student attendance and participation during this time. Data will be collected through a district survey and communications with principals as to the rate of participation, and teachers will create lists of students/parents who have not either engaged electronically or responded to one to one calls. Teachers, with the assistance of data management will continue to record attendance and update contact lists. As contacts are made, teachers or administrators will document family needs such as connectivity, need for material delivery, family support.
- During the week of April 6- and beyond, Teachers and administrators will continue to attempt to contact students and/or parents while keeping lists and attendance updated. School resource officers and administrators may be utilized for home visits in order to determine family/student needs while working within CDC contact guidelines. Documentation of contacts and needs will be kept in the SIS. Every attempt will be made to mitigate attendance/engagement concerns.
Tracking Student Progress/Grades:
Sweetwater School District #2 will work within the following grading guidelines through the end of the current semester.
Continue Providing Feedback on Performance
Teachers should continue to give detailed feedback to students on their performance to support learning. Teacher feedback can be communicated through online meetings or web-based applications, and will give students valuable insight into their understanding, guidance on how to improve, and motivation to learn and grow. Research supports the impact of non-graded feedback to focus students on learning rather than performance, and when the psychological and intellectual “load” on students and their families is so significant, it is important that schools lean on the side of support and learning rather than competition and high-stakes performance.
Because grades describing student knowledge and understanding of course standards will assuredly be impacted by multiple factors during this time, including availability of support and resources , teachers and administrators are being asked to be cognizant of the need to be flexible and understanding.
Reports for Grades K-5
In grades K-5, teachers will view work assigned and returned, as well as time spent in contact with students as further evidence to support existing understanding of students’ priority knowledge and skills. Though teachers will focus on Math and Language Arts, they will look for opportunities to work social studies and science topics into the learning opportunities provided. Elementary specials teachers including art, music, PE and GATE will continue to make optional opportunities and activities available for students and families.
At the end of the current quarter, grade reports will indicate NG symbolizing “No Grade” for the fourth quarter. Students will advance to their next grade in the Fall where the WYTOPP interim assessment will be used to identify gaps which may need remediation. This assessment process is part of the district’s normal routine, regardless.
Grades 6-8 will earn a Pass/Incomplete
Grades for Students in grades 6-8 will receive a “Pass” or “Incomplete” (P/I) instead of the traditional 0-100 percentages and A-F letter grades. Percentages and letter grades are primarily used to distinguish among students and suggest precise distinctions of course content knowledge, but this specificity is impossible when doubts exist about the accuracy of student performance data since March 12.
All students in grades 6-8 will have the opportunity to improve their class standing by engaging in the instruction and make-up between March 12 and May 21. Students who were missing graded work as of March 12 should work with teachers to make certain that work is made up, along with continuing in the adapted format. If a student is unable to meet the requirements, he/she may receive an “Incomplete” for the course, and when schools reopen, be provided an opportunity to fulfill course requirements with the oversight of their current teacher. Administrators are aware of the need to look beyond the P/I grades for course placement criteria.
Students in grades 9-12 will receive a traditional 0-100 percentages and A-D letter grades. The teacher will have the option of assigning a student an incomplete based on documented need to demonstrate crucial knowledge or skills in a class.
Students who were missing graded work as of March 12 should work with teachers to make certain that work is made up, along with continuing in the adapted format. If a student is unable to meet the requirements he/she may receive an “Incomplete” for the course, with further opportunity to fulfill course requirements with the oversight of their current teacher by June 5.
- If a student’s “incomplete” has not been resolved on June 5 he/she may be enrolled in summer school to rectify the grade.
- If Summer School is not an option for the student, he/she may be enrolled in credit recovery in the Fall of 2020.
- Students in grade 12, on track to graduate must have grades finalized by May 13, 2020 in order for them to count towards graduation requirements. Students not meeting graduation requirements as of May 13 will not participate in commencement on May 18/19.
During the time period concurrent with the closure of schools, all students will be given opportunities to improve their semester grades. Teachers are asked to remain flexible and understanding during this time and “grade” only the most essential learning.
As we move forward with our virtual eLearning opportunities for students, we ask that students continue to increase their understanding and proficiency with a desire to reach high levels of achievement with the help of staff.
- Communications with parents will continue in the mode with which they are most familiar. The district currently uses its SIS (Infinite Campus) to contact parents. The district will also use telephone to call parents for support in engaging students based on need. Also, parents should look to the district website, Facebook Page and local media for the latest updates on closures and the district’s Adapted Education Plan.
- According to Board Policy GCI/GDI, the Superintendent has the authority to assign employees to positions for which he/she believes the employee can best serve the needs of the district. During the time concurrent with the district’s implementation of the Adapted Learning Plan, personnel will be assigned duties to assist in delivering resources or support (meals, packets, one-on-one help) for students, preparing resources and support for teachers, involvement in professional development, custodial duties, and providing additional support for families.
- Priority contact will be determined at the building level by identifying at risk students, students without online access, and families indicating the need for additional support
- The district is hopeful that it will soon have the ability to work with students, one on one or in small groups, in its facilities with the guidance of the local health department.
Currently the district has adequate measures in place to protect student privacy. As instructional methods evolve the district will continue to monitor student privacy. Staff continues to be communicative around the FERPA guidelines. Also, district devices are monitored by BARK to alert district officials to online activity.
At this point graduation requirements will remain in effect. We will ask that teachers assign work to students to make the most important determination of ability on the priority standards. Certified staff, counselors, support staff, and administrators must be diligent about contact with students and parents regarding priority demonstration of learning.
Intervention for Struggling Students:
As we start to move forward with adapted learning opportunities for our students, here are some ideas to suggest for special education staff, please make sure to all intervention efforts:
- Itinerant/Co-Taught/Supported Classrooms - Communicate with the general education teachers from those classes they support to see how they can accommodate their instruction for those students on their case management list. Set up office hours (at least 1 hour a day) throughout the week where they will be available to support students who are having difficulties with content. Print out packets of practice problems or have online tools available to support skill development. Work with PLC teams as they would throughout the school year. Document efforts and communications.
- Resource Pull Out Classes - Prepare content to be delivered through adapted learning opportunities. Set up office hours (at least 1 hour a day) throughout the week where they will be available to support students who are having difficulties with content. Print out packets of practice problems or have online tools available to support skill development. Work with PLC teams as they would throughout the school year. Document efforts and communications.
- Special Programs - Contact parents to discuss how to support their students through adapted learning opportunities? Methods of delivery could include Zoom or Google Hangout; have packets of content available, sharing various activities which can be done in the home, etc. Set up office hours (at least 1 hour a day) throughout the week where they will be available to support families. Document efforts and communications.
- Social Skills - Contact parents to discuss how to support their students through adapted learning opportunities? Methods of delivery could include Zoom or Google Hangout; have packets of content available, sharing various activities which can be done in the home, etc. Providing multiple social skills lessons per week to share with students. Set up office hours (at least 1 hour a day) throughout the week where they will be available to support families and/or students who may be having difficulties with the current situation. Document efforts and communications.
- Counselors - Contact students/parents and find out how they are doing and how to support them through various adapted learning opportunities (both individual and possibly in small groups virtually). Set up office hours (at least 1 hour a day) throughout the week where they will be available to support families and/or students who may be having difficulties with the current situation. Collaborate with staff to support students who may need your support. Document efforts and communications.
- Related Service Providers - Contact parents to discuss how to support their students through adapted learning opportunities? Methods of delivery could include Zoom or Google Hangout; have packets of content available, sharing various activities which can be done in the home, etc. Set up office hours (at least 1 hour a day) throughout the week where they will be available to support families. Document efforts and communications.
- Paraprofessionals - Contact those teachers that they work with throughout the school year to see how they can support their students through adapted learning opportunities. They will support students through Zoom, Google Hangout, via phone, by creating packets or paper copy versions of content and so forth. They may be able to set up office hours (at least 1 hour a day) were they are available to assist students as they work through content provided by their teacher. Teachers may have instructional material that paras could help prepare for students or the classroom.
- Refusal of Services – If parents elect to refuse services (due to current circumstances), please document that services have been offered and let parents know that this will not affect their services once school is back to being held in physical buildings. Again, we cannot emphasize enough to document your efforts!
IEP Meetings - please note that if the school can conduct an IEP meeting with all required team members (case manager, general education, administrator, and parent) they may be scheduled. Meetings can be conducted via Zoom, Google Hangout, in a small group while exercising social distancing, or via phone. If a case manager is not able to get everyone together and IEPs are coming up due he/she should mail home a prior written notice and communicate to parents that the team will meet, as soon as the case manager is able to meet in person or when school is in session, and offer up continued services through adapted learning opportunities. Staff should document efforts either through the contact log or preferably through a PWN. One suggestion in communications and documentations is to add the following paragraph provided by the Wyoming Department of Education;
We are requesting this flexibility with special education paperwork because it is not possible to comply with the concomitant accountability, school identification, and reporting requirements as originally planned due to extensive school closures in the State. These closures are in response to extraordinary circumstances for which a national emergency has been duly declared by the President of the United States under the Robert T. Stafford Disaster Relief and Emergency Assistance Act and this action will protect the health and safety of students, staff, and our communities. We will contact you as soon as we can gather your child’s special education team and fulfill any and all of our required paperwork. We appreciate your flexibility and understanding.
Evaluations are more complicated and we will probably need to reschedule those...again, document your communications with parents for future reference when we have to submit our documentation of various efforts completed. You will want to identify that you will complete the evaluation when the student is once again available.
Providing services to students with disabilities remotely is not easy and foreign to many of us. We will continue to meet with other administrators throughout the state as we go through this week and weeks to come to get additional information and resources for how to support our students. The Office of Civil Rights and the Office of Special Education Programs has reinforced that we need to do our best and not forget about our students with disabilities, as long as we have good faith efforts in place, we should be fine.
Parents can expect further communication from Principals and teachers outlining specific building processes. Updates and changes are likely in the upcoming days.
Reminder that district buildings remain closed with the exception of teaching staff needing to prepare in their rooms.