Continuity of Education Plan · of teaching and learning expectations are as follows: • Building...
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SOUDERTON AREA SCHOOL DISTRICT 760 Lower Road Souderton, Pennsylvania 18964 Frank T. Gallagher, Ed.D. Superintendent of Schools CONTACT INFORMATION • Phone: 215-723-6061 • Web site: www.soudertonsd.org Continuity of Education Plan March-June 2019-2020 School Year INTRODUCTION On March 16, 2020, Souderton Area School District instituted a Continuity of Education Plan for all students, K-12, in response to the closure of schools due to the COVID-19 global pandemic. The scope of the Continuity of Education Plan has evolved with each school closure extension. All SASD schools will be closed through the remainder of the 2019-2020 school year. This guide outlines the District's Continuity of Education Plan and resources to help SASD staff, students, and families navigate Distance Learning.
Transcript of Continuity of Education Plan · of teaching and learning expectations are as follows: • Building...
SOUDERTON AREA SCHOOL DISTRICT
760 Lower Road Souderton, Pennsylvania 18964 Frank T. Gallagher, Ed.D. Superintendent of Schools
CONTACT INFORMATION
• Phone: 215-723-6061
• Web site: www.soudertonsd.org
Continuity of Education Plan March-June 2019-2020 School Year
INTRODUCTION
On March 16, 2020, Souderton Area School District instituted a Continuity
of Education Plan for all students, K-12, in response to the closure of
schools due to the COVID-19 global pandemic. The scope of the Continuity
of Education Plan has evolved with each school closure extension. All SASD
schools will be closed through the remainder of the 2019-2020 school year.
This guide outlines the District's Continuity of Education Plan and
resources to help SASD staff, students, and families navigate Distance
Learning.
TABLE OF CONTENTS
OVERVIEW OF PLAN
Goal of Plan………………………………………………………………………. page 3
Expectations for Teaching and Learning……………………………... page 3-4
Communication Tools and Strategies………………………………….. page 5
Access (Devices, Platforms, Handouts)……………………………….. page 5-6
Staff General Expectations…………………………………………………. page 7
Student Expectations………………………………………...………………. page 7
Instructional Schedules and Instructional Time……..……………. page 7
Attendance / Accountability…………………………………...………….. page 8
Good Faith Efforts for Access and Equity for All Students…….. page 9
Special Education Services………………………………...………………. page 9
English Learner Support……………………………...……………………. page 10
Gifted Education…………………………………………....…………………. page 10
SASD Resource Web Site Links………………...……………………….. page 10
Contact Information…………………………...……….……………………. page 11-12
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The purpose of this document is to outline how SASD will provide the
continuation of the educational program. During the full school closure,
the educational program will be delivered in a blended asynchronous/
synchronous learning environment which allows flexibility for students,
families and teachers. Student learning will be crafted and implemented
in a manner that will be manageable and accessible for students while
working from home, consistent across grade levels and within disciplines,
and flexible for families to balance their home lives. This plan outlines
expectations for students and staff as well as the support in place for
families. The dynamic plan may be refined throughout the school year as
we adjust to meet changing needs and experiences.
“The Mission of the
Souderton Area School
District is to prepare
students to
demonstrate
competencies needed to
contribute and to
succeed in a changing
world by building on a
commitment to
excellence and
innovation, by working
in partnership with
family and community,
and by assuring a
quality education for
all students in a safe
and nurturing
environment."
GOAL OF PLAN
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Healthy — Safe — Engaged
Supportive — Challenged
Continuity of learning is the continuation of education in the event of a
prolonged school closure or student absence. It is a critical component of
school emergency management, as it promotes the continuation of teaching
and learning. Souderton Area School District is committed to designing and
implementing the most effective methods and systems available for the
continuation of high quality developmentally appropriate education with the
focus on the whole child, despite the unprecedented full school closure in the
state of Pennsylvania.
Beginning on March 16, 2020 students will have the opportunity to engage in
independent learning that reinforces core academic content in addition to
promoting core competencies that contribute to their long-term success:
resilience, innovative thinking, personal wellness, and social consciousness.
Additionally, suggestions on how to navigate at home learning and tips on how to
create a schedule for students will also be posted.
Elementary and middle school students will be given grade level menus of
performance tasks from all content areas. The use of menus promotes student
choice as part of their instruction. Because high school students are already
experienced in managing long-term and ongoing assignments, their work will
reflect a higher level of independence including completing work already assigned
or incomplete. High school tasks will also include work on performance
assessments, reading and research related to course content, introduction of
materials using technology, and ongoing practice to reinforce core skills. High
school students will also complete an online course on Internet Security.
Beginning the week of March 30, 2020, teachers will post lessons, assignments,
and class communications in their Schoology course. As part of our one-to-one
initiative, our secondary students are familiar with the process of leveraging
Schoology to support learning and access materials, assignments, and
communications. Students and teachers will need time to adjust to recorded
lessons and a different format for collaboration and interaction.
EXPECTATIONS FOR TEACHING AND LEARNING
Elementary teachers will post lessons through their building’s “At Home Learning” course in
Schoology. Classroom teachers and specialists will collaborate to provide new instruction per grade level. The “At
Home Learning” course will provide each building with their own “virtual schoolhouse” allowing each school
community to create a virtual environment that best reflects their building’s school culture. Detailed explanation
of teaching and learning expectations are as follows:
• Building administrators are the instructional leaders and will supervise the teaching and learning of their
building faculties. In addition, they will manage the process of education and communications as needed.
• Teachers will plan, deliver, and implement instruction as well as work with parents and students.
• Grade level teachers of the same subject will offer consistency within reason.
• Lessons will be developed from existing curriculum and resources, and modified/adjusted for the virtual
environment as departments and teachers find necessary to meet the needs of students.
• Lessons should follow the scope and sequence of the course, prioritizing the content to essential skills and
learning.
• Lessons will begin using one-way presentations and will be asynchronous (not live). Teachers can record
themselves presenting lessons and leave adequate pauses for students to answer questions at home.
• Lessons will develop and support sessions will transition to a blended model to include synchronous (live)
opportunities.
• As lessons are crafted, opportunities for differentiation will be considered as well as multiple ways for students
to demonstrate their understanding of content.
• The instruction and required work will focus on quality over quantity. Students should be engaged in
meaningful and purposeful experiences.
• Given the nature of blended asynchronous and synchronous learning, the idea of homework is more accurately
described as the continuation of learning. Secondary students may be engaged in both short-term and long-
term assignments.
• Students will submit work to teachers through online platforms and e-mails as needed. Some assignments will
be collected by students in a folder or back-pack.
• Feedback will be given to students to support the learning in their virtual classroom.
• Teachers will use e-mail to keep parents and students alerted to new resources. These new resources and ideas
will also be posted on Schoology.
• Student concerns will be directed to the building administrator and/or counselor.
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EXPECTATIONS FOR TEACHING AND LEARNING
• Teachers in grades K-12 will use Schoology, the District learning management system, to communicate
assignments and lessons to students/families.
• Elementary (K-5) will have building specific
courses that are broken down by grade level.
• Middle School and High School will have course
specific Schoology pages.
• The District Web site “At Home Learning” will provide
families with many resources to support the closure
including: level specific At Home Learning pages,
Coronavirus Resource Center, Frequently Asked
Questions, and Schoology information.
• Additional resources will be posted on both the District Web site and Schoology to support review and
extension of the curriculum.
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COMMUNICATION TOOLS AND STRATEGIES
ACCESS (DEVICES, PLATFORMS, HANDOUTS)
Students can access enrichment and review opportunities on the District Web site. New, planned instruction is
delivered directly to students by their teachers each week via Schoology and e-mail supports. The District continues
to work to deploy devices to elementary families in need of devices and is also supporting families acquiring home
Internet access. Additional information is below:
• Schoology, our learning management system, is the online platform for K-12 access to lessons, assignments,
and communication.
• Features that are embedded within Schoology serve as tools for creating posted print, audio and video content.
• Microsoft Teams is used to support synchronous opportunities.
• Paper copies are available to students without access.
• Students in grades 6-12 will utilize district devices that are part of the one-to-one school environment.
• E-mail will be used to communicate formally with parents and guardians.
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ACCESS (DEVICES, PLATFORMS, HANDOUTS)
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STAFF GENERAL EXPECTATIONS
Teacher Work Day:
• 3 hours each morning; 3 hours each afternoon
• Remaining 1.5 hours of the workday dedicated to lunch and prep
Teacher responsibilities during work hours:
• Continuity of learning via Schoology
• Communication with students/parents/colleagues
• Attendance at virtual meetings and completion of professional development activities
• Other duties as assigned by principal/supervisor
Teacher absences:
• Teachers who are unable to work should report an absence in AESOP and should not work.
• Substitutes will not be provided for short-term leave situations. The building principal will manage the
continuity of learning during the short-term absence.
• A teacher who exhausts all paid leave days should contact the Human Resources Office.
STUDENT EXPECTATIONS
Students are expected to attend class virtually, participate through
discussion posts and work completion, and communicate with
teachers. We recognize that each student circumstance is different.
Teachers can observe student contributions during synchronous
sessions and/or review assignments that students post during the
week. The District will work with students to ensure a flexible
educational environment.
Students are expected to adhere to all of the aspects of the student
handbook that was issued at the beginning of the school year.
INSTRUCTIONAL SCHEDULE AND INSTRUCTIONAL TIME
Kindergarten
First and
Second Grade
Third, Fourth
and Fifth Grade
Middle School
High School
Not to exceed 75
minutes per day
Not to exceed 90
minutes per day
Not to exceed 2.5
hours per day
Not to exceed 3.0
hours per day
Not to exceed 4.0
hours per day
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ATTENDANCE / ACCOUNTABILITY
Teachers will monitor student engagement via Schoology analytics and assignment
completion. Students who are not engaging in coursework may be referred to
administration for follow up by the guidance counselor and Home and School
Visitor.
Taking into consideration the challenges presented with the implementation of
distance learning, Souderton Area School District has adjusted grading protocols to
reduce stress on students and families during the COVID-19 crisis. We believe that
these adjustments will allow students and teachers to maintain a focus on teaching,
learning, and skill development. All teachers will review student work, assess the
quality of work submitted, and provide specific feedback that will guide students in
advancing their skills and understanding.
At the elementary level, students will receive feedback and formative measures will
be used to determine next steps for instruction. The formal 3rd Trimester progress
reports will not be issued this year. Instead, each elementary student will receive a
direct communication at the end of the
year to provide progress feedback and help
bring closure to a challenging year.
Secondary students will receive feedback
for the work that is submitted through
Schoology. Teachers will review work with
an expectation of quality and post grades
as they have been doing throughout the
school year. Digital report cards will be
issued at the end of the school year
consistent with current practice. The
District’s secondary school schedules include year-long, semester, and quarter
courses. Grades for student work completed during the closure will be weighted
less than work completed while schools were open, and a pass/fail procedure will
be utilized for courses that had not started prior to the closure. Final exams, which
are typically administered at the end of each course, will not be administered for
courses ending in Quarter 3 or Quarter 4.
If work is not satisfactory, teachers will communicate with students, provide
feedback, and allow for resubmission. The District will be grading students in the
4th marking period with the highest degree of leniency and flexibility. These
procedures are consistent with Governor Wolf’s directive that “no student should
be restricted from completing their high school graduation requirements or pursuit
of a postsecondary pathway due to the pandemic of 2020.”
Elementary Students:
• 2nd trimester has
concluded; currently
in final/3rd trimester
Secondary Students:
• 3rd marking period
ended on April 7
• 4th marking period
began on April 14
The Pennsylvania
Department of
Education has
canceled all PSSA
testing and Keystone
Exams for the 2019-
2020 school year.
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GOOD FAITH EFFORTS FOR ACCESS AND EQUITY FOR ALL STUDENTS
Souderton Area School District will operate in good faith to do the best that we can under current conditions. As a
district, we understand that each student circumstance is different and that flexibility is a necessity. We will work
with all students to ensure their education continues during this period of physical closure.
Reasonable and appropriate supports are in place to meet the needs of all learners. Reading specialists and English
Language Development teachers will offer differentiated support on instructional days. Special Education and Gifted
teachers will focus on individual goals while supporting general education curriculum. School counselors may meet
with students in small groups and/or individually. Caseworkers will continue outreach to families to help them access
education and community services. Other related services, such as speech and occupational therapy, will continue
sessions and related activities.
We will give our best effort to service our families without Internet services and/or computer access with paper copies
of assignments, opportunities for free WiFi services, and district devices as they become available.
SPECIAL EDUCATION SERVICES
Parents of students with special needs were notified by letter of the District’s plan to support their child during the
closure of schools.
The District plans to initiate temporary changes to students’ educational programs and placement as a result of the
COVID-19 pandemic. Specifically, the District proposes to initiate virtual special education and related
services. These changes are temporary and will not change or affect the programming specified in each child’s
current IEP once school reopens.
Each child’s education and related services will be based upon their needs as much as possible, given the limitations
of the virtual platform. Their virtual program will include participation in any virtual regular education course work
in subjects for which the child typically participates. General education coursework and special education supports
will be posted on the District’s Schoology site. We recognize that some students will not be able to participate fully in,
or will gain only limited benefit from, these virtual programs and services. Once schools reopen, we will resume each
child’s educational program and placement as described in his or her IEP, and we will be discussing at IEP team
meetings whether each child might require additional programming or services to address any learning problems the
period of school closure might have caused.
The District believes that this virtual learning will prove better for all children in the present circumstances than
doing nothing.
During the closure, the Special Education department is continuing to hold all IEP meetings virtually. These
meetings are being held with Supervisors of Special Education, Principals, Assistant Principals, Related
Service Providers, General Education teachers, students (if applicable), and parents. In addition, all evaluation and
reevaluation reports are continuing to be issued.
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ENGLISH LEARNER SUPPORT
GIFTED EDUCATION
English learners will be supported by SASD English Language Development (ELD) teachers who are working
collaboratively to develop lessons to support learners at their English Language Proficiency Level. There are
structures in place for communication between regular education teachers and ELD teachers to coordinate
instruction and intervention. Teachers will post instruction on Schoology and provide paper copies to families for
student completion as needed. ELD teachers will support classroom teachers with appropriate accommodations
for students.
ELD teachers will be in communication with families for home-school connection. Families will be provided with
newsletter communications that will outline details on the school closure and student expectations in their home
language. In addition, teachers will utilize Microsoft Teams, e-mail, and phone calls as additional avenues of
communication.
Gifted Education teachers will be supporting the general education coursework of their students via Schoology
during the closure of schools. Gifted Education teachers may consult with students via Schoology, telephone or
e-mail. Gifted IEP meetings are continuing to be held during the closure. These meetings are taking place virtually
and involve teacher and parent participation.
SASD RESOURCE WEB SITE LINKS
District Web site: https://www.soudertonsd.org/
Coronavirus Web site: https://www.soudertonsd.org/district/coronavirus-resource-center
At Home Learning: https://www.soudertonsd.org/parents-students/at-home-learning
Parent Login for Schoology: https://app.schoology.com
Student Login for Schoology: https://schoology.soudertonsd.org
COPPA Lists: https://www.soudertonsd.org/parents-students/sasd-next/COPPAlist
Other Online Learning Resources: https://www.soudertonsd.org/parents-students/at-home-learning/other-online
-learning-resources
More resources will be added as they are vetted through the District.
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CONTACT INFORMATION
DISTRICT LEVEL CONTACTS
Frank T. Gallagher, Ed.D., Superintendent, [email protected]
Christopher Hey, Ed.D., Assistant Superintendent/Director of Human Resources, [email protected]
Katie Kennedy-Reilly, Ed.D., Director of Curriculum, Instruction and Assessment, [email protected]
Brian Pawling, Director of Business Affairs, [email protected]
Megan Zweiback, Director of Pupil Services, [email protected]
BUILDING ADMINISTRATION
• EMC Elementary School: Tamara Callahan , Principal [email protected]
• Franconia Elementary School: Laura Heineck, Ed.D., Principal [email protected]
• Oak Ridge Elementary School: Thomas Ferlick, Principal [email protected]
• Salford Hills Elementary School: Dave Purnell, Ed.D., Principal [email protected]
• Vernfield Elementary School: Jon Graf, Ed.D., Principal [email protected]
• West Broad Street Elementary School: Susan Hadfield, Principal [email protected]
• Indian Crest Middle School:
• Katie McCoy, Principal [email protected]
• Jeremy Miller, Assistant Principal [email protected]
• Indian Valley Middle School:
• Jeff Pammer, Ed.D., Principal [email protected]
• Catherine Heller, Ed.D., Assistant Principal [email protected]
• Souderton Area High School:
• Sam Varano, Ed.D., Principal [email protected]
• Joshua Klimovich, Assistant Principal [email protected]
• Ellen Sykes, Assistant Principal [email protected]
• Mathew Haines, Assistant Principal [email protected]
• William Coddington, Ed.D., Assistant Principal [email protected]
• Dennis Stanton, Athletic Director [email protected]
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CONTACT INFORMATION
Staff Developer / Instructional Coach
• Carolyn Rosenberger [email protected]
• Andrew Hudak [email protected]
• Megan VanWart [email protected]
• Susan VanSaun [email protected]
• Jennifer Granito [email protected]
• Fran Masin-Moyer [email protected]
Curriculum, Instruction and Assessment
• Katie Kennedy-Reilly, Ed.D., Director of Curriculum, Instruction and Assessment, [email protected]
• Geri Wilkocz, Supervisor of Curriculum, [email protected]
• John Franzen Supervisor of Curriculum, [email protected]
Special Education / Pupil Services
• Megan Zweiback, Director of Pupil Services, [email protected]
• Michelle Noga, Supervisor of Special Education-Elementary [email protected]
• Todd Brown, Ed.D., Supervisor of Special Education - Middle School [email protected]
• Mathew Montagna, Supervisor of Special Education - High School, [email protected]
