Continuity of Learning Plan Tool...Coordinator Katie West Continuity of Learning Plan Tool (Revised:...
Transcript of Continuity of Learning Plan Tool...Coordinator Katie West Continuity of Learning Plan Tool (Revised:...
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Contact Information:
If you have questions about this document or would like additional information, please contact:
Heather Bouchey, Deputy Secretary of Education at [email protected]
Continuity of Learning Plan Tool
Please use this template to document your SUs/SDs plan. You may use the Continuity of Learning (COL) Reference document which has questions
to consider and related resources for each Essential Element to inform the design of your plan. If you would like assistance from your education
colleagues at the Agency of Education, please check the box for help, and we will gladly work to assist you.
Communication
Essential Element
1. Describe your communication plans/routines for student to teacher, teacher to student, staff to staff,
and staff to family/community.
Person(s) Responsible Help?
Board Contact- Twice a week- newsletter to all board members. Monthly board meetings resume the
week of April 20th
District Leadership Team- Daily zoom meetings for 60-90 minutes. Daily meetings held at 9:30 am each day to
review the work related to the Continuity of Education Plan (Food Distribution, Childcare, Maintenance of
Learning). Conversations include topics related to Human Resources, Finance, Educational Technology,
Technological Infrastructure, Learning Environment (PreK-12). -District newsletters for professional staff, created
by the SVSU Continuity in Learning Team, are shared via email on Monday of each new week. Superintendent
sends weekly memos to staff. Resources for staff can be found on the SVSU website linked to the COVID-19 tab
(i.e. tutorials, resource links).SVSU Staff Technology Helpline available daily, M-F, from 8-11, and 12-2.
Principals and Directors- Multiple Times a Week for 60-90 minutes
Tuesday, March 10 to address COVID-19 initial steps (Field Trips, sporting events, functions, securing schools
and grounds)- In person
Superintendent Jim
Culkeen, Asstistant
Superintendent Laura
Boudreau, and
Communications
Coordinator Katie West
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Essential Element
Tuesday, March 17 to address Continuity of Education- Maintenance Phase - ZOOM
Tuesday, March 24 to monitor the Continuity of Education- Maintenance Phase - ZOOM
Wednesday, March 25 to monitor the Continuity of Education- Maintenance Phase and to review the
Professional Staff Newsletter- Volume #1- ZOOM
Friday, March 27 Weekly wrap-up to address questions about the Continuity of Education- Maintenance Phase
(Google Documents used to collect to questions and to share unified responses from the District Leadership
Team)- ZOOM
Monday, March 30 to address questions about the Continuity of Education- Maintenance Phase (Google
Documents used to collect to questions and to share unified responses from the District Leadership Team) -
ZOOM
Tuesday, March 31 to address questions about the Continuity of Education- Maintenance Phase (Google
Documents used to collect to questions and to share unified responses from the District Leadership Team) -
ZOOM
Wednesday, April 1 to address questions about the Continuity of Education- Maintenance Phase (Google
Documents used to collect to questions and to share unified responses from the District Leadership Team) -
ZOOM
Thursday, April 2 to share the Continuity of Learning Plan and to review the Professional Staff Newsletter-
Volume #2 that outlines staff expectations - ZOOM
Monday, April 6 and 8 to review the Continuity of Learning Plan and to review the Professional Staff Newsletter-
Volume #2 that outlines staff expectations - ZOOM
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Essential Element
SVSU Staff. Moving into implementation of the SVSU Continuity of Learning plan: meeting will be held
everyTuesdays and Thursday 1:00pm.
Meetings held to review the work related to the Continuity of Learning Plan. Conversations include topics
related to Human Resources, Finance, Educational Technology, Technological Infrastructure, Learning
Environment (PreK-12). Each meeting will include a question and answer session facilitated by the
Superintendent. May meetings will also focus on end of year routines and preparation for the 2020-2021 school
year.
Individual School Communication- Individual school communication is individualized by school and alternates
between email and video conferencing. Building principals are available daily via email to arrange
communication with staff. Principals are listed as participants in teacher Google Classrooms used to provide
learning for students.
SVSU Staff- Communication from the District Leadership Team. District newsletters for professional staff,
created by the SVSU Continuity in Learning Team, are shared via email as needed. Memos from the
Superintendent. Resources for staff can be found on the SVSU website linked to the COVID-19 tab (i.e. tutorials,
resource links) and are updated regularly. SVSU Staff Technology Helpline available daily, M-F, from 8-11, and
12-2.
Special Education- Virtual meetings with SVSU paraprofessionals were held during the week of March 30. On
April 3rd, the Director of Special Education shared guidelines with Special Education staff. The Director of
Special Education and Director of Early Education monitor Distance Learning Plan process through weekly
check-in meetings with building designees. Interventionists (CFP Grant Funded)- Email directions and one
Zoom meeting with Assistant Superintendent (Title IA Grant Manager) and Director of Curriculum, Instruction,
and Assessment. After April 13th- One monthly Zoom meeting with Assistant Superintendent (Title IA CFP
Grant Manager) and Director of Curriculum, Instruction, and Assessment. Weekly check-in meetings/email to
monitor instructional support. Building Level Coaches- Email directions and one Zoom meeting with Assistant
Superintendent (Title IIA Grant Manager) and Director of Curriculum, Instruction, and Assessment. Daily check-
in email and monitoring as needed with the Director of Curriculum, Instruction, and Assessment to monitor
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instructional program development. District Level Coaches- Email directions and one Zoom meeting with
Assistant Superintendent (Title IIA Grant Manager) and Director of Curriculum, Instruction, and Assessment.
Daily check-in email and monitoring as needed with the Director of Curriculum, Instruction, and Assessment to
monitor instructional program development and data collection to support program development. After April
13th, One monthly Zoom meeting with Assistant Superintendent (Title IIA CFP Grant Manager) and Director of
Curriculum, Instruction, and Assessment. Weekly check-in email/ Zoom meeting and monitoring as needed with
the Director of Curriculum, Instruction, and Assessment to monitor instructional program development for Tier
1 ELL- Daily check-in email and monitoring as needed with the Director of Curriculum, Instruction, and
Assessment to monitor instructional program development and data collection to support program
development.
SVSU Families
Visit Family/Community Engagement- COVID-19. Also-SVSU Family Technology phone Helpline available
daily, M-F, from 8am-11am, and 12pm-2pm
In an effort to ensure our families stay informed during the COVID-19 Pandemic, the Southwest Vermont
Supervisory Union implemented an emergency communication plan to deliver vital information regarding
emergency meals for students, acquisition of school-issued technology, and educational resources. Our first
contact with families occured on February 28, 2020 on our website and social media outlets. Timely information
has since been presented in the following methods:
• Social Media (Facebook, Instagram, and Twitter)
• Local news sources (The Bennington Banner and Catamount Access Television)
• Corrugated plastic signs throughout the community
• Flyers in the windows of local businesses and bulletin boards throughout the town of Beninngton
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• Robotic calls, text messages, and emails
• Designated COVID-19 landing page, and associated pages, on our supervisory union website
Included on the COVID-19 Updates and Resources landing page on svsu.org is a section for Student/Family
Technology Resources. This section featured clear and accessible video tutorials on how to use specific tech-
based resources provided by the SU to our students
Structures for Student Success
Essential Element
2. Describe how you will establish consistent expectations of teachers, in terms of providing learning
opportunities for their students. These expectations should include regular office hours/check-ins and
feedback loops for students.
Person(s) Responsible Help?
Pre-K to 12th grade
"Guidelines to consider as you develop a weekly learning plan. One thing that can help educators and students
feel more grounded and secure is this: connection. By creating opportunities to connect, not only will students
feel more seen, but they will build all sorts of coping skills to use later in life" (Copyright © 2020 Innovative).
Education in VT
Connect with every student every day; evaluate and track the best modes by which to communicate with
students and families.
Establish office hours via Google Classroom or phone that are open and available to all. All teachers are available
to students Monday-Friday (8am-1pm) to support learning.
Pre-K
Principals and Directors
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Daily or Weekly Circle Time through Zoom or Google Meet (Monday through Thursday). For families who
cannot be present for the live meeting, they can also access the meeting recording on Google Classroom. Review
expectations with your families to provide feedback about how to support preschool learners in the distance
learning platform prior to starting video conferencing or Google Classroom activities. Assessments can include a
parent conversation describing observed performance of skills, a picture sent by the family of student
work/demonstration of skills, or a staff observation over Zoom or Google Hangout during a class meeting.
Remember that not all students have access to online learning platforms. When designing learning activities
consider multiple access points including hands on materials delivered to the family (Copyright © 2020
Innovative Education in VT).
Elementary
Daily Morning Meeting through Zoom or Google Meet (Monday through Friday). For families who cannot be
present for the live meeting, they can also access the meeting recording on Google Classroom. Attendance will be
taken through daily synchronous Morning Meeting, access to Google Classroom, e-mail check-in or phone call.
Morning Meeting. (Suggested components- Greeting, sharing, social/emotional/behavior activity linked to habits
of work). Consider including the school counselor, paraprofessional or specials teacher in your meetings.
Consider group size to accommodate all voices- there might be a need for two meetings. All teachers (Classroom
and Special teachers) should set-up a Google Classroom or SeeSaw. Please invite your principal to be in your
Google Classroom/SeeSaw and other key staff that support your grade level. Review expectations with your
students and provide behavior specific praise prior to starting video conferencing or Google Classroom activities.
Middle School
All advisory teachers will hold a daily advisory meeting through Zoom/Google Meet or Google Classroom. A
phone call or e-mail should be used for advisors to stay connected if the digital platform is not available for a
particular student. Take attendance during daily advisory meetings and note attendance in Infinite Campus in
the advisory class. (Advisee students that connect through e-mail or phone can have until 1pm daily to check in
before being marked ‘absent’). Review expectations MAUMS Remote Learning Expectations with your students
and provide behavior specific praise prior to starting video conferencing or Google Classroom activities.
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Essential Element
Collaborate with your content department team to prepare new learning. Assistant Principal and Director of
Curriculum organized Zoom meetings for the week of April 6. Departments decided on the high-leverage, core
requirements from the bank of prioritized standards for each of the four 2-week periods left in the ‘19-’20 school
year. Planning will take place in two-week increments. Special Educators and Interventionists should be in
planning meetings to support differentiation, when applicable. District and building-based coaches can support
the development of Tier 1 learning activities.
High School
All SOS (Seminar) teachers will hold a daily seminar meeting through Zoom/Google Meet or Google Classroom.
A phone call or e-mail should be used for advisors to stay connected with their advisory class if the digital
platform is not available for a particular student. Take attendance during the daily seminar meeting- note
attendance in Infinite Campus in the seminar class. (Seminar students who connect through e-mail or phone can
have until 1 pm daily to check in before being marked ‘absent’). Review expectations, MAUHS Remote Learning
Expectations for Students/Families, with your students and provide behavior-specific praise prior to starting
video conferencing or Google Classroom activities. Collaborate with your department team to prepare new
learning. General planning should be at two-week increments. Special Educators should be in planning
meetings to support differentiation, when applicable. All activities should be linked to the SVSU curriculum and
prioritized standards. Department teams should meet to decide on the high-leverage, core requirements from the
bank of prioritized standards for each of the four 2-week periods left in the ‘19-’20 school year. Share this list
with the High School admin team. Remember that not all students may have access to online learning platforms.
When designing learning activities, consider multiple access points, including the almighty paper and pencil and
email and the postal service (Copyright © 2020 Innovative Education in VT). Establish office hours via Google
Classroom or phone that are open and available to all. Principals/Assistant Principals must approve the content
of the bi-weekly plan to ensure alignment with the SVSU Continuity of Education Plan.
3. Describe your system/structure for ensuring that all students, especially those struggling, get
support (academic, social/emotional, or technology/material needs) in a timely fashion.
Person(s) Responsible Help?
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Along with daily student check-ins (Pre-K & Elementary in Morning Meeting; Middle School during
Advisory and Seminar in High School):
Technology needs were assessed by a survey done the week of 3/23/20 and a database was culled through
teacher contact with families until the deployment plan was implemented the week of 4/6/20.
Chromebook Deployment Process for COVID-19 Response: 1. Technicians prepared Chromebooks from each
building for delivery to the high school (ongoing). 2. Chromebooks were arranged on tables in the cafeteria
(sorted by school; alphabetical by last name; device type/model with proper chargers); Parents were notified
by our alert messaging system, through social media, and on our website of the pickup schedule and the need
for proper ID. 3. Staff members from each building were present to ID parents and verify students. 4. Police
officers were on duty to help as needed. 5. Technicians and nurse volunteers checked IDs and returned to the
table managers inside the building to make sure each student was asigned the pre-designated device. 6.
Parents/ guardians signed a loan-of-equipment form when the devices were delivered to the cars.
Two call-in helplines are set up, one for families and one for staff. They are live from 8:00 am to 1:00 pm,
Monday-Friday, and messages can be left 24/7. Tech services for all SVSU schools will be available at the high
school from 8:00 am to 1:00 pm, Monday-Friday. There is a digital helpdesk system with a link on our website
that is accessible continuosly to report issues.
Social/Emotional/Academic –
SVSU EST Guidelines- April 20-June 2020: Purpose: Please use the SVSU EST process to problem-solve
individual student barriers to the remote learning environment. The SVSU EST guidelines are below.
Consider issues with attendance, access to remote learning, support completing assigned tasks, to consider
just a few. Building EST teams should convene virtually once a week and should provide staff with
information about how to reach out for support. The initial six week requirement has been waived to allow
for a quicker response to support using the emergency EST process. Forms are all found in Infinite Campus.
Please reach out to Melissa Senecal or Elaine Hulett for assistance with IC forms. SVSU Educational Support
Team (EST) for Classroom Teachers. Purpose: An EST is a group of people who meet regularly and function
Director of Education of
Technology Frank
Barnes, Director of
Special Education
Wendy Foran, Director
of Early Childhood
Education Kate Abbot,
and SVSU EST 504
designees
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Essential Element
as a “think tank” to help solve the puzzle of what is going on with a student and determine what s/he might
need to be more successful as a learner.
The job of the EST is to:
EST members: Support students, teachers, and parents; Have diverse expertise;
Brainstorm instructional and behavioral strategies; Know child development; Suggest curriculum
adjustments; Are familiar with school and community resources; Develop student plans; Includes core EST
team and involves people knowledgeable about the student; Support and monitor student plans; and
Communicate trends to school leadership teams.
What does this mean for students?
• A team process involving people knowledgeable about the student
• An individualized plan with support for implementation and follow-up
• Connection with the school and community resources and the Ci3T blueprint where available
• A variety of tiered instructional strategies to meet the needs of individual student
What does this mean for staff?
• A forum to identify strategies for helping students
• A broad range of expertise
• A range of in-school and community supports
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• Colleagues to support, monitor, and communicate the plan with stakeholders
• A group that can identify trends, specific needs, and available supports
504 Plans
Schools across the State of Vermont are in an unprecedented situation where, due to the COVID-19
Pandemic, all educational services must be provided remotely through the end of the 2019-2020 school year.
This requires that all supports and accommodations for general education, including supports, services and
accommodations for students protected by Section 504, be delivered remotely through distance learning
plans. Students who have disabilities and are eligible for protection under Section 504 of the Rehabilitation
Act must have their 504 plan reviewed and reconsiderations made as a result of the change of delivery and
response models being implemented in the Continuity of Learning Plans developed by the school district.
The 504 plans must work to the greatest extent possible to ensure that the students can access the general
education curriculum via the remote learning platforms being used by classroom teachers and that the
accommodations and supports that were identified in the distance learning plan can be delivered remotely. If
the services can not be replicated remotely, the 504 team must consider alternative ways of ensuring a similar
benefit.
Therefore, the following expectations are put in place to ensure that the curriculum and supports are
accessible to students with disabilities:
• The 504 Coordinator is responsible for ensuring that the 504 plan of each student is reviewed and a 504
Plan for Distance Learning is developed and implemented by April 20, 2020.
• The 504 Plan for Distance Learning can be developed through a remote meeting and will include the
504 Coordinator, LEA and parent with input or participation from classroom teachers and other personnel, as
necessary. If the parent does not agree to the 504 Distance Learning Plan being offered, then a full 504 team
meeting will be convened, without delay.
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• The 504 Distance Learning Plan will identify the accommodations, support and services that are
needed for the student to access his/her education and shall be documented in the Southwest Vermont
Supervisory Union 504 Plan for Distance Learning.
• This document will serve as an addendum to the 504 plan and will be in place from April 20, 2020
through June 19, 2020 or the end of the school year as determined by the State of Vermont.
Remember, this is all a work in progress, we are learning as we go. Please let Wendy Foran know of any
concerns or questions that you may have about this guidance or expectations at (802) 753-5830.
Southwest Vermont Supervisory Union
504 Distance Learning Plan
April 20, 2020-June 19, 2020
Schools across the State of Vermont are in an unprecedented situation where, due to the COVID-19
Pandemic, all educational services must be provided remotely through the end of the 2019-2020 school year.
This requires that all supports and accommodations for general education including supports, services and
accommodations for students protected by Section 504 be delivered remotely through distance learning plans.
This plan is an addendum to the student’s Section 504 Accommodation Plan offered by the Southwest
Vermont Supervisory Union.
Student Name:
Student State ID:
Student Grade:
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Student School:
Date of Birth:
Parent/Guardian Name:
Parent/Guardian Phone:
Disability Area/Impact:
Date of Meeting this plan was developed:
Description of student disability
Ability to access distance learning including preferred types of activities and mode of access
Please list the accommodations and supports necessary for the student to access his education in a remote
learning environment. If this includes the provision of a specific support, please identify the provider and
the schedule of the supports.
Questions for 504 Team Consideration
1. Does the change to remote learning impact the student’s ability to access the learning environment
and activities of general education?
2. Does the student require any additional accommodations to access the curriculum and instruction?
3. Does the student need additional training or support to transition to a remote learning modality?
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Essential Element
4. Does the parent/guardian need additional training, resources or support to assist the child with a
disability in accessing their education through a remote learning system?
5. Can the supports that were provided while traditional school was in session be replicated in a remote
learning environment in accordance with the district policies and procedures? (For example, counseling
provided by phone vs in-person or academic support offered through Google Hangouts vs in-person support.)
Or are they appropriate? (reader needed and they are able to access text-to-speech online for the document.)
Telehealth
The Vermont General Assembly recently passed legislation that expands access to health care services
provided through Telehealth and Telemedicine. A health care provider means “a person, partnership, or
corporation, other than a facility or institution, that is licensed, certified, or otherwise authorized by law to
provide professional health care services, including dental services, in this State to an individual during that
individual’s medical care, treatment, or confinement.” 8 V.S.A. § 4100k(i)(4) and H. 742, Section 24(i)(4).The
following SVSU health care professionals licensed by the Vermont Office of Professional Regulation
(“OPR”) may provide Telehealth services subject to Vermont’s laws:
1. Audiologists
2. Licensed clinical mental health counselors
3. Alcohol and drug counselors, both licensed and certified
4. Psychologists
5. Licensed independent clinical social workers
6. Occupational therapists
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7. Physical therapists
8. Speech and Language Pathologist
9. Adaptive Physical Education
10. Nurses
Permitted Types of Communication Expanded: Under existing laws, Telehealth must occur over live,
interactive audio and video. H. 742 allows the use of audio-only telephone, email and facsimile to perform
telehealth services. The U.S. Department of Health and Human Services’ Office of Civil Rights (“OCR”)
issued guidance stating that health care providers “can use any non-public facing remote communication
product that is available to communicate with patients.”
Informed Consent- Under existing law, a health care provider must obtain and document a patient's oral
and/or written consent for the use of telehealth prior to providing telehealth services.
SVSU Procedure for Licensed Mental Health Clinicians
1. Prior to starting a Telehealth session with a student, receive verbal or email consent. This activity can
be completed the week of April 6th.
a. “Are you agreeing to participate in Telehealth counseling sessions?”
2. The provider will record the response in a designated COVID-19 log with the date, time, request, and
response. This log is separate from the daily notetaking log used to monitor sessions.
3. The COVID-19 log should only be used to document all client interactions starting on April 20th and
continuing through the end of the 2019-2020 school year. Include student name, date, start time, and end time.
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SVSU Procedure for All Other SVSU Health Care Professionals Listed Above
Prior to starting a Telehealth session with a student, receive verbal or email consent. This activity can be
completed the week of April 6th.
a. “Are you agreeing to participate in Telehealth sessions for ________________?”
b. For students in PreK-2, the parent or guardian must be present for the instructional session within the
learning environment. For grades 3-5, the parent or guardian must be within the home and have given
approval for each session. 6-12, the student is capable of providing consent for the session.
3. The provider will record the response in a designated COVID-19 log with the date, time, request, and
response. This log is separate for the daily notetaking log used to monitor sessions.
4. The COVID-19 log should only be used to document all client interactions starting on April 20th and
continuing through the end of the 2019-2020 school year. Include student name, date, start time, and end time.
4. Describe how you will structure student learning that is flexible enough (e.g., asynchronous to
synchronous interactions, weekly vs. daily planning, etc.) to meet student needs and provides
predictability for students, families, and educators.
Person(s) Responsible Help?
PreK-12 General guidelines Grading/Assessment: The primary focus should be on the social/
emotional health of students and families. Families are dealing with many current stressors: illness, loss of
jobs, food, isolation. Pare down expectations to the most critical prioritized standards – Consider what
matters most. All teachers need to become familiar with the grade level expectations from the prior year to
support weaving in missed content and skills at the start of the 2020-2021 school year. Ensure that families
understand the procedures being used to collect evidence. Focus on feedback and growth. Proficiency levels/
grades should be temporary. They are markers rather than a permanent label that can be updated at a later
time through redos and retakes.
Director Curriculum,
Assessment, and
Instruction Melissa
Senecal, and Building
Administrators and
Directors
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Pre-K
In virtual delivery models, do not make plans that require more than 30 minutes of synchronous learning one
day per week for each student. Asynchronous learning, which could be digital, should be planned for 30
minutes daily on other days. Craft developmentally appropriate learning schedules or weekly/daily outlines
that are flexible enough to meet individual student needs while providing some predictability. Collaborate
with your classroom team to prepare new learning. General planning should be at two week increments to
allow for mailing. Special Educators and Related Service Providers should be in planning meetings to
support differentiation.
Special Educators need to consult with Kate (if based at Molly) or Meghan (if based out of Division) to
determine interventions that will be delivered which will include the format for delivery. Interventionists
will consult with Private Pre-K Partner Sites sites to support the delivery of differentiated instruction for Pre-
K learners and their families.
Focus on Language, Literacy, Math, and the appropriate Social Skills for home based instruction. All
activities should be linked to the VELS and the prioritized TS checkpoint indicators.
Week of April 20th plan for Oral Language, Literacy, (new learning), Math (maintenance) and appropriate
social skills.
Week of April 27th plan for Oral Language, Literacy, Math, and appropriate social skills. All new learning
Review the SVSU Digital Primary Resource Guide to support new learning, practice activities, and to provide
extensions.
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Each lesson should be linked to a prioritized standard or transferable skill. Strategies to document student
growth and achievement in TS Gold should be considered and shared with caregivers.
Assessments can include a parent conversation describing observed performance of skills, a picture sent by
the family of student work/demonstration of skills, or a staff observation over Zoom or Google Hangout
during a class meeting.
Remember that not all students have access to online learning platforms. When designing learning activities
consider multiple access points including hands on materials delivered to the family (Copyright © 2020
Innovative Education in VT.) Directors must approve the content of the weekly plan to ensure alignment with
the SVSU Continuity of Education Plan.
Elementary
In a virtual delivery model, do not make plans for more than 20 minutes a day of Tier 1 instruction for math
and ELA, using the balance of time (10 minutes) for an independent activity linked to the prioritized
standards or interventionists and specialists supporting students in small group interventions. The
instruction can be synchronous and/or asynchronous learning. Include coaches to support Tier 1 planning.
Classroom teachers should plan for three experiences a day- a morning meeting, an ELA lesson and a math
lesson. Classroom teachers should leave time per day for a student to participate in their Art, Music, PE, and
Media Specialists lessons each day. Elementary special teachers are encouraged to work together
collaboratively to develop plans for all schools to use at each grade level. Some have already started this
work. They will receive an email Tuesday/Wednesday to encourage collaboration.
We encourage all specials teachers to have their own Google Classroom because this simplifies the process
for families. Google Classroom is one page for students and families to go to click on the classroom linked to
their biweekly activities.
Plans are for new learning that will be assessed for proficiency.
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Collaborate with your grade level team to prepare new learning.
District and building-based coaches will supply the list of the most critical prioritized standards for ELA and
Math for Tier 1 learning activities.
Week of April 20th plan for ELA, Math and the Transferable Skills
PLEASE note the helpful ideas from Wilson Language about teaching Fundations for K-1 and 2-3- this info is
located at the end of this document
Review the SVSU Digital Primary Resource Guide to support new learning, practice activities, and to provide
extensions.
General planning should be at two-week increments to allow for mailing if needed.
Consider digital resources as much as possible while still considering the equitable access for all. Materials
that do need to be sent home should be considered supplemental and not needed to be returned unless
considered a resource needed for equitable access by specific members. Please consult with your building
administrator when determining the need for paper resources.
Special Educators and Interventionists should be in planning meetings to support differentiation. Special
Educators need to consult with their building designee to determine interventions that will be delivered,
which will include the format for delivery.
Interventionists will consult with grade-level teams and principals to determine what interventions can be
delivered or shared with families.
K-3 Fundations maintenance- For existing students that are served
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4-5 Read 180- For existing students that are served
Each lesson should be linked to a prioritized standard or transferable skill and have a method for assessment
to document evidence toward proficiency.
Assessments can include a written response, a verbal response, an exit ticket, a digital picture, and
observation during a class meeting.
Remember that not all students have access to online learning platforms. When designing learning activities
consider multiple access points including the almighty paper and pencil and email and the postal service
(Copyright © 2020 Innovative Education in VT). Principals must approve the content of the weekly plan to
ensure alignment with the SVSU Continuity of Education Plan.
Middle School
Please invite your principals and other professional staff (teachers who work within your classroom) to be in
your Google Classroom. In virtual delivery models, students should be working no more than 2 hours per day
in front of a screen for all classes combined.
All teachers are expected to create 2 - 3 assignments each week in Google Classroom
Teams must coordinate assignments for the purpose of staggering due dates and daily time on-line for
students. Unified Arts teachers and Special Educators will have Google Classrooms and assignments. All
teachers are available to students Monday-Friday (8am-1pm) to support learning. All assignments MUST
have a “low-tech (instructional packets) learning” alternative. Teachers will email 2 - 3 alternative paper
assignments per week to Tim ([email protected]) and Chris ([email protected]). A calendar of submission
dates will be provided for teachers.
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Essential Element
Review expectations MAUMS Remote Learning Expectations with your students and provide behavior-
specific praise prior to starting video conferencing or Google Classroom activities.
Plans for new learning will be assessed for proficiency. Collaborate with your content department team to
prepare new learning. Departments have decided on the high-leverage, core requirements from the bank of
prioritized standards for each of the four 2-week periods left in the ‘19-’20 school year. This list should be
shared with Tim Payne and Chris Maguire. Planning will take place in two-week increments. Special
Educators and Interventionists should be in planning meetings to support differentiation, when applicable.
District and building-based coaches can support the development of Tier 1 learning activities. All activities
should be linked to the SVSU curriculum and prioritized standards. Review the SVSU Digital Primary
Resource Guide to support new learning, practice activities, and to provide extensions. Each lesson should be
linked to a prioritized standard and/or transferable skill and have a method for assessment to document
evidence toward proficiency. This assessment can be formative, as students build the skills and concepts to a
summative task. Assessments can include a written response, a verbal response, an exit ticket, a digital
picture, and observation during a class meeting. Remember that not all students have access to online
learning platforms. When designing learning activities consider multiple access points including the
almighty paper and pencil and email and the postal service (Copyright © 2020 Innovative Education in VT.)
Principals must approve the content of the bi-weekly plan to ensure alignment with the SVSU Continuity of
Education Plan.
High School
In virtual delivery models, do not make plans that require more than 40 minutes class/40 minutes homework
of synchronous (existing or occurring at the same time) time per day for each student. All teachers are
available to students Monday-Friday (8am-1pm) to support learning. Review expectations, MAUHS Remote
Learning Expectations for Students/Families, with your students and provide behavior-specific praise prior to
starting video conferencing or Google Classroom activities.
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Essential Element
Plans for new learning that will be assessed. Collaborate with your department team to prepare new
learning. General planning should be at two-week increments. Special Educators should be in planning
meetings to support differentiation, when applicable.
All activities should be linked to the SVSU curriculum and prioritized standards.
Department teams should meet to decide on the high-leverage, core requirements from the bank of
prioritized standards for each of the four 2-week periods left in the ‘19-’20 school year. Share this list with the
High School admin team. Assessments can include a written response, a verbal response, an exit ticket, a
digital picture, and observation during a class meeting.Remember that not all students may have access to
online learning platforms. When designing learning activities consider multiple access points including the
almighty paper and pencil and email and the postal service (Copyright © 2020 Innovative Education in VT).
Establish office hours via Google Classroom or phone that are open and available to all. Principals/Assistant
Principals must approve the content of the bi-weekly plan to ensure alignment with the SVSU Continuity of
Education Plan.
5. Describe how you will monitor and evaluate the effectiveness of your remote learning plan. Person(s) Responsible Help?
The District Leadership Team and Director/Principal team have shared documents (updated daily/weekly)
that house questions that are addressed at the meetings referenced in Question 2. This bank of questions
will be incorporated into a document of Frequenty Asked Questions. Attendance is collected daily Pre-K to
12th grade and documented in our Student Information System. Attendance is monitored by administration
to attend to students that need a follow-up. Each building has staff to support this call-back system to
check on students marked absent. Weekly pulls from our Student Information System also give numbers
and specifics for students that are absent. Principal are added to each Google Classroom.
The SVSU Covid-19 Curriculum, Assessment and Instruction team meet daily- until April 13th. After April
20th, bi-weekly meetings of this team will include monitoring and evaluation the SVSU Continuity of
Learning plan.
SVSU Continuity of
Learning Team
Instruction and Feedback
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Essential Element
6. Describe how you will identify critical proficiencies for the remainder of the year and how you will
design learning activities that support students to meet these critical proficiencies [appropriate for
each grade level cluster (PreK, primary, intermediate, middle and high school)].
Person(s) Responsible Help?
Pre-K has a team to identify the critial proficiencies and share learning activities. This team is
awaiting guidance from the AOE. A team of coaches and teachers met prior to April 20th and
identified all content proficiences. Each grade level has 2-3 critial proficiencies for each content area
(each PBGR). A team met for the elementary level; content/department teams met for each grade
level for middle and high school. These teams are meeting the week of April 6th to update each of the
scales for each of these critial proficencies with common learning activites that are designed for
learning on digital platforms- with options for both synchronous and asynchronous learning.
Director of Curriculum,
Assessment, and
Intruction Melissa
Senecal, Pre-K Directors,
SVSU Curriculum
Coaches and Teams
7. Describe your process to create opportunities for teachers and staff to work collaboratively or in teams
around curricular design and support of students, and to ensure continuity in case of staff illness.
Person(s) Responsible
The SVSU Human Resources Department monitors staff attendance/absences. This team alerts a principal
if a plan is needed to support the staff member's class. Each building principal has a succession plan to
support short-term and long-term absences for staff members. Please see answer in Question 6 that
described the teams of teachers and coaches that have met and will continue to meet to collaborate in
curricular design. Staff members meet with Principals regularly. EST, 504 and case managers also have
Covid-19 expectations to support all students.
Superintendent Jim
Culkeen, Director of
Human Resources Nick
Gault, Building
Administrators and
Directors, and SVSU
Curriculum Coaches and
Teams
8. Describe your plan to support and provide professional learning opportunities for teachers,
counselors, and staff around effective remote (including virtual) instructional design, delivery and
practice.
Person(s) Responsible Help?
From the SVSU Continuity of Learning Newsletter- Volume 1- sent to staff on 3/25/20: “Transitioning to
Online Professional Learning”
SVSU Continuity of
Learning Team
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Essential Element
Experience #1Audience: Professional Staff- Required – Complete by Friday, April 3rd
Transitioning to Online: Getting Up and Running with Vermont Virtual Learning Cooperative – The Vermont
Virtual Learning Cooperative is offering a 3-hour, self-paced online workshop to help with questions around
temporarily transitioning to an online format. Register online for Transitioning to Online: Getting Up and
Running.
We encourage you to explore the prompts in the series virtually with a group of your peers.
Note – The Google Classroom video in the first section moves at a fast pace. Remember you can pause the video
to try the recommended activities and restart after you have completed the skill.
After you participate in the Online Training, please fill out the SVSU Professional Learning Evaluation found at
the link below. We will use the information collected to prepare next steps. We will be providing certificates for
three hours of professional learning that can be used toward re-licensure.
Experience #2
Visit the SVSU website COVID- 19 tab found on the home page.
Visit all of the tabs found on the right side of the page.
Spend time reviewing the social/emotional links found under the Family Resource Tab. Please share the
information found on our site with families.
As public conversations around coronavirus disease 2019 (COVID-19) increase, children may worry about
themselves, their family, and friends getting ill with COVID-19. Parents, family members, school staff, and other
trusted adults can play an important role in helping children make sense of what they hear in a way that is
honest, accurate, and minimizes anxiety or fear (CDC 2020).
NOTE: "Continuity of Learning (COL) means districts are required to provide education services and related
supports to all of their students remotely so that student learning and academic progress is achieved as if schools
had remained open." Daniel M. French, Ed.D., Secretary of Education
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Essential Element
The SVSU Covid-19 Curriculum, Assessment and Instruction team meet daily- until April 13th. After April 20th,
bi-weekly meetings of this team will include providing and supporting professional learning opportunites for all
staff to address the shift to effective remote learning.
Ensuring Accessibility
Essential Element
9. Describe how you will ensure the provision of FAPE. Person(s) Responsible Help?
SVSU Delivering Remote Learning Template/April 20- June 2020/Special Education
Special Education Case Managers are tasked with three things:
Create a Distance Learning Plan for your case-managed students in DocuSped
Determine how you will connect with the general education team to ensure access to learning materials.
Create weekly learning plans for the students to whom you provide direct instruction.
Creating an individualized Distance Learning Plan for your Caseload students (see Examples 1 and 2 below):
We will be utilizing the district learning plans in DocuSped to show what services will be delivered to our
students moving forward. Each student on your caseload will need a DLP (Distance Learning Plan)
completed in DocuSped. This will require collaboration among all service providers and the parents to
agree what and how the services will be delivered. We will not need to amend IEPs with this process. This
will be our process by which we outline services for our students during this time. If parents do not agree,
we will need to go through the formal amendment process by which we provide prior notice (5B/5C forms)
and the updated IEPs with service revisions. Please reach out to me immediately if a parent has questions
Director of Special
Education Wendy Foran,
Director of Early
Childhood Education
Kate Abbott, and
Associate Directors
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or concerns about how we will be documenting services during this time. (At the end of this guidance
document, you will see an example of a completed Distance Learning Plan.)
To complete the DLP (Distance Learning Plan) in DocuSPED
Sign on to DocuSPED.
Click GO on the student
On the left hand side of the page, Click Notes
Click Add Distance Learning Plan at the top of the page
The distance learning plan will be created with the basic information. You will need to check the demographic
information and complete the information at the bottom of the page as it relates to the services that are
currently in the student’s IEP.
For example, for Wendy, who has 3 x 30 specialized instruction with (me, the reading teacher), 3 x 30
specialized instruction with (Frank, the math special educator) and 2 x 30 specialized instruction with the
SLP, you would state in the schedule of direct instruction reading 2 x weekly Google Classroom, math 2 x
weekly Google Classroom and speech and language 2 x weekly Google Classroom.
We will not be able to deliver exactly the same services that are on the IEP, but we must do our best to meet
these needs to the greatest extent possible.
Data keeping and tracking progress will be vital. We will be considering compensatory services as we return
to school. For those discussions it will be vital to have data that shows baselines and how students
progressed or failed to progress during this time.
Related Service Providers:
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You will need to collaborate with the case managers to complete the DLP. Your plan for delivery of services
will be required information on this form.
As we move forward with new learning, you will need to be creative to determine ways that you can best
provide services to your students that you see.
For example, for adaptive PE, you could consider introducing a new stretch for those students you see during
PE time. This would include a post in google classroom that outlines the steps that are needed to complete
the stretch and a video link to someone (even you as the instructor) performing the stretch that could be
viewed. You will need to inform the case manager that you would like for student Wendy to perform 10
minutes of adaptive PE each day. This is what would go into the DLP.
You will need to submit a plan for instruction (see guidelines below) to your special education building
administrator for approval for alignment with the Continuity Of Learning Plan.
This can be done in a weekly lesson plan format similar to the template below.
Please review the Telehealth Protocol prior to beginning Telehealth services if remote therapy is included in
the DLP.
Connecting with the general education team
Develop a plan to connect with the general education teachers weekly, or identify the team member who will
be connecting to ensure accessibility of learning materials (para educator, related service provider) and to
offer support for differentiation of the general curriculum. Please consider the needs of learners who may
struggle with accessing technology, and support the creation of Low Tech/No Tech learning options.
Plans are for new learning that will be assessed for proficiency.
Collaborate with your grade level team to prepare new learning. General planning should be at two week
increments to allow for mailing.
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Guidelines to consider as you develop a weekly learning plan.
"One thing that can help educators and students feel more grounded and secure is this: connection. By creating
opportunities to connect, not only will students feel more seen, but they will build all sorts of coping skills
to use later in life" (Copyright © 2020 Innovative Education in VT).
Connect with each student on your caseload weekly, and evaluate and track the best modes by which to
communicate with students.
At minimum, make one individual phone call to the home for each student on your caseload. (Some students
may require more.)
Class meetings through Zoom or Google Classrooms for those students with whom you have direct specialized
instruction
SVSU STAFF Guidelines and Information Around Online Meetings with Students
SVSU Guidelines and Information for FAMILIES Around Online Meetings with Students
Take attendance during class meetings/morning circle
Please invite your principal, the Director, and other key staff to be in your Google Classroom.
Teachers have been asked not to make plans that require more than 1-2 hours of synchronous time per day for
each student (ES- MS-HS), 30 minutes (PreK). You need to be aware of that time to adjust any
assignments that you may be giving also.
Craft developmentally appropriate learning schedules or weekly/daily outlines that are flexible enough to meet
individual student needs while providing some predictability.
If you are creating all materials for virtual learning, you must also be available to create materials with Low-
Tech or No-Tech options.
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Plans are for new learning that will be assessed for proficiency.
All activities should be linked to the student’s goals and objectives through the SVSU curriculum and
prioritized standards/VELS.
Review the SVSU Digital Primary Resource Guide to support new learning, practice activities, and to provide
extensions.
Assessments can include a written response, a verbal response, an exit ticket, a digital picture, and observation
during a class meeting.
"Remember that not all students have access to online learning platforms. When designing learning activities
consider multiple access points including the almighty paper and pencil and email and the postal service"
(Copyright © 2020 Innovative Education in VT)
Establish office hours via Google Classroom or phone that are open and available to all.
The Special Education Administrator for your building must approve the content of the weekly plan to ensure
alignment with the SVSU Continuity of Education Plan. Establish a master schedule to show your plans
for the week with students.
Special Education Distance Learning Plan EXAMPLE 1
Student Name: Wendy Foran
Student State ID: 12345656
Student Grade: 7th
Student School: Mount Anthony Union Middle School
Date of Birth: 01/01/2007
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Parent/Guardian Name: JayLo Foran
Parent/Guardian Phone: 802-555-1212
Disability Category: Specific Learning Disability
IEP Annual Review: 01/01/2021
Next 3-year Evaluation: 01/01/2022
Date of Meeting this plan was developed: April 1, 2020
Description of student disability SLD: Reading comprehension, Math Calculation, Math Reasoning
Ability to access distance learning including preferred types of activities and mode of access: Wendy has a
school issued Chromebook and is able to access all of her classes through Google Docs/Classroom. Wendy
is in contact with her general education teachers regarding assignments. Wendy is proficient in accessing
her chromebook.
Schedule of teacher direct instruction: Wendy will receive general education teacher directed instruction per
the schedule and mode of each of her teachers.
Wendy’s case manager will touch base 1 x week communication with parent and student.
A special education paraprofessional may be available during the general education classroom to support any
questions Wendy may have for specific questions from the classwork at any given day.
Schedule of teacher-parent consultation Wendy's parent will continue to receive check ins from her case
manager via email and phone calls (as needed). Wendy's mother has contact info for her case manager, and
has already utilized the phone contact number. Wendy's general education teachers will be given case
manager contact info to communicate any information or needs that Wendy might have.
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Description of how progress toward goals will be tracked: General Education teacher input; course work;
grades; rubrics
List of activities that will be provided: Wendy will receive general education course assignments
Special Education Distance Learning Plan EXAMPLE 2
Student Name: Wendy Foran
Student State ID: 12345656
Student Grade: 3rd
Student School: Molly Stark Elementary School
Date of Birth: 01/01/2011
Parent/Guardian Name: JayLo Foran
Parent/Guardian Phone: 802-555-1212
Disability Category: Specific Learning Disability
IEP Annual Review: 01/01/2021
Next 3-year Evaluation: 01/01/2022
Date of Meeting this plan was developed: April 1, 2020
Description of student disability SLD: Reading comprehension, Math Calculation, Math Reasoning, Other
Health Impairment,
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Ability to access distance learning including preferred types of activities and mode of access Wendy has a
school issued chromebook and has shown some skills in working with her chromebook. Wendy has not yet
learned how to access her school email. Wendy has shown that she likes to receive phone calls and has
stated that she would like to learn how to interface on the computer.
Schedule of teacher direct instruction Wendy will receive general education teacher directed instruction per
the schedule and mode of each of her teachers with accommodations as necessary to access the curriculum.
Wendy’s reading teacher will be working with her on a weekly basis through google classroom and paper
assignments on specific reading instruction. Wendy’s math special educator will be working with Wendy
on a weekly basis through google classroom and paper assignments. The SLP will be working with Wendy
on a weekly basis on specific speech and language instruction.
Wendy’s case manager will touch base 1 x week communication with parent and the student
Schedule of teacher-parent consultation: Wendy's parent will continue to receive check ins from her case
manager via email and phone calls (as needed). Wendy's mother has contact info for her case manager, and
has already utilized the phone contact number. Wendy's general education teachers will be given case
manager contact info to communicate any information or needs that Wendy might have.
Description of how progress toward goals will be tracked: General Education teacher input; course work;
grades; rubrics
List of activities that will be provided: Wendy will receive general education course assignments
SVSU Pre K-12 Special Education Remote Learning Template
Exemplar for High School Monday Tuesday Wednesday Thursday Friday
Case Management Schedule Connect with families and students 1X week by phone/email
Documentation in DocuSped of weekly contact
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Continued support for struggling families and students as needed (may need more than 1X a week) by phone
and/or email, documented in DocuSped
Connect with classroom teachers via email initially and then as an On Needed Basis
Classroom Instruction Schedule
Connect with kids:
Office hours: email or phone
Google Classroom/Assignments Schedule: Office Hours: 8 AM -1 PM daily
GC assignments due by noon each day for teacher input: Office Hours: 8 AM -1 PM daily
GC assignments due by noon each day for teacher input: Office Hours: 8 AM -1 PM daily
GC assignments due by noon each day for teacher input Office Hours:
8 AM -1 PM daily
GC assignments due by noon each day for teacher input: Office Hours: 8 AM -1 PM daily
GC assignments due by noon each day for teacher input
Activities for the week. Assignments are due by noon each day unless otherwise specified.
Journal entry for week one: Make a list of activities you can do this week by yourself and/or a family member;
Write about one of the activities you have tried today. Two to three sentences-More if you want to give me
more details.
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Write about one of the activities you have tried today. Two to three sentences-More if you want to give me
more details.
Write about one of the activities you have tried today. Two to three sentences-More if you want to give me
more details.
What are your plans for the weekend? Two to three sentences-More if you want to give me more details.
Southwest Vermont Supervisory Union
Special Education Distance Learning Plan Guidance
Schools across the State of Vermont are in an unprecedented situation where all educational services must be
provided remotely through the end of the 2019-2020 school year. This has created a new definition of
FAPE for all students and requires that all IEP services be delivered remotely. IEP teams will be expected
to be creative and consider alternative supports and services that will allow students to make progress in
the goals and objectives, despite an inability to provide all the services in the manner in which they were
originally configured to arrive at educational benefit. Remember, this is all a work in progress, we are
learning as we go. There are no special education rules or procedures for dealing with a pandemic. We
are all in this together, all schools across the United States are confronted with the same challenges. We
can do this, our students and our families need us more than ever before.
Below are the expectations for the implementation of special education services in Southwest Vermont
Supervisory Union for Distance Learning Plans:
All Students eligible for an IEP will have a written individual distance learning plan (DLP) that is uploaded as
a document to DocuSped. The DLP will be implemented on April 20, 2020 and remain in effect through
the end of the 2019-2020 school year. In this DLP, the plan that is created should allow the student to
make progress on the goals and objectives in the current IEP. The case managers are expected to
collaborate with IEP team members to obtain input on the services, supports, accommodations and
modifications that will be required to implement the DLP. The DLP will serve as an addendum to the IEP
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and serves as the legal agreement between Southwest Vermont Supervisory Union and the parent as to the
services to be provided during the in-person school closure.
Each student shall have a DLP written and that document will be labeled and uploaded to DocuSped by April
10, 2020 for implementation on April 20, 2020.
The DLP is a legal document for which you need to obtain verbal or written consent to implement. The
consent may be provided verbally and documented by the LEA in the notes of the communication with the
parent OR the parent may provide written consent agreeing to the DLP. The written consent may be a
signature or an email to the case manager or LEA indicating the agreement to the plan. If parents would
like a copy of their parental rights you can send them an electronic link;
https://education.vermont.gov/sites/aoe/files/documents/edu-special-education-notice-of-procedural-
safeguards-rights-of-parents-of-students-with-disabilities.pdf
Since the DLP is an addendum to the IEP, there is no need to do a formal IEP amendment.
If a student’s IEP comes due during the period of “in-person” school closure, the IEP team must meet remotely
and draft a new IEP document in accordance with the due dates. The IEP written should reflect the
services that would be delivered if school were in session (typical IEP development process) AND an
individual Distance Learning Plan will also be developed and be implemented. If a 3 year/comprehensive
evaluation comes due during the period of in-person school closure, we must adhere to the due dates and
maintain compliance. Please work with your building-based evaluation team to determine the method to
be used for determining eligibility. (This may be a Form 8 or a review of records as we are not able to
conduct new assessments at this time.) A copy of the finalized DLP will be sent to the parent by mail or
through an approved electronic means. If the parent does not agree to the services and supports in the DLP,
then an IEP meeting must be convened and an IEP amendment would need to be made.
Please note that the parent can not OPT OUT of services being offered now and ask for compensatory services
later. If there is a parent who wants to OPT OUT of the DLP (IEP) services, let your LEA know
immediately.
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Case managers and service providers will work with teachers and students to ensure that the necessary
accommodations and supports are provided to ensure that the general education materials are accessible to
the student to the greatest extent possible.
Communications and contacts by service providers, including special educators, SLP’s, and related service
providers (in our employ) shall be documented through the contact log for each student in DocuSped or an
approved documentation log. Additionally, related service providers will be documenting services and
supports through the Related Services Log for Medicaid billing purposes. Please be sure that any remote
program that you are using is in compliance with the district policy and procedures for remote learning.
This is for the protection of you as staff, as well as for the protection of our students and their information.
If you have any questions about allowable programs or products, please consult with your LEA.
10. Describe how you will address adherence to FERPA. Person(s) Responsible Help?
All SVSU Employees follow the SVSU Policy # 5256- Educational Files and Records (Family Education
Rights and Privacy Act. In addition there are guidelines for staff, students and families for digital platforms
and FERPA.
SVSU Guidelines and Information for Families Around Video Conferencing with Students:
Many of our educators may use a video conferencing tool from Google called Hangouts/Meet or use a
platform called Zoom to connect with students. This is intended to maintain relationships and check-in.
Teachers will notify families whether they intend to use Zoom and/or Google Hangouts/Meet for online
meetings. If families for any reason are not comfortable with their child participating in these live online
meetings, families should let the teacher(s) know that they choose not to have their child participate. We
know that some parents/guardians may already use these or other video conferencing tools for other remote
work. Thus, you may be familiar with some important elements. We would like to provide everyone with
information to consider while students participate in these online sessions.
Expectations for those who join these sessions: 1. Please be dressed for school. 2. Attend from an appropriate
place: kitchen table, desk, or common area (not sitting on your bed or walking around the house). 3. A
place with good lighting is helpful. 4. Headphones are a good option to help hear the conversations better.
Headphones with a built-in microphone can help to prevent the possibility of unwanted audio being picked
up from the background. 5. Consider who else might be at home and how to ensure that your child can
Director of Educational
Technology Frank
Barnes, Building
Principals and Directors
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focus on the video conference session without interruption or distractions, if possible. Teachers will be
mindful of the time of day during which these are scheduled. 6. Individual video sessions between teachers
and students will not occur except in the case of special ed services or if a parent is present with the child.
Teachers will reach out directly if this service is needed. 7. Joining the Zoom and/or Hangout/Meet:
Teachers will share a link that students will access either via their school-provided email account, their
calendar, or Google Classroom. Students will join from their Chromebook or another device.
SVSU STAFF Guidelines and Information for Live Video Conferencing
Please only use Zoom and/or Google Hangouts/Meet for live video conferencing. (The SVSU has a privacy
agreement with Zoom.)
Before using Zoom and/or Hangouts/Meet:
Please notify families that you intend to use Zoom and/or Hangouts/Meet for online meetings. Here is the
document with Guidelines for Families. Please share this document with all families and let them know
they should contact you if they would not like their child to participate for any reason. Considerations:
Some students/families don't want to invite others into their homes.
Some students/families won’t be able to join (e.g., connectivity, social/emotional space, family living
conditions). We are mandated reporters and need to consider this responsibility when we video conference
with students in their homes. 1:1 video sessions between teachers and students are prohibited. These
guidelines are to protect student privacy as well as your interactions with students. Prior to the meeting:
You should only use your district-provided Google account for conferencing (apps.svsu.org). Try to
conduct the video conference in a well-lit area.
Wear appropriate clothing. Even though you are at home, this is a professional meeting.
To avoid embarrassing or even professionally inappropriate cameos, be sure that other people in your home
know that you are in a professional video/audio conference and that they should not appear in the scene or
on the audio. (This is also a privacy consideration for your own children.)
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Be aware of what appears behind you in the conference. Some items visible in the background may reveal
private information about you or be inappropriate for a professional meeting.
Choose a location for the video conference that takes these things into consideration.
Prior to a conference in which you may need to share your computer screen, close all windows you would not
want others to see. This includes other applications or browser windows as well as file names on your
desktop. You do not likely want someone to see a window with information about other students, your
email, or personal files. Headphones are a good option to help you hear the conversations better.
Headphones with a built-in microphone can help to prevent the possibility of unwanted audio being picked
up from the background.
During the meeting: Teachers should start the meet with a quick review of the norms and expectations, and
remind everybody of those norms at the start of every "meet" just like they would for a classroom meeting.
Be aware that participants could record a video or audio conference with an external device, such as a
cellphone. Set clear expectations. Mute your microphone when you are not speaking during a group
meeting. Instruct students to do that as well. You can turn your camera off when you choose. Again,
students may choose this option too. If your microphone is not working correctly, remember you have the
option to call into the meeting using a phone. To do this, click on the three dots on the bottom right and
look for the option to use a phone for audio.
After the meeting: Be sure that YOU are the LAST one in the Zoom and/or Hangout/Meet so that a group of
students doesn’t linger without you. Check to make sure you have hung up and closed the Zoom and/or
Google Meet window.
Expectations for those who join these sessions: 1. Please be dressed for school. 2. Attend from an appropriate
place; kitchen table, desk, common area, etc. (not sitting on your bed or walking around the house, etc.) 3.
Set up in a place with good lighting; 4. Headphones are a good option to help hear the conversations better.
Headphones with a built-in microphone can help to prevent the possibility of unwanted audio being picked
up from the background. 5. Consider who else might be at home and how to ensure that students can focus
on the video conference session without interruption or distractions, if possible. 6. Teachers will be
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mindful of the time of day during which these are scheduled, and they will try to be consistent to
accommodate for your schedules as well.
Using Video Conferencing to Provide IEP services for Learners with Disabilities:
1:1 video sessions between teachers and students must be approved by Wendy Foran, Director of Special
Education or Kate Abbott, Director or Early Education (These guidelines are to protect student privacy as
well as your interactions with students.) More specific guidelines to follow.
Service provision outlined in individualized plans (special education services, related services, ELL and other
individualized services): Parents will provide their permission beforehand via email or discussion with
case managers and are invited to participate with their child if they so choose. Teachers will reach out
directly if that is needed. Service provision from a pre-arranged need is covered, given that the
parent/guardian is aware of these services (IEP, 504, ELL, SLP, counselors, SAP). Office hours are open
where more than one student may join and leave at any time. Office hours where a student may be the sole
participant are allowed and encouraged, but the session remains open to all students. If a separate meeting
with a student is necessary, the teacher should email the student and parent to notify them that it’s
happening. Please blind copy your administrator on the email as well.
Controlling Meetings with Students in Zoom and/or Hangouts/Meet:
SVSU Remote Learning Video Conferencing Procedure For remote learning, audio/video conferencing:
Students in grades Pre K-12 can engage in video conferencing as part of the SVSU Continuity of Learning
Plans. Teachers will notify families whether they intend to use SeeSaw, Zoom and/or Google
Hangouts/Meet for online meetings. If families for any reason are not comfortable with their child
participating in these live online meetings, families should let the teacher(s) know that they choose not to
have their child participate. Teachers will record the parent’s response in their official log and share with
their building administrator or director.
SVSU Guidelines and Information for FAMILIES Around Online Meetings with Students:
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Small group class sessions with several students and an educator do not need to be recorded. Staff is
encouraged to create multimedia resources to share with students to support their continued learning if they
are unable to participate in the group class session. For example, the teacher can record morning
meeting/circle time without including other students in the video if not all families have granted approval
to share and post on Google Classroom or another remote learning platform. Contact via phone or e-mail
is also appropriate.
Special Education and Related Service Providers:
Special education and related service providers may need to arrange instructional video sessions to deliver the
services of the IEP/Individual Distance Learning Plans as required by law. If you are a related service
provider (Audiologists, Licensed Clinical Mental Health Counselor, Alcohol and Drug Counselor, both
Licensed and Certified, Psychologists, Licensed Independent Clinical Social Workers, Occupational
Therapists, Physical Therapists, Speech and Language Pathologists, Adaptive Physical Education
Teachers, Nurses) please refer to the SVSU Telehealth Protocol.
For students in PreK-2, the parent or guardian must be present for the instructional session within the learning
environment. For grades 3-5, the parent or guardian must be within the home and have given approval for
each session. For students in grades 6-12, the student is capable of providing consent for the session.
Service provision outlined in individualized plans (special education services, related services, ELL and other
individualized services): Parents will provide their permission beforehand via email or discussion with
case managers and are invited to participate with their child if they so choose. Parents who have concerns
with privacy or who choose not to participate can complete the Opt-Out outlined below. Please also
reference SVSU 6141 Computer Network and Internet Acceptable Use Policy and SVSU 5265 FERPA
Policy.
Dear Parent or Guardian:
As you know, with closure of schools of the Southwest Vermont Supervisory Union pursuant to the
Governor’s March 27, 2020 Directive No. 5 for the remainder of the 2019-2020 school year, and ongoing
VDH guidelines regarding social distancing to address the COVID-19 pandemic, we are transitioning to
distance learning plans. A component of these plans may include offering to students programming
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through video conferencing. Doing so brings its own challenges: connectivity issues, programming and
maintaining confidentiality to name a few.
Your child is being offered video conferencing options for parts of their special education programming and
we encourage you to have them participate in the programming.
The programming is being offered as a small group service, meaning there will be other children who will also
be working at the same time, in the same lesson, with the special educator. During a typical in-school
lesson, confidentiality is more easily maintained since parents or household members are not at school and
are not assisting students. We recognize that may not be feasible during this time period. As such, we are
providing you with this correspondence to ensure that you are aware that inadvertent disclosures of
personally identifiable information about your child may occur during the online lessons. This means that
other parents/individuals in other homes may see your child through the video conferencing and therefore
would know that your child receives special education services. Additionally, the other individuals may be
able to discern what disability your child has and what level of need she/he has.
While every effort to maintain confidentiality of personally identifiable information relating to your child will
be used; we are also asking you, as an individual who may see and learn about other children in the small
group lessons, to exercise confidentiality regarding those children as you would want another
parent/individual to do if they learned something personal about your child.
We understand that online programming is not ideal, but we are hopeful that by providing it we can help
students not lose any of the progress they have made this year and to make some gains as well.
If you want to opt out of having your child receive programming online, please complete the form on the
following page and return it to your child’s special education case manager. If you are unable to print this
form and still wish to opt out, please send an email to the case manager so we have your decision for our
files. If you opt out, we will provide alternative programming for your child to work on during this time
period. Your child’s case manager will contact you to discuss what that will be.
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Finally, we understand that the current situation is confusing, stressful and uncertain. We hope that you and
your family are doing well and staying healthy. To the extent that you can maintain connections to your
child’s teachers during this time, we hope that you do so.
If there are any questions regarding this, please feel free to contact ____________________
at_______________.
Thank you for your understanding during this time.
Sincerely,
Director of Student Services
OPT OUT OF ONLINE PROGRAMMING
Southwest Vermont SUPERVISORY UNION
I, ___________________(Parent/Guardian) have read the above and would like to opt out of online
programming for my child. I understand that by doing so the district will provide alternative work for my
child to work on during the remainder of the school year
___________________________ __________________________
Parent/Guardian Date
11. Describe how you will address equitable student access to instructional materials and instructional
experiences.
Person(s) Responsible Help?
A plan was developed to support digital learning and access for all SVSU students. We want to ensure
accessibility of materials while also ensuring the health and safety of students and staff.
Accessible materials will be provided to ensure FAPE on an individual basis through that students Distance
Learning Plan
Director of Educational
Technology Frank
Barnes, Director of
Special Eduaction
Wendy Foran, Director
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SVSU Digital Equity: A plan was developed to provide devices and information about accessing internet services
(if needed) for all SVSU students. Technology needs were assessed by a survey done the week of 3/23/20 and a
database was culled through teacher contact with families until the deployment plan was implemented the week
of 4/6/20. Based on our survey, Chromebooks were prepared and made available to all families who needed
them. Families were notified about the process for picking up devices through text, phone, and email messages
as well as posting on social media and our websites. Families without internet were given information about
Comcast’s Internet Essentials program and how to obtain VTel and Extreme Networks’ hotspots to access the
internet through cell service. Additionally, all SVSU schools provide WiFi that is accessible from each building’s
parking lot. An information helpline was set up and will continue to operate to assist families with connectivity
and other tech needs.
SVSU Paper Expectations: We want to ensure the accessibility of materials while also ensuring the health and
safety of students and staff. On a biweekly basis, during the maintenance phase, student packets were
distributed via the postal service and school site pick-up.
Accessible materials will continue to be provided to ensure FAPE on an individual basis through that student’s
Distance Learning Plan or by approval of the Superintendent and/or his designee. Classroom teachers and
Special Educators are individually monitoring the need for instructional materials by connecting with families
through email, phone, Google Classroom, or through morning meeting/advisory through Zoom/Google
Hangout. Classroom teachers and Special Educators communicate to their building administration to assist in
coordinating, gathering and disseminating materials for students who need analog instructional materials.
Mount Anthony Union High School, Mount Anthony Union Middle School, and Molly Stark Elementary will
continue to send mailings and record numbers of packets sent out biweekly. Bennington Elementary, Shaftsbury
Elementary, Monument Elementary, Woodford Elementary, and Pownal Elementary will schedule mailings
through the SVSU central office.
of Early Childhood
Education Kate Abbott,
and Building Principals
and Directors