RE-OPENING PLAN...PLAN FOR REOPENING 2020-2021 SCHOOL YEAR REMOTE LEARNING Students will learn in...

RE-OPENING PLAN2020-2021 SCHOOL YEAR

PLAN FOR REOPENING2020-2021 SCHOOL YEAR

REMOTE LEARNINGStudents will learn in remote learning classrooms, led by a

Cobb County teacher, using the Cobb Teaching and Learning

System (CTLS)

K-12 SAMPLE SCHEDULE OVERVIEW• Elementary School (5-6)• Middle School (7-8)• High School (9-10)

PREK-12 SAMPLE SCHEDULE OVERVIEW

PRE-K• Special Education Special Needs Pre-School

Virtual Schedule (12)

ELEMENTARY K-5• Autism BRIDGE (13-14)• Emotional Behavior Disorder (15-16)• FOCUS Class (17)• Low-Incidence (MID/MOID/SIDPID/AU Integrated) (18-22)• IRR (23-24)MIDDLE SCHOOL 6-8• IRR (25-26)• Low-Incidence (MID/MOID/SIDPID/AU Integrated) (27-30)• Emotional Behavior Disorder (31-32)• Autism BRIDGE (33-34)

HIGH SCHOOL 9-12• Low-Incidence (MID/MOID/SIDPID/AU

Integrated) (35-37)• IRR (38)• (TRADITIONAL) Low-Incidence (MID/

MOID/SIDPID/AU Integrated) (39-40)

Table of Contents

K-12 SAMPLE SCHEDULE OVERVIEW

MONDAY TUESDAY WEDNESDAYInstructional Support Day THURSDAY FRIDAY

ES FULLY REMOTE SCHEDULESample Schedule

*(A) = Asynchronous - When learners participate in an online learning course at different times and locations.

*(S) = Synchronous - When learners participate in an online learning course at the same time, interacting with the instructor and other participants, while in different locations.

Instructional Expectations:

8:00-8:20Morning Meeting

8:20-9:05ELA Remote Teaching session (S&A)

BRAIN BREAK 9:05-9:15

9:15-10:00Math Remote Teaching session (S&A)

10:00-11:00Differentiated small group instruction (S&A)

11:00-11:30Specials rotation (S&A)

11:30-12:00Science/Social Studies Remote Teaching session (alternating days) (S&A)

12:00-2:30Student Independent Work: Time to complete daily assignments (A)










The Instructional Support Day is designed to allow students independent time to complete assignments and allow teachers to work with individual and small groups of students to meet individualized instructional needs. Teachers will communicate with families when your student is scheduled to work with the teacher.



















SUPPORT SERVICESAdvanced Content (AC)

Advanced content courses will continue to be offered at the elementary and middle school levels.

Dual Language Immersion (DLI)

Dual Language Immersion classes will be offered during the 2020-2021 school year, at existing locations. DLI English and

Spanish lessons will be facilitated, based on district vetted frameworks and lessons that teachers will facilitate instruction

from.

English Learners (EL)

English Learner support will be embedded throughout the digital instructional day for elementary, middle, and high

school, using the same delivery models used for face to face instruction.

Gifted

Gifted services will be provided for all eligible students.

Elementary Target classes will continue to be held one day per week. Synchronous and asynchronous portions of the day

will be consistent with the regular academic schedule. Local schools will communicate the days Target classes will meet.

Gifted middle school and high school students will continue to be served through advanced content, honors, and AP courses.

Special Education

Individual Education Plan (IEP) teams will collaborate to determine the most appropriate special education supports and services during remote learning, through the Distance Learning Plan process. Sample schedules for elementary, middle, and high school self-contained program classes provide examples of how the day might be structured to

include content areas, as well as meet IEP goals and objectives. (include link to special ed schedules)

MS FULLY REMOTE SCHEDULESample Schedule

MONDAY TUESDAY WEDNESDAYInstructional Support Day THURSDAY FRIDAY



Instructional Expectations:A DAY

9:30-12:00Student Independent Work (A)

12:00-12:15Afternoon Meeting (S)

12:15-1:05Academic Class 1 Remote Teaching session (S & A)

BREAK 1:05-1:15


BREAK 2:05-2:15

2:15-3:05Connections (S & A)

BREAK 3:05-3:153:15-4:05Academic Class 3 Remote Teaching session (S & A)

Instructional Expectations:A DAY




BREAK 1:05-1:15


BREAK 2:05-2:15



Instructional Expectations:B DAY




BREAK 1:05-1:15

1:15-2:05Intervention/Acceleration Block (S & A)

BREAK 2:05-2:15



Instructional Expectations:B DAY




BREAK 1:05-1:15

1:15-2:05Intervention/Acceleration Block (S & A)

BREAK 2:05-2:15









from.




Gifted





Special Education



BLOCK SCHEDULE TRADITIONAL SCHEDULE

HS FULLY REMOTE SCHEDULE OPTIONS

Sample Schedule



WEDNESDAYInstructional Support DayMonday, Tuesday, Thursday, FridayMonday, Tuesday, Thursday, Friday

8:00-9:10

9:10-9:20

9:20-10:30

10:30-10:40

10:40-11:50

11:50-12:20

12:20-1:30

1:30-3:30

8:00-8:40

8:40-9:20

9:20-9:35

9:35-10:15

10:15-10:55

10:55-11:35

11:35-12:10

12:10-12:50

12:50-1:30

1:30-3:30

1ST

Break

2ND

Break

3RD

Lunch

4TH

Student Independent Work

(A)

1ST

2ND

Break

3RD

4TH

5TH

Lunch

6TH

7TH

Student Independent Work

(A)







from.




Gifted





Special Education



PREK-12 SPECIAL EDUCATION SAMPLE SCHEDULE OVERVIEW

Special Education Special Needs Pre-School Remote Schedule

Monday Tuesday Wednesday Instructional Support Day

Thursday Friday

INSTRUCTIONAL EXPECTATIONS:

8:00-8:20 Morning Meeting

8:20-9:05 Story Time Digital Teaching session, recorded for those who cannot attend o 5 min opening activityo 20 minute read aloudo 10 min Comprehension

Checks. o 10 min extension activity

9:05-9:15 Learn to Move Curriculum

9:15-10:00 Math Circle/Social Emotional Learning Digital Teaching session, recorded for those who cannot attend o 10 min calendar/weathero 10 min number conceptso 10 min of extension activityo 15 min TeachTown (Social

Emotional)

10:00-11:00 Centers o Choice board activities

11:00-11:30 Lunch

11:30-12:00 Literacy Circle Digital Teaching session, recorded for those who cannot attend

12:00-2:30 Student Independent Work: Time to complete daily assignments (A)







Emotional)


11:00-11:30 Lunch










Emotional)


11:00-11:30 Lunch









Emotional)


11:00-11:30 Lunch



Special Education: AUTISM BRIDGE CLASS Schedule

ELEMENTARY K-5

MONDAY TUESDAY WEDNESDAY

(INSTRUCTIONAL SUPPORT DAY)

THURSDAY FRIDAY


8:00-8:20 Morning Meeting/ Social Skills: Daily lesson to address identified student social and emotional needs.

*Supports for students with AUembedded throughout the instructional day.

8:20-9:05 ELA Digital Teaching session, recorded for those who cannot attend o 15 min mini-lesson Start with

Learning Target/Teaching Point.

o 10 min Read Aloud withmentor text or modeledwriting.

o 10 min Comprehension Checks.

o 10 min Writing – Reader’sResponse Opportunities or writing to answer the LearningTarget – may be independent.

o Formative assessments where possible.


9:15-10:00 Math Digital Teaching, recorded for those who cannot attend o 5 min Number Talks.o 15 min mini-lesson starting

with Learning Targeto 10 min Fluency Builderso 15 min formative

assessments/independentpractice/workbook, etc.

10:00-11:00 Differentiated small group instruction (accelerated




8:20-9:05 ELA Digital Teaching session, recorded for those who cannot attend o 15 min mini-lesson. Start with


o 10 min Read Aloud with mentor text or modeled writing.


o 10 min Writing – Reader’s Response Opportunities or writing to answer the LearningTarget – may be independent.




with Learning Target o 10 min Fluency Builderso 15 min formative






















o 10 min Read Aloud with mentor text or modeledwriting.








intervention and extension/RTI/MTSS)

11:00-11:30 Specials rotation, recess, Special Education will provide support as needed.

11:30-12:00 Science/Social Studies Instruction (alternating days)






10:00-11:00 Differentiated small group instruction (accelerated intervention and extension/RTI/MTSS)








Special Education: Emotional Behavioral Disorder Schedule

ELEMENTARY K-5

Monday Tuesday Wednesday Instructional Support Day Thursday Friday



8:20-9:05 ELA Digital Teaching session, recorded for those who cannot attend o 15 min mini-lesson Start with




o 10 min Writing – Reader’s Response Opportunities orwriting to answer theLearning Target – may be independent.

o Formative assessmentswhere possible.


9:15-10:00 Math Digital Teaching, recorded for those who cannot attend

o 5 min Number Talks.o 15 min mini-lesson starting






8:20-9:05 ELA Digital Teaching session, recorded for those who cannot attend

15 min mini-lesson. o 15 min mini-lesson. Start with




o 10 min Writing – Reader’s Response Opportunities orwriting to answer the Learning Target – may be independent.




15 min mini-lesson. o 5 min Number Talks.o 15 min mini-lesson starting












o 10 min Writing – Reader’sResponse Opportunities orwriting to answer the Learning Target – may be independent.














o 10 min Writing – Reader’sResponse Opportunities orwriting to answer the Learning Target – may be independent.












11:30-12:00 Science/Social Studies Instruction (alternating days) 15 min mini-lesson.










Special Education FOCUS Class Remote Schedule

MONDAY TUESDAY WEDNESDAY Instructional Support Day THURSDAY FRIDAY













10:00-11:00 Differentiated small group instruction (accelerated intervention)

11:00-11:30 Lunch
















11:00-11:30 Lunch

















11:00-11:30 Lunch









o 10 min Writing – Reader’s Response Opportunities or writing to answer the Learning Target – may be independent.







11:00-11:30 Lunch



Special Education Low-Incidence Schedule (MID/MOID/SIDPID/AU Integrated)

ELEMENTARY K-5

While the instructional day is the same, the support levels and presentation of content will vary based on identified student needs and targeted skills.


8:00-8:20 Morning Meeting *Various learning skills needed for IEPgoals/objectives may be embedded during morning meetings.

8:00-8:20 Morning Meeting *Various learning skills needed for IEP goals/objectives may be embedded during morning meetings.




8:20-9:05 Reading/ELA

INSTRUCTIONAL EXPECTATIONS: ELA Digital Teaching session using UNIQUE.

*Teacher will embed breaks as needed based on group’s ability to attend to the lesson.

5-10 min mini-lesson. Preview ofreading lesson with interactive activity (ex. Use of interactive notebook for sight words, lettersounds, vocabulary) to introduce learning goal/instructional target.*Learning skills needed for IEPgoals/objectives acquisition taught byteacher

5-10 min Read Aloud: Teacher will use Digital Interactive Leveled Text for read aloud. *Learning Skills needed for IEP goals/ objectives acquisition taught by teacher

5-10 min Comprehension Checks: Use of visuals and interactive activities to revisit identified learning target. *Teacher/para probes goals andobjectives *Student practices skills needed for IEP goals and objectives acquisition.




5-10 min mini-lesson. Preview ofreading lesson with interactive activity (ex. Use of interactive notebook for sight words, lettersounds, vocabulary) to introduce learning goal/instructional target. *Learning skills needed for IEPgoals/objectives acquisition taught by teacher

5-10 min Read Aloud: Teacher will use Digital Interactive Leveled Textfor read aloud. *Learning Skills needed for IEPgoals/ objectives acquisition taught by teacher

5-10 min Comprehension Checks: Use of visuals and interactive activities to revisit identified learningtarget.*Teacher/para probes goals andobjectives*Student practices skills neededfor IEP goals and objectives acquisition.



ELA Digital Teaching session using UNIQUE


5-10 min mini-lesson. Preview ofreading lesson with interactive activity (ex. Use of interactive notebook for sight words, letter sounds, vocabulary) to introduce learning goal/instructional target.*Learning skills needed for IEPgoals/objectives acquisition taught by teacher


5-10 min Comprehension Checks: Use of visuals and interactive activities to revisit identified learningtarget. *Teacher/para probes goals andobjectives*Student practices skills neededfor IEP goals and objectivesacquisition.



ELA Digital Teaching session using UNIQUE,


5-10 min mini-lesson. Preview ofreading lesson with interactiveactivity (ex. Use of interactive notebook for sight words, lettersounds, vocabulary) to introducelearning goal/instructional target. *Learning skills needed for IEPgoals/objectives acquisition taught by teacher


5-10 min Comprehension Checks:Use of visuals and interactive activities to revisit identified learning target. *Teacher/para probes goals and objectives

10 min Interactive Reading Comprehension or Phonics Activity: Teacher led interactive activity aligned with grade level standards and IEP goals and objectives for today. Example: Boom Card, Interactive Notebook, Video *Teacher/para probes goals andobjectives *Opportunity for student to practiceskills needed for IEP goals and objectives acquisition.

5 min Lesson Wrap-Up: Provide individual feedback to students based on shown strengths relative to lesson learning target.

10 min Interactive Reading Comprehension or Phonics Activity: Teacher led interactive activity aligned with grade level standards and IEP goals and objectives for today. Example: Boom Card, Interactive Notebook, Video *Teacher/para probes goals andobjectives*Opportunity for student to practice skills needed for IEP goals and objectives acquisition.


10 min Interactive Reading Comprehension or Phonics Activity: Teacher led interactive activity aligned with grade level standards and IEP goals and objectives for today. Example: Boom Card, Interactive Notebook, Video *Teacher/para probes goals andobjectives *Opportunity for student to practice skills needed for IEP goals and objectives acquisition.


*Student practices skills neededfor IEP goals and objectivesacquisition.


10 min Interactive Reading Comprehension or Phonics Activity: Teacher led interactive activity aligned with grade level standards and IEP goals and objectives for today. Example: Boom Card, Interactive Notebook, Video *Teacher/para probes goals andobjectives *Opportunity for student to practice skills needed for IEP goals and objectives acquisition.


BRAIN BREAK 9:05-9:15 BRAIN BREAK 9:05-9:15 BRAIN BREAK 9:05-9:15 BRAIN BREAK 9:05-9:15

9:15-10:00 Math

INSTRUCTIONAL EXPECTATIONS: Digital Teaching Session using UNIQUE.


10-minute Mini-lesson- Teacher led digital resource to introduce standards-based lesson. Example: video, teacher led interactive notebook *Learning skills needed for IEP goals/objectives acquisition taught byteacher.

15-minute Guided Practice- Teacherled digital resource (interactive

9:15-10:00 Math

INSTRUCTIONAL EXPECTATIONS: Digital Teaching Session using UNIQUE


10-minute Mini-lesson- Teacher leddigital resource to introduce standards-based lesson. Example: video, teacher led interactive notebook *Learning skills needed for IEPgoals/objectives acquisition taught by teacher.

15-minute Guided Practice-Teacher led digital resource (interactive notebook) targeting

9:15-10:00 Math



10-minute Mini-lesson- Teacher leddigital resource to introduce standards-based lesson. Example: video, teacher led interactive notebook *Learning skills needed for IEPgoals/objectives acquisition taught by teacher.

15-minute Guided Practice-Teacher led digital resource (interactive notebook) targeting

9:15-10:00 Math



10-minute Mini-lesson- Teacher led digital resource to introduce standards-based lesson. Example:video, teacher led interactive notebook *Learning skills needed for IEPgoals/objectives acquisition taught by teacher.

15-minute Guided Practice-Teacher led digital resource

notebook) targeting student goals and objectives and standards. *Learning Skills needed for IEP goals/ objectives acquisition taught by teacher *Opportunity for student to practiceskills needed for IEP goals andobjectives acquisition.

15 minutes Interactive Work-Stations for Independent practice of targeted skills led by para and teacher

-Students will use provided gradelevel math toolkits to use for completion of workbox activities.

*Teacher/para probes goals andobjectives *Opportunity for student to practiceskills needed for IEP goals and objectives acquisition.

5-minute Lesson Wrap-UpTeacher will provide individual feedback to students based on shownstrengths relative to lesson learningtarget.

student goals and objectives and standards. *Learning Skills needed for IEPgoals/ objectives acquisition taught by teacher *Opportunity for student to practice skills needed for IEP goals and objectives acquisition.


-Students will use provided gradelevel math toolkits to use for completion of workbox activities. 5-minute Lesson Wrap-Up Teacher will provide individual feedback to students based on shown strengths relative to lessonlearning target.

*Teacher/para probes goals andobjectives *Opportunity for student to practice skills needed for IEP goals and objectives acquisition.

student goals and objectives and standards. *Learning Skills needed for IEPgoals/ objectives acquisition taught by teacher *Opportunity for student to practice skills needed for IEP goals and objectives acquisition.



*Teacher/para probes goals andobjectives *Opportunity for student to practice skills needed for IEP goals and objectives acquisition.

(interactive notebook) targeting student goals and objectives and standards. *Learning Skills needed for IEPgoals/ objectives acquisition taught by teacher *Opportunity for student topractice skills needed for IEP goals and objectives acquisition.



*Teacher/para probes goals andobjectives *Opportunity for student topractice skills needed for IEP goals and objectives acquisition.

BRAIN BREAK/Snack 10:00-10:15 BRAIN BREAK/Snack 10:00-10:15 BRAIN BREAK/Snack 10:00-10:15 BRAIN BREAK/Snack 10:00-10:15

10:15-11:00 Language Arts



10-minute Mini-lesson Word Work Teacher led interactive notebook to include activities that address Phonics, Phonemic Awareness, High-Frequency Words and Spelling words. *Learning skills needed for IEP goals/objectives acquisition taught byteacher




10-minute Mini-lesson Word Work Teacher led interactive notebook to include activities that address Phonics, Phonemic Awareness, High-Frequency Words and Spelling words. *Learning skills needed for IEP goals/objectives acquisition taught by teacher




10-minute Mini-lesson Word Work Teacher led interactive notebook to include activities that address Phonics, Phonemic Awareness, High-Frequency Words and Spelling words. *Learning skills needed for IEPgoals/objectives acquisition taught by teacher




10-minute Mini-lesson Word Work Teacher led interactive notebook to include activities that address Phonics, Phonemic Awareness, High-Frequency Words and Spelling words. *Learning skills needed for IEPgoals/objectives acquisition taught by teacher

*Opportunity for student to practiceskills needed for IEP goals andobjectives acquisition.

15-minute Guided PracticeWriting/Language: InteractiveTeacher led shared writing.*Learning Skills needed for IEP goals/ objectives acquisition taught by teacher *Opportunity for student to practiceskills needed for IEP goals and objectives acquisition.

15-minute Student Practice: Interactive Teacher led activities focusing on sentence structure, writing conventions, and revisingwriting by adding details to strengthen writing.

*Teacher/para probes goals andobjectives*Opportunity for student to practiceskills needed for IEP goals and objectives acquisition.

5-minute Lesson Wrap-Up Teacher will provide individual feedback to students based on shownstrengths relative to lesson learning target.

*Opportunity for student to practice skills needed for IEP goals and objectives acquisition.

15-minute Guided PracticeWriting/Language: InteractiveTeacher led shared writing.*Learning Skills needed for IEPgoals/ objectives acquisition taught by teacher *Opportunity for student to practice skills needed for IEP goals and objectives acquisition.


*Teacher/para probes goals andobjectives*Opportunity for student to practice skills needed for IEP goals and objectives acquisition.

5-minute Lesson Wrap-Up Teacher will provide individual feedback to students based on shown strengths relative to lessonlearning target.











11:00-11:30 Specials rotation, recess, 11:00-11:30 Specials rotation, recess,

11:00-11:30 Specials rotation, recess,

11:00-11:30 Specials rotation, recess,

11:30-12:00 Science/ Social Students

INSTRUCTIONAL EXPECTATIONS: Digital Teaching Session using UNIQUE, NEWS2YOU


15 minutes: UNIQUE-News2You Teacher led Interactive content allowing students to engage with current event topics occurring in the world.



*Teacher will embed breaks asneeded based on group’s ability to attend to the lesson.









15 minutes: UNIQUE-News2You Teacher led Interactive content allowing students to engage with


15 Mins: Science/ Social Studies Interactive teacher led activity connected to science/ social studies standards (video, science project modeled by teacher,





current event topics occurring in the world. *Teacher/para probes goals andobjectives *Opportunity for student topractice skills needed for IEP goals and objectives acquisition.






Special Education IRR Elementary Full Remote Schedule




8:20-9:05 ELA Digital Teaching session, recorded for those who cannot attend Special Education Teachers Supporting in General Education will provide direct services based on individual needs. o 15 min mini-lesson Start with







9:15-10:00 Math Digital Teaching, recorded for those who cannot attend Special Education Teachers Supporting in General Education will provide direct services based on individual needs.

o 5 min Number Talks.o 15 min mini-lesson starting






8:20-9:05 ELA Digital Teaching session, recorded for those who cannot attend Special Education Teachers Supporting in General Education will provide direct services based on individual needs.


Learning Target/TeachingPoint.








































intervention and extension/RTI/MTSS) All Interrelated Special Education Teachers will provide small group and individual instruction to students as appropriate.


11:30-12:00 Science/Social Studies Instruction (alternating days) Special Education Teachers Supporting in General Education will provide direct services based on individual needs.


intervention and extension/RTI/MTSS) All Interrelated Special Education Teachers will provide small group and individual instruction to students as appropriate.




10:00-11:00 Differentiated small group instruction (accelerated intervention and extension/RTI/MTSS) All Interrelated Special Education Teachers will provide small group and individual instruction to students as appropriate.




10:00-11:00 Differentiated small group instruction (accelerated intervention and extension/RTI/MTSS) All Interrelated Special Education Teachers will provide small group and individual instruction to students as appropriate.




Special Education IRR Middle School Full Digital Schedule


Thursday Friday

INSTRUCTIONAL EXPECTATIONS: A Day

9:30-12:00 Asynchronous Work Time • Teachers: Planning, calling

families, small group, PL for teachers, CCC meetings, IEPand 504 meetings

• Students: Participate in small groups with teachers, complete assignments, read abook, create music/art, do a project, etc.

Special Education Teachers will provide small group and individual instruction to students as appropriate.

12:00-12:15 Afternoon Meeting

12:15-1:05 (50) Academic Class 1 Digital Teaching session, recorded for those who cannot attend Special Education Teachers Supporting in General Education will provide direct services based on individual needs. • 12:15-12:45 LIVE (synchronous)

session with teacher10 min Hook/Activator/Work session directions (I do; We do) 20 min Working session (Youdo)

• 12:45-1:00 INDEPENDENT Work Session (asynchronous)

• 1:00-1:05 Share Out/ Closing (synchronous) withteacher

BREAK: 1:05-1:15

1:15-2:05 (50) Academic Class 2 Digital Teaching session, recorded for those who cannot attend Special Education Teachers Supporting in General Education

INSTRUCTIONAL EXPECTATIONS: B Day



• Students: Participate in small groups with teachers, complete assignments, read a book, create music/art, do a project, etc.



12:15-1:05 (50) Academic Class 4 Digital Teaching session, recorded for those who cannot attend Special Education Teachers Supporting in General Education will provide direct services based on individual needs.

• 12:15-12:45 LIVE (synchronous) session with teacher10 min Hook/Activator/Work session directions (I do; We do) 20 min Working session (Youdo)



BREAK: 1:05-1:15

1:15-2:05 (50) Intervention/ Acceleration Block Differentiated small group instruction (accelerated intervention and extension/RTI /MTSS)

• Maybe pre-recorded videosfrom District staff as PL for families

• Morning for MS andafternoons for ES to followsame schedule as synchronous

Local School and/or District PL for Teachers – pre-recorded and live

Students who miss instruction on Monday/Tuesday, opportunity to watch sessions and make up work before Thursday

Differentiated small group instruction (accelerated intervention and extension/RTI/MTSS)

Student independent time to complete assignments

CCC Meeting to collaboratively plan for the next week.

ELL, SpEd teachers, and Content Specialists: Join CCCs for grade-levels/subjects you support.

Special Education Techers will provide small group and 1-1 instruction as appropriate. Hold IEP meetings and 504 meetings.








• 12:15-12:45 LIVE (synchronous) session with teacher 10 min Hook/Activator/Work session directions (I do; We do) 20 min Working session (You do)



BREAK: 1:05-1:15

1:15-2:05 (50) Academic Class 2 Digital Teaching session, recorded for those who cannot attend











BREAK: 1:05-1:15

1:15-2:05 (50) Intervention/ Acceleration Block Differentiated small group instruction

will provide direct services based on individual needs.

• 1:15-1:45 LIVE (synchronous) session with teacher 10 min Hook/Activator/Work session directions (I do; We do) 20 min Working session (Youdo)



2:05-2:55 (50) Connections Special Education Support provided as needed.

BREAK: 2:55-3:05

3:05 – 3:55 (50) Academic Class 3 Digital Teaching session, recorded for those who cannot attend Special Education Teachers Supporting in General Education will provide direct services based on individual needs.

• 3:05-3:35 LIVE (synchronous) session with teacher10 min Hook/Activator/Work session directions (I do; We do) 20 min Working session (You do)




2:05-2:55 (50) Connections Special Education support provided as needed

BREAK: 2:55-3:05





Special Education Teachers Supporting in General Education will provide direct services based on individual needs.

• 1:15-1:45 LIVE (synchronous) session with teacher10 min Hook/Activator/Worksession directions (I do; We do)20 min Working session (You do)


• 2:00-2:05 Share Out/Closing (synchronous) withteacher

2:05-2:55 (50) Connections Special Education Support provided as needed.

BREAK: 2:55-3:05

3:05 – 3:55 (50) Academic Class 3 Digital Teaching session, recorded for those who cannot attend Special Education Teachers Supporting in General Education will provide direct services based on individual needs.

• 3:05-3:35 LIVE (synchronous) session with teacher 10 min Hook/Activator/Worksession directions (I do; We do) 20 min Working session (You do)



(accelerated intervention and extension/RTI /MTSS) Special Education Teachers will provide small group and individual instruction to students as appropriate.

2:05-2:55 (50) Connections

BREAK: 2:55-3:05 Special Education Support provided as needed.


• 3:05-3:35 LIVE (synchronous) session with teacher 10 min Hook/Activator/Worksession directions (I do; We do) 20 min Working session (Youdo)



Special Education Low-Incidence Schedule (MID/MOID/SIDPID/AU Integrated)

Middle School


Monday Tuesday Wednesday

INSTRUCTIONAL SUPPORT DAY


Thursday Friday









12:00-12:15 Class Meeting *Various learning skills needed for IEP goals/objectives may be embedded during Class Meetings.

12:00-12:15 Class Meeting *Various learning skills needed for IEP goals/objectives may be embedded during Class Meetings.

12:00-12:15 Afternoon Meeting *Various learning skills needed for IEP goals/objectives may be embedded during Class Meetings.

12:00-12:15 Afternoon Meeting *Various learning skills needed for IEP goals/objectives may be embedded during Class Meetings.

12:15-1:05 Academic Class 1: Reading



5-10 minute Mini-lesson- Preview of reading lesson with interactive activity (ex. Use ofinteractive notebook for sight words, letter sounds, vocabulary)to introduce learninggoal/instructional target.

*Learning skills needed for IEP goals/objectives acquisition taughtby teacher

5-10 minutes Read Aloud: Teacherwill use Digital Interactive Leveled Text for read aloud. *Learning Skills needed for IEP goals/ objectives acquisition taughtby teacher

5-10 minutes ComprehensionChecks: Use of visuals and

12:15- 1:05: Academic Class 4: Math



10-minute Mini-lesson Teacher led digital resource to introduce standards-based lesson.Example: video, teacher led interactive notebook

*Learning skills needed for IEPgoals/objectives acquisition taughtby teacher.

15-minutes Guided Practice- Teacher led digital resource (interactive notebook) targeting student goals and objectives andstandards. *Learning Skills needed for IEPgoals/ objectives acquisition taughtby teacher*Opportunity for student topractice skills needed for IEP goalsand objectives acquisition.

12:15-1:05 Academic Class 1: Reading



5-10 minute Mini-lesson- Preview of reading lesson with interactive activity (ex. Use ofinteractive notebook for sight words, letter sounds, vocabulary)to introduce learninggoal/instructional target.

*Learning skills needed for IEPgoals/objectives acquisition taughtby teacher

5-10 minutes Read Aloud: Teacherwill use Digital Interactive Leveled Text for read aloud. *Learning Skills needed for IEPgoals/ objectives acquisition taughtby teacher

5-10 minutes ComprehensionChecks: Use of visuals and

12:15- 1:05: Academic Class 4: Math



10-minute Mini-lesson Teacher led digital resource to introduce standards-based lesson.Example: video, teacher led interactive notebook

*Learning skills needed for IEPgoals/objectives acquisition taughtby teacher.

15-minutes Guided Practice- Teacher led digital resource (interactive notebook) targeting student goals and objectives andstandards. *Learning Skills needed for IEPgoals/ objectives acquisition taughtby teacher *Opportunity for student topractice skills needed for IEP goalsand objectives acquisition.

interactive activities to revisit identified learning target. *Teacher/para probes goals andobjectives *Student practices skills neededfor IEP goals and objectives acquisition.

10 min Interactive Reading Comprehension, Fluency or Vocabulary Activity: Teacher led interactive activity aligned with grade level standards and IEP goals and objectives for today. Example: Boom Card, Interactive Notebook, Video *Teacher/para probes goals andobjectives *Opportunity for student topractice skills needed for IEP goalsand objectives acquisition.

5 minutes Lesson Wrap-Up: Provide individual feedback to students based on shown strengths relative to lesson learning target.


-Students will use provided gradelevel math toolkits to use forcompletion of workbox activities.


5 minutes Lesson Wrap-Up Teacher will provide individual feedback to students based on shown strengths relative to lesson learning target.

interactive activities to revisit identified learning target. *Teacher/para probes goals andobjectives *Student practices skills neededfor IEP goals and objectives acquisition.

10 min Interactive Reading Comprehension, Fluency or Vocabulary Activity: Teacher led interactive activity aligned with grade level standards and IEP goals and objectives for today. Example: Boom Card, Interactive Notebook, Video *Teacher/para probes goals andobjectives *Opportunity for student topractice skills needed for IEP goalsand objectives acquisition.



-Students will use provided gradelevel math toolkits to use for completion of workbox activities.



1:05-1:15: BREAK 1:05-1:15: BREAK 1:05-1:15: BREAK 1:05-1:15: BREAK

1:15-2:05: Academic Class 2: English/Language Arts/Written Expression



10-minute Mini-lesson Word Work Teacher led interactive notebookto include activities that address Phonics, Phonemic Awareness, High-Frequency Words and Spelling words.

1:15-2:05: Intervention/ Acceleration Block

INSTRUCTIONAL EXPECTATIONS: Digital Teaching Session using a variety of interactive resources.

Differentiated small group instruction to address individual students’ goals and objectives.

Teacher lead activities to include: • Life Skills• Daily Living Skills• Vocational Activities• Community Experiences• Positivity Curriculum

1:15-2:05: Academic Class 2: English/Language Arts/Written Expression



10-minute Mini-lesson Word Work Teacher led interactive notebookto include activities that address Phonics, Phonemic Awareness, High-Frequency Words and Spelling words.

1:15-2:05: Intervention/ Acceleration Block

INSTRUCTIONAL EXPECTATIONS: Digital Teaching Session using a variety of interactive resources.



*Learning skills needed for IEPgoals/objectives acquisition taughtby teacher*Opportunity for student topractice skills needed for IEP goalsand objectives acquisition.

15-minutes Guided Practice Writing/Language: InteractiveTeacher led shared writing.*Learning Skills needed for IEPgoals/ objectives acquisition taughtby teacher*Opportunity for student topractice skills needed for IEP goalsand objectives acquisition.

15-minutes Student Practice: Interactive Teacher led activities focusing on sentence structure, writing conventions, and revisingwriting by adding details to strengthen writing.


5-minutes Lesson Wrap-Up Teacher will provide individual feedback to students based on shown strengths relative to lessonlearning target.

*Learning skills needed for IEPgoals/objectives acquisition taughtby teacher*Opportunity for student topractice skills needed for IEP goalsand objectives acquisition.

15-minutes Guided Practice Writing/Language: InteractiveTeacher led shared writing.*Learning Skills needed for IEPgoals/ objectives acquisition taughtby teacher*Opportunity for student topractice skills needed for IEP goalsand objectives acquisition.

15-minutes Student Practice: Interactive Teacher led activities focusing on sentence structure, writing conventions, and revisingwriting by adding details to strengthen writing.

*Teacher/para probes goals andobjectives *Opportunity for student topractice skills needed for IEP goalsand objectives acquisition.

5-minutes Lesson Wrap-Up Teacher will provide individual feedback to students based on shown strengths relative to lessonlearning target.

2:05-2:15: Break 2:05-2:15: Break 2:05-2:15: Break 2:05-2:15: Break 2:15-3:05: Connections 2:15-3:05: Connections 2:15-3:05: Connections 2:15-3:05: Connections 3:05-3:15: Break 3:05-3:15: Break 3:05-3:15: Break 3:05-3:15: Break 3:15-4:05: Academic Class 3: Science/Social Studies/Current Events


*Reading embedded duringScience/Social Studies instructional activities.

3:15-4:05: Academic Class 5 Science/Social Studies/Current Events



3:15-4:05: Academic Class 3: Science/Social Studies/Current Events



3:15-4:05: Academic Class 5 Science/Social Studies/Current Events




25 minutes: UNIQUE-News2You (Current Events)

Teacher led Interactive content allowing students to engage with current event topics occurring in the world. *Teacher/para probes goals andobjectives *Opportunity for student topractice skills needed for IEP goalsand objectives acquisition.

25 Minutes: Science/ Social Studies

Interactive teacher led activity connected to science/ social studies standards (video, science project modeled by teacher)













Teacher led Interactive content allowing student’ to engage with current event topics occurring in the world. *Teacher/para probes goals andobjectives *Opportunity for student topractice skills needed for IEP goalsand objectives acquisition.



Special Education- Emotional Behavioral Disorder Schedule

Middle School 6-8


Thursday Friday



families, small group, PL for teachers, CCC meetings

• Students: Participate in small groups with teachers,complete assignments, read abook, create music/art, do a project, etc.

12:00-12:15 Afternoon Meeting/ Social Skills: Daily social skills to address identified needs such as anxiety, difficulty with peers, controlling anger, etc.

12:15-1:05 (50) Academic Class 1 Digital Teaching session, recorded for those who cannot attend • 12:15-12:45 LIVE (synchronous)

session with teacher10 min Hook/Activator/Work session directions (I do; We do) 20 min Working session (Youdo)



BREAK: 1:05-1:15


• 1:15-1:45 LIVE (synchronous) session with teacher 10 min Hook/Activator/Worksession directions (I do; Wedo)




• Students: Participate in small groups with teachers,complete assignments, read a book, create music/art, do a project, etc.



session with teacher 10 min Hook/Activator/Work session directions (I do; We do) 20 min Working session (You do)



BREAK: 1:05-1:15



• Maybe pre-recorded videosfrom District staff as PL for families

• Morning for MS and afternoons for ES to followsame schedule as synchronous

Local School and/or District PL for Teachers – pre-recorded and live

Students who miss instruction on Monday/Tuesday, opportunity to watch sessions and make up work before Thursday

Differentiated small group instruction (accelerated intervention and extension/RTI/MTSS)

Student independent time to complete assignments

CCC Meeting to collaboratively plan for the next week.

ELL, SpEd teachers, and Content Specialists: Join CCCs for grade-levels/subjects you support.

Special Education Teachers will hold IEP meetings.

Special Education Teachers will pull small group and 1-1 as needed.










BREAK: 1:05-1:15


session with teacher










BREAK: 1:05-1:15


20 min Working session (You do)




BREAK: 2:55-3:05

3:05 – 3:55 (50) Academic Class 3 Digital Teaching session, recorded for those who cannot attend




BREAK: 2:55-3:05





10 min Hook/Activator/Work session directions (I do; We do) 20 min Working session (You do)


• 2:00-2:05 Share Out/Closing (synchronous) with teacher


BREAK: 2:55-3:05

3:05 – 3:55 (50) Academic Class 3 Digital Teaching session, recorded for those who cannot attend • 3:05-3:35 LIVE (synchronous)

session with teacher 10 min Hook/Activator/Worksession directions (I do; We do)20 min Working session (You do)




BREAK: 2:55-3:05


session with teacher10 min Hook/Activator/Worksession directions (I do; We do) 20 min Working session (You do)



Special Education- AUTISM BRIDGE Schedule

Middle School 6-8


Thursday Friday









BREAK: 1:05-1:15


• 1:15-1:45 LIVE (synchronous) session with teacher 10 min Hook/Activator/Worksession directions (I do; We do)









BREAK: 1:05-1:15


BREAK: 2:05-2:15











BREAK: 1:05-1:15


• 1:15-1:45 LIVE (synchronous) session with teacher 10 min Hook/Activator/Worksession directions (I do; We do)









BREAK: 1:05-1:15


BREAK: 2:05-2:15





BREAK: 2:05-2:15


BREAK: 3:05-3:15





BREAK: 3:05-3:15








BREAK: 2:05-2:15


BREAK: 3:05-3:15





BREAK: 3:05-3:15





SAMPLE High School Special Education Low-Incidence Schedule (MID/MOID/SIDPID/AU Integrated) Remote Schedule (4 BLOCK SCHEDULE):


Schedule Should Reflect Individual Student’s Class Schedule. Content Areas will be adjusted based on Course Schedule.

4 BLOCK SCHEDULE

TIME SCHEDULE (M,T,TH,F) WEDNESDAY 8:00-9:10 1st The Instructional Support Day is designed

to allow students independent time to complete assignments and allow teachers to work with individual and small groups of students to meet individualized instructional needs. Teachers will communicate with families when your student is scheduled to work with the teacher.

9:10-9:20 Break 9:20-10:30 2nd 10:30-10:40 Break 10:40-11:50 3rd 11:50-12:20 Lunch12:20-1:30 4th 1:30-3:30 Student Independent Work (A)


ENGLISH/READING COURSES INSTRUCTIONAL EXPECTATIONS: ELA Digital Teaching session using UNIQUE


5 minutes Mini-lesson A Preview of reading lesson with interactive activity (ex. Use of interactive notebook for sight words, letter sounds, vocabulary) to introduce learning goal/instructional target. *Learning skills needed for IEP goals/objectives acquisition taught by teacher

10 minutes Read Aloud: Teacher will use Digital Interactive Leveled Text for read aloud. *Learning Skills needed for IEP goals/ objectives acquisition taught by teacher

10 minutes Comprehension Checks: Use of visuals and interactive activities to revisit identified learning target. *Teacher/para probes goals and objectives*Student practices skills needed for IEP goals and objectives acquisition.

10 minutes Interactive Reading Comprehension, Fluency or Vocabulary Activity: Teacher led interactive activity aligned with grade level standards and IEP goals and objectives for today. Example: Boom Card, Interactive Notebook, Video *Teacher/para probes goals and objectives*Opportunity for student to practice skills needed for IEP goals and objectives acquisition.

5 minutes Mini-lesson B Preview of reading lesson with interactive activity (ex. Use of interactive notebook for sight words, letter sounds, vocabulary) to introduce learning goal/instructional target. *Learning skills needed for IEP goals/objectives acquisition taught by teacher


5 minutes Comprehension Checks: Use of visuals and interactive activities to revisit identified learning target. *Teacher/para probes goals and objectives*Student practices skills needed for IEP goals and objectives acquisition.

10 minutes Interactive Reading Comprehension, Fluency or Vocabulary Activity:

Teacher led interactive activity aligned with grade level standards and IEP goals and objectives for today. Example: Boom Card, Interactive Notebook, Video *Teacher/para probes goals and objectives*Opportunity for student to practice skills needed for IEP goals and objectives acquisition.


MATH COURSES INSTRUCTIONAL EXPECTATIONS: Digital Teaching Session using UNIQUE


10-minutes Mini-lesson (A) Teacher led digital resource to introduce standards-based lesson. Example: video, teacher led interactive notebook*Learning skills needed for IEP goals/objectives acquisition taught by teacher.

10-minutes Guided PracticeTeacher led digital resource (interactive notebook) targeting student goals and objectives and standards.

• Learning Skills needed for IEP goals/ objectives acquisition taught by teacher• Opportunity for student to practice skills needed for IEP goals and objectives acquisition.

10 minutes Interactive Work Stations for Independent practice of targeted skills led by para and teacher

• Students will use provided math toolkits to use for completion of workbox activities.

• Teacher/para probes goals and objectives• Opportunity for student to practice skills needed for IEP goals and objectives acquisition.

10-minute Mini-lesson (B) Teacher led digital resource to introduce standards-based lesson. Example: video, teacher led interactive notebook*Learning skills needed for IEP goals/objectives acquisition taught by teacher.

15-minutes Guided Practice Teacher led digital resource (interactive notebook) targeting student goals and objectives and standards.

• Learning Skills needed for IEP goals/ objectives acquisition taught by teacher• Opportunity for student to practice skills needed for IEP goals and objectives acquisition.

10 minutes Interactive Work Stations for Independent practice of targeted skills led by para and teacher

• Students will use provided math toolkits to use for completion of workbox activities.

*Teacher/para probes goals and objectives*Opportunity for student to practice skills needed for IEP goals and objectives acquisition.


SCIENCE & SOCIAL STUDIES COURSES INSTRUCTIONAL EXPECTATIONS: Digital Teaching Session using UNIQUE, NEWS2YOU

*Reading embedded during Science/Social Studies instructional activities.



Teacher led Interactive content allowing students to engage with current event topics occurring in the world. *Teacher/para probes goals and objectives*Opportunity for student to practice skills needed for IEP goals and objectives acquisition.



ELECTIVE COURSES Adhere to Gen Ed Schedule. Special Education Support to be provided if required.

DAILY LIVING/ LIFE SKILLS/ VOCATIONAL/ COMMUNITY INSTRUCTIONAL EXPECTATIONS: Digital Teaching Session using a variety of interactive resources, recorded for those who cannot attend





Sample High School Special Education IRR Remote Schedule

BLOCK SCHEDULE (M,T,TH,F)

TRADITIONAL (M,T,TH,F) WEDNESDAY

8:00-9:10 1st 8:00-8:40 1st The Instructional Support Day is designed to allow students independent time to complete assignments and allow teachers to work with individual and small groups of students to meet individualized instructional needs. Teachers will communicate with families when your student is scheduled to work with the teacher.

9:10-9:20 Break 8:40-9:20 2nd 9:20-10:30 2nd 9:20-9:35 Break 10:30-10:40 Break 9:35-10:15 3rd 10:40-11:50 3rd 10:15-10:55 4th 11:50-12:20 Lunch 10:55-11:35 5th 12:20-1:30 4th 11:35-12:10 Lunch 1:30-3:30 Student

Independent Work (A)

12:10-12:50 6th

12:50-1:30 7th 1:30-3:30 Student

Independent Work (A)

Special Education Teachers Supporting in General Education will provide direct services based on individual needs during identified/corresponding academic segments (1st-4th period above)

For electives with identified Special Education Support, supports provided

Special Education Teachers will provide support as needed for students during Independent Work Session (1:30-3:30 above)

Special Education Teachers Supporting in General Education will provide direct services based on individual needs during identified/corresponding academic segments (1st -7th above)

For electives with identified Special Education Support, supports provided

Special Education Teachers will provide support as needed for students during Independent Work Session (1:30-3:30 above)

High School Schedule (TRADITIONAL SCHEDULE): Special Education Low-Incidence Schedule (MID/MOID/SIDPID/AU Integrated)

7 BLOCK SCHEDULE


Schedule Should Reflect Individual Student’s Class Schedule. Content Areas will be adjusted based on Course Schedule.

TIME SCHEDULE (M,T,TH,F) WEDNESDAY 8:00-8:40 1st The Instructional Support Day is designed

to allow students independent time to complete assignments and allow teachers to work with individual and small groups of students to meet individualized instructional needs. Teachers will communicate with families when your student is scheduled to work with the teacher.

8:40-9:20 2nd 9:20-9:35 Break 9:35-10:15 3rd 10:15-10:55 4th 10:55-11:35 5th 11:35-12:10 Lunch 12:10-12:50 6th 12:50-1:30 7th 1:30-3:30 Student Independent Work (A)


ENGLISH/READING COURSES INSTRUCTIONAL EXPECTATIONS: ELA Digital Teaching session using UNIQUE *Teacher will embed breaks as needed based on group’s ability to attend to the lesson.

10 minutes Mini-lesson- Preview of reading lesson with interactive activity (ex. Use of interactive notebook for sight words, letter sounds, vocabulary) to introduce learning goal/instructional target. *Learning skills needed for IEP goals/objectives acquisition taught by teacher


10 minutes Comprehension Checks: Use of visuals and interactive activities to revisit identified learning target. • Teacher/para probes goals and objectives • Student practices skills needed for IEP goals and objectives acquisition.

10 min Interactive Reading Comprehension, Fluency or Vocabulary Activity: Teacher led interactive activity aligned with grade level standards and IEP goals and objectives for today. Example: Boom Card, Interactive Notebook, Video

• Teacher/para probes goals and objectives • Opportunity for student to practice skills needed for IEP goals and objectives acquisition.

Lesson Wrap-Up: Provide individual feedback to students based on shown strengths relative to lesson learning target.

MATH COURSES INSTRUCTIONAL EXPECTATIONS: Digital Teaching Session using UNIQUE


10-minute Mini-lesson Teacher led digital resource to introduce standards-based lesson. Example: video, teacher led interactive notebook*Learning skills needed for IEP goals/objectives acquisition taught by teacher.

15-minutes Guided Practice- Teacher led digital resource (interactive notebook) targeting student goals and objectives and standards.• Learning Skills needed for IEP goals/ objectives acquisition taught by teacher• Opportunity for student to practice skills needed for IEP goals and objectives acquisition.

10 minutes Interactive Work-Stations for Independent practice of targeted skills led by para and teacher -Students will use provided math toolkits to use for completion of workbox activities.

• Teacher/para probes goals and objectives • Opportunity for student to practice skills needed for IEP goals and objectives acquisition.


SCIENCE & SOCIAL STUDIES COURSESINSTRUCTIONAL EXPECTATIONS: Digital Teaching Session using UNIQUE, NEWS2YOU

*Reading embedded during Science/Social Studies instructional activities.


40 minutes: Science/ Social Studies

Interactive teacher led activity connected to science/social studies standards (video, science project modeled by teacher) • Teacher/para probes goals and objectives • Opportunity for student to practice skills needed for IEP goals and objectives acquisition.

ELECTIVE COURSES Adhere to Gen Ed Schedule. Special Education Support to be provided if required.

DAILY LIVING/ LIFE SKILLS/ VOCATIONAL/ COMMUNITY INSTRUCTIONAL EXPECTATIONS: Digital Teaching Session using a variety of interactive resources, recorded for those who cannot attend





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