Remote Learning

General Guidelines for All Teachers

Multilingual Considerations

Our families come from culturally and linguistically diverse backgrounds and include students and parents with varying levels of proficiency in English and their home language.  All staff members are recommended to build on families’ cultural and linguistic backgrounds to provide students with authentic language activities that allow them to participate and access materials in both English and their home language.

Special Education and Related Services

Students with disabilities are particularly vulnerable during times of disruption and change. To ensure ongoing growth and progress, districts should focus their planning efforts on how to continue serving these students to the greatest extent practicable by tailoring remote learning that provides educational benefits to students with disabilities. All decisions regarding special education must comply with guidance from the U.S. Department of Education.

The basic guidelines and options/opportunities are based on the following core beliefs:

     IEPs remain in place and should direct students' remote learning. Be mindful that a student’s program may require commencing a team meeting.

     Adhere to local procedures and leverage local leadership.

     Emphasize structure and consistency for students with special needs.

     Students with special needs benefit greatly from ongoing motivation and excel when relationships with adults and peers are strong.

     Resources should be viewed broadly and include leveraging local associations, professional organizations, government agencies, and more.

    Affirm that all students can achieve growth in all capacities. Learning opportunities should occur 24/7 and should be tracked, when applicable

Professional Learning During Remote Learning Days

Multi-Tiered Systems of Support (MTSS)

Other