Distance Learning Plan Guide

1.1

and absence policy/ies accommodate for the implementation of your distance learning model.

established practices and procedures as much as possible to maintain consistency and continuity in learning. To that end, students will be expected to login or submit an assignment each day in order for their teachers to take attendance.

1.2

attendance of both students and staff.

to record in order to track absenteeism and ensure students are receiving the resources and supports they need to continue their learning.

1.3

attendance expectations to students, staff and parents.

questions and concerns, and teachers will work in cooperation with parents and consult with Administration as necessary. Language interpreters and student advocates will be utilized as they are available to provide outreach to students and families and ensure equitable access to learning and supports. Guidance from the County and State will be followed with respect to potential matters of truancy or 15 consecutive days of absence, with considerations for reporting, excusing, or withdrawing made on a case-by- case basis that takes each individual context into account.

2.1

students will have equal access to the learning and required materials, including technology. Show how the school will determine the most appropriate way to communicate and provide instruction for each student.

materials to allow for greater engagement and ensure equitable access. The Distance Learning Plan will involve the delivery or pickup of textbooks, workbooks, and learning packets (along with lunches and technology to eligible families or those otherwise in need). Distance learning and instruction will take place according to a weekday schedule during which teachers will then be available each weekday via email or chat each day from 9:00 a.m. – Noon to answer questions and provide additional guidance. From 1:00 – 4:00 p.m. teachers will be planning and meeting with their teams. The school will continue to adhere to its board-approved calendar, including participation in previously-scheduled staff development days that will have a distance learning focus and a goal of ongoing reflection and improvement. Weekly flex days have been added for the month of May to support better balance and promote overall well-being for all members of the school community as they continue to manage stresses related to the challenges of distance learning. In addition, the final week of the school year will be focused on relationship-building, grade transitioning, and special year- end activities to celebrate students, families, and staff. This last week of school will also include individual conferences with students and parents. The final few days of the school year will be dedicated to end-of-year reporting, distance learning resource collection, and assigning simplified grades primarily based on whether students Partially Met or Met Distance Learning Expectations for learning packet completion and overall participation.

2.2

online learning system or both, describe the school’s plan to ensure it can effectively support the district’s unique learning and teaching needs, including the ability to provide differentiated instruction as well as one-on-one support for students who need it.

school for eligible families who qualify for free or reduced lunch or are otherwise experiencing financial hardship as well as those without a device based on the Tuesday afternoon schedule outlined above. Paper packets may also be used for learning with weekly pickup and drop-off of new and completed packets. Classroom teachers and Advisors will check-in individually with students on a daily and weekly basis. Other families in need may contact Monica Gihl (Bloomington Campus) at mgihl@shpamn.org, and Dayna Trenary (Richfield Campus) at dtrenary@shpamn.org.

2.3

plan to provide programming options for school nurses, school counselors, school psychologists, school social workers, paraprofessionals, other school specialists and cultural liaisons during the distance learning period.

Childcare will be provided at no cost at each campus during regular school hours (8:00 a.m. – 4:00 p.m.) for the enrolled, school-aged children of Tier I workers as well as Tier II workers as needed and as staffing and space capacities allow. Please contact Ms. Leslie Rimstad

at lrimstad@shpamn.org, 612-314-7603 if you need childcare as well as free bus transportation, and be prepared to show documentation or identification (Employee Work Badge or Letter from Employer) of your employment when you drop off your child(ren).

Bag lunches will be delivered by bus or picked up at school based on the afternoon schedule outlined above for eligible families who qualify for free or reduced lunch or are otherwise experiencing financial hardship and in

need. Food service staff from each campus are reaching out to eligible families to confirm lunch counts, and other families in need may contact Monica Gihl (Bloomington Campus) at mgihl@shpamn.org or Dayna Trenary (Richfield Campus) at dtrenary@shpamn.org.

Student Medications will be available for pick up at school directly by parents today or tomorrow between the hours of 8:00 a.m. – 4:00 p.m. Please contact Mauren Peters (Bloomington Campus)

at mpeters@shpamn.org, 952-426-6004 or Jen Erickson (Richfield Campus) at jerickson@shpamn.org, 612-314-7600 Option #5.

Additional Supports will include live video and chat counseling and special education services with paraprofessionals also participating in daily check-ins with the students on their caseloads. These services will be supported by interpreters, advocates, and cultural liaisons as necessary and available.

2.4

the distance learning model in use is secure and will not allow for the release of protected student or staff information.

and outline the learning objectives for that day. Teachers will then be available each weekday via email or chat each day from 9:00 a.m. – Noon to answer questions and provide additional guidance. From 1:00 – 4:00

p.m. teachers will be planning and meeting with their teams. We ask parents to help us make sure students use technology responsibly for learning purposes and adhere to our existing technology acceptable use and data privacy policies as we engage in online learning.

2.5

addresses staff, student, family, volunteer, and contractor health.

CDC as well as the Governor and Education Commissioner regarding requirements and expectations for staff during both the Stay at Home order as well as the school closure periods. We are referencing the MDE District Learning Implementation Guidance in making our decisions with respect to reporting requirements. This was included in a letter sent to schools yesterday by the Commissioner of Education, which references the Governor’s Stay at Home Executive Order. Along with this existing reporting requirement, we continue to accommodate medical exemptions and take into account public health concerns while also maintaining our commitment to equity and fairness among all staff. As stated in the Governor’s Executive Order 20-20, educators and other workers supporting public and private pre-K-12 schools are allowed to go to the school building to perform critical work that cannot be performed via telework. To the extent that it is necessary for teachers and staff to be physically present in schools, school districts and schools must provide conditions for staff in compliance with a social distancing model that complies with MDH guidelines. Under the

Governor’s Executive Order 20-02, free school age care for the children of emergency workers (including providers of healthcare, emergency medical services, long-term and post-acute care; law enforcement personnel; personnel providing correctional services; public health employees; firefighters and other first responders; and court personnel) was outlined. The orders directed schools to provide care to, at a minimum, district- enrolled students aged 12 and under. Parents, please screen your children for upper respiratory and other symptoms and take their temperature each morning. At school, students will be screened again by the Nurse or Health Assistant to check for symptoms and take temperatures. These two steps will be required before bringing a child to school and before being permitted to childcare.

2.6

their parents work, how does the distance learning program work for them?

textbooks, workbooks, and learning packets (along with lunches and technology to eligible families or those otherwise in need) on the morning of Monday, April 6th. We will run afternoon bus routes, but do so in the morning. Buses will depart school at 9:15 a.m. and again deliver to the same afternoon stop locations, including childcares or daycares. Expect

9:30 a.m. and the last stop at approximately 10:45 a.m. Again, for this larger delivery, buses will run afternoon routes, but do so in the morning. Parents picking up Distance Learning Plan resources, including for childcares and daycares, may do so from 10:00 – 11:00 a.m. by using established pickup routes and door locations. Please plan to transport home what may be for some a heavy bag of materials for each student. The focus for this first day of distance learning will be to make sure students and families receive the resources they need to continue their learning from home.

Similar to the first day of school, students and parents should simply plan for the distribution of instructional materials and a review of expectations.

2.7

extends beyond March 30, how will a school provide distance learning for these children while they are in the school facility?

begin a period of at least 5 weeks of learning and is required for all students (see student attendance procedures below). Students and parents should expect approximately 15 – 20 minutes of daily learning in each subject area. Distance learning will be a combination of paper and electronic learning materials. Teachers will continue making daily morning videos that welcome students and outline the learning objectives for that day. Teachers will then be available each weekday via email or chat each day from 9:00 a.m. – Noon to answer questions and provide additional

guidance. Students in childcare will be provided with Distance Learning Plan resources, including technology devices, to participate fully in the distance learning plan. Included in the Distance Learning Plan resources will be

an instructional packet on how to use Google Classrooms that accompany these video tutorials by Bloomington Campus and Richfield

Campus Elementary and Middle School Teachers. Following a lunch period at Noon, students in childcare will engage in various physical, social, and educational activities from 1:00 – 4:00 p.m.

3.1

Individualized Education Program (IEP) and/or 504 Plan. Show how the school will continue to meet the requirements of Part B (ages 3- 21) and Part C (birth to three) of the Individuals with Disabilities Education Act (IDEA), Part B and Part C.

responsible for the free appropriate public education (FAPE) of its students eligible for special education services who have an individualized education program (IEP) or 504 plan. The school’s Special Education Teachers each have created a Distance Learning Plan that enables them to continue to meet the requirements of Part B (3- 21) and Part C (birth to three) of the

Section 504 of the Rehabilitation Act of 1973. In addition, the school has developed a process to communicate with parents and guardians regarding their child’s services, which includes a discussion regarding amending IEPs to address how best to meet the student’s needs in a flexible learning model. This includes direct specialized instruction, related services, and accommodations. The school has also considered what other IEP team members, and agencies and organizations should be included in the communication, including contracted providers and non-public agencies.

Tele-related and electronic services will be used to address needs such as speech and language, and mental health services. Review has been conducted to ensure the delivery of special education and related services, as well as general education curriculum to ensure that students with disabilities have equal access to distance learning. This includes children from birth through age 21. This will necessitate communication between the case manager, the general education teachers, the parent/guardian and related services providers to ensure that students with disabilities can be appropriately involved and make progress toward the general education standards and IEP goals. We will also address translation and interpreter needs for students and families when developing and providing instructional materials, and will consider the use of hot spots and free internet services being offered by internet companies for the delivery of instruction and for due process procedures as necessary. In addition, the school will consider delivering instructional materials to students through the school bus transportation routes. The school has developed a protocol to communicate with school administrators and educators in order to prepare staff to plan for the needs of students eligible for special education, child find activities, evaluations/reevaluations, and IEP implementation. Finally, the school understands that IEPs must continue to be implemented, and has a plan in place to hold IEP meetings to review IEP goals and services and a process to conduct evaluations and reevaluations, which includes virtual meetings and phone conferences. The school’s Special Education Teachers setup Google Classrooms, were required to create a Distance Learning Plan, and are expected to be fully and directly involved in their students learning throughout this period of time. Special Education Assistants will also be

learning goals as well as their social-emotional needs.

4.1

Individual Learning Plans for English Language Learners which must still be followed? Describe plans to address all requirements.

English learners is an important consideration for Distance Learning Plans and that we remain responsible for educating English learners during this time. By law, students who are identified to receive English language development services will be provided supports that allow them access academic content. English learners must also receive research based, appropriately resourced supports to access content, and the school may not withhold services based on characteristics such as immigration status. A brief overview of legal requirements for English language development services can be found in the U.S. Department of Education’s Dear Colleague Letter regarding education for English learners. Immediate considerations for English learners include: Access to a reliable internet connection; Communication with families that may not speak English as a primary language; Ability of the student to understand and produce complex academic language for assignments without typical scaffolds; Availability of scaffolding methods that are available in a distance learning environment.

The school’s EL Teachers setup Google Classrooms, were required to create a Distance Learning Plan, and are expected to be fully and directly involved in their students learning throughout this period of time.

Housing Instability

5.1

requirements to support homelessness students throughout this crisis and promote their full participation in their education throughout the duration of the distance learning period.

however it is prepared to satisfy the Federal requirements of the McKinney- Vento Homeless Education Assistance Improvements Act of 2001, as amended by the Every Student Succeeds Act of 2015, to support homelessness students throughout this crisis and promote their full participation in their education throughout the duration of the distance learning period.

6.1

program/s will continue while following its distance learning plan.

it did it would continue through the implementation of age-appropriate distance learning activities.

6.2

school’s plan to meet minimum hour requirements excluding the instructional hours that would have occurred during the ten-day planning period. Relate these plans to the implementation of age-appropriate distance learning activities.

it did it would establish programs to meet minimum hour requirements excluding the instructional hours that would have occurred during the ten day planning period.

7.1

and assessment of all students.

learning assignments that will be assessed daily and weekly through online submissions and weekly packet pickup. We ask parents and students to be patient while we work to implement and adjust as necessary a modified grading system that is consistent, accurate, and fair for all students.

7.2

state assessments should there be opportunity to do so.

and we will provide further information on this update as it becomes available.

8.1

staff, including classroom teachers, paraprofessionals, administrators, school support staff, on distance learning practices during the planning week and beyond.

packet on how to use Google Classrooms that accompany these video tutorials by Bloomington Campus and Richfield

Campus Elementary and Middle School Teachers. Staff have been provided with online technology training and ongoing in-person and remote IT support to ensure they are able to deliver the full Distance Learning Plan. Additional guidance from the MDE has also been referenced regarding best distant learning online instructional practices as well as matters involving data privacy.

9.1

parents, students and the community regarding the implementation of the distance learning model and the school’s expectations when all in-person school- sponsored activities are suspended.

various distance learning plan supports (food service, bus service, child care, student technology, student medications, and communication access) addressed in previous and forthcoming communications. We have developed a FAQ page on our website that will be regularly updated for our parents and families to reference. We will also be adding a Distance Learning Plan document as a general guide for our families to reference. Language interpreters and student advocates will be utilized as they are available to provide outreach to students and engage families and ensure equitable access to learning and supports. There is also an option for translating the information on our website into several different languages.

9.2

school will offer staff, students, families and others to help protect people with and without COVID-19 infection.

CDC as well as the Governor and Education Commissioner regarding requirements and expectations for keeping students, families, and staff during both the Stay at Home order as well as the school closure periods.

9.3

contact with local public health departments, county or Tribal human services departments, and Continuum of Care planning bodies on ongoing or emerging needs.

CDC as well as the Governor and Education Commissioner regarding requirements and expectations for staff during both the Stay at Home order as well as the school closure periods. We participate in the weekday

Education Commissioner calls, follow the Governor’s daily press briefings, and join MDE, Minnesota Association of Charter School, and Friends of Education (the school’s Authorizer) conferences regarding COVID -19 planning.

9.4

connect to resources that can assist students and families experiencing homelessness. School districts should consult with local Tribal leaders, city and county governmental agencies, volunteer organizations and private sector companies to ascertain how students’ needs will be identified and met.

however it is prepared to satisfy the Federal requirements of the McKinney- Vento Homeless Education Assistance Improvements Act of 2001, as amended by the Every Student Succeeds Act of 2015, to support homelessness students throughout this crisis and promote their full participation in their education throughout the duration of the distance learning period.

10.1

coordinate with its designated Tribal Liaison Officer.

however, we will designate an Indian Education staff member as point person for communications and updates to American Indian families. This

responsive practices. This designee will be included in any and all Covid-19 planning and leadership meetings. The designee will provide input and feedback related to the needs of American Indian students and families in our school.

10.2

its Native American student population.

however, we will ensure we coordinate with local and regional Tribal leaders. Tribal Governments are sovereign nations, and they maintain a unique political status as each will be making decisions based on what is best for their citizenry. We will be aware of how school closures may impact Tribal communities and Tribal governments. This school closure plan provides unique opportunities to the state, school districts, schools, and local governmental agencies to meet the needs of all Minnesotan at this time.

11.1

families and community partners regarding any before- and after-care programs with which the district works. See page 19 in the MDE document.

(either by the school district or charter or by a community partner) are suspended until in-person school resumes. We do not presently offer before or aftercare, however, if we did we would coordinate with any community partners that provide before- and after-care programs and send communication to families regarding their options for before- and after-care.

Workers

12.1

qualified emergency workers.

children of emergency workers (including providers of healthcare, emergency medical services, long-term and post-acute care; law enforcement personnel; personnel providing correctional services; public health employees; firefighters and other first responders; and court personnel) was outlined.

The orders directed schools to provide care to, at a minimum, district- enrolled students aged 12 and under, please screen your children for upper respiratory and other symptoms and take their temperature each morning. At school, students will be screened again by the Nurse or Health Assistant to check for symptoms and take temperatures. These two steps will be required before bringing a child to school and before being permitted to childcare. Childcare will be provided at no cost at each campus during

Rimstad at lrimstad@shpamn.org, 612-314-7603 if you need childcare as well as free bus transportation, and be prepared to show documentation or identification (Employee Work Badge or Letter from Employer) of your employment when you drop off your child(ren).

12.2

care to children of qualified emergency workers.

hours (8:00 a.m. – 4:00 p.m.). Please contact Ms. Leslie Rimstad

at lrimstad@shpamn.org, 612-314-7603 if you need childcare as well as free bus transportation, and be prepared to show documentation or identification (Employee Work Badge or Letter from Employer) of your employment when you drop off your child(ren).

12.3

after school care to children of qualified emergency workers.

(either by the school district or charter or by a community partner) are suspended until in-person school resumes. We do not presently offer before or aftercare, however, if we did we would coordinate with any community partners that provide before- and after-care programs and send communication to families, including to children of qualified emergency workers, regarding their options for before- and after-care.

13.1

students in the way that works best for the community and that fulfills meal program requirements.

otherwise experiencing financial hardship and in need will be made available for distribution by bus or pickup at school based upon the Tuesday afternoon schedule outlined above. Food service staff from each campus will be reaching out to eligible families to confirm lunch counts, and eligibility applications have been sent to all families whose economic situations may have changed. The Distance Learning Plan will involve a larger delivery or pickup of textbooks, workbooks, and learning packets (along with lunches and technology to eligible families or those otherwise in need) on the morning of Monday, April 6th. We will run afternoon bus routes, but do so in the morning. Buses will depart school at 9:15 a.m. and again deliver to the same afternoon stop locations. Expect buses to arrive at the first stop on each afternoon route at approximately 9:30 a.m. and the last stop at approximately 10:45 a.m. Again, for this larger delivery, buses will run afternoon routes, but do so in the morning. Parents picking up Distance Learning Plan resources may do so from 10:00 – 11:00 a.m. by again using

what may be a heavy bag of materials for each student. Future distributions will be done in the afternoon with a reminder sent in advance.

14.1

implement means for students to get meals and/or instructional materials considering variable constraints and opportunities.

textbooks, workbooks, and learning packets (along with lunches and technology to eligible families or those otherwise in need) on the morning of Monday, April 6th. We will run afternoon bus routes, but do so in the morning. Buses will depart school at 9:15 a.m. and again deliver to the same afternoon stop locations. Expect buses to arrive at the first stop on each afternoon route at approximately 9:30 a.m. and the last stop at approximately 10:45 a.m. Again, for this larger delivery, buses will run afternoon routes, but do so in the morning. Parents picking up Distance Learning Plan resources may do so from 10:00 – 11:00 a.m. by again using established pickup routes and door locations. Please plan to transport home what may be for some a heavy bag of materials for each student. For later weekly deliveries, distribution will be done in the afternoon with reminders sent in advance.

15.1

help staff and parents talk with children about the COVID-19 outbreak to adapt to living and working with this issue.

parental resource for talking to children about COVID – 19. For any additional questions, please email info@shpamn.org and we will respond as soon as possible based upon other priorities and the urgency of each inquiry. School Counselors have participated in American School Counselor Association training and continue to reference the MDE guidelines as well as use the Minnesota Association for Children’s Mental Health as a

resource. The focus for this first day of distance learning will be to make sure students and families are engaged, supported, and to receive the resources they need to continue their learning from home. Similar to the first day of school, students and parents should simply plan for the distribution of instructional materials and a review of expectations. Relationship building and social emotional wellbeing will remain a focus. We know there is a lot of information being communicated, and we have tried to condense it and share it in the most manageable way possible for families. We know this process will at times be difficult, so we appreciate your continued patience

as me make our way forward together through the challenge before us.

15.2

prepare staff to cope with the potential impact these closures will have on the mental health and wellbeing of students, staff, and families.

parental resource for talking to children about COVID – 19. For any additional questions, please email info@shpamn.org and we will respond as soon as possible based upon other priorities and the urgency of each inquiry. School counselors will continue to provide social-emotional programming and relationship building supports during distance learning and deliver direct services to students as well. School Counselors have participated in American School Counselor Association training and continue to reference the MDE guidelines and participate in conference calls and webinars as well as use the Minnesota Association for Children’s Mental Health as a resource. Services available to staff through their benefit package include: Virtual care covered by Medica! Skip the clinic if you need acute care;

Medica’s value adds through their member portal; Employee Connect Services, The Employee Assistance Program, is available to all benefit eligible staff as an additional resource/outlet for staff during this stressful transition to distance learning. The school has sought to find a middle way forward in balancing work and learning with stress management and self-care by liming its learning and teaching schedules as responsibly and equitably as possible.

15.3

implement to protect staff, students and others from the spread of Coronavirus.

CDC as well as the Governor and Commissioner regarding requirements and expectations for staff during both the Stay at Home order as well as the school closure. These include social distancing, personal mitigation practices (handwashing, avoiding touching the face, and staying home when sick), and personal protective equipment (wearing masks or face coverings and gloves) as well as regular cleaning and disinfecting, particularly of high-use and touch areas. We reference the MDE District Learning Implementation Guidance in making decisions with respect to reporting requirements. This was included in a letter sent to schools by the Commissioner of Education, which references the Governor’s Stay at Home Executive Order and the Executive Order to extend the closure through the end of the school year.

Along with this existing reporting requirement, we continue to accommodate

maintaining our commitment to equity and fairness among all staff. As stated in the Governor’s Executive Order 20-20, educators and other

workers supporting public and private pre-K-12 schools are allowed to go to the school building to perform critical work that cannot be performed via telework. To the extent that it is necessary for teachers and staff to be physically present in schools, school districts and schools must provide conditions for staff in compliance with a social distancing model that complies with MDH guidelines. The orders also directed schools to provide care to, at a minimum, district-enrolled students aged 12 and under, and parents are asked to please screen their children for upper respiratory and other symptoms and take their temperature each morning. At school, students will be screened again by the Nurse or Health Assistant to check for symptoms and take temperatures. These two steps will be required before bringing a child to school and before being permitted to childcare.

16.1

the distance learning program season.

cyberbullying, with staff trained in referring and reporting incidents as

required. The school’s bullying policy is consistent with state statute and is included as an appendix in the school’s handbook.

16.2

the distance learning program season.

cyberbullying, with staff trained in referring and reporting incidents as

required. The school’s bullying policy is consistent with state statute and is included as an appendix in the school’s handbook.

17.1

payroll processes.

learning, it is expected that all staff, including non-salaried, hourly staff, will earn pay and benefits as planned in the school budget. Likewise, if calendars are extended to accommodate school reopening, districts and charters are expected to provide full pay and benefits for that period as well as they will be receiving full funding. The school has honored its custodial, food service, and bus transportation contracts as well as continued to work with its various other vendors and contractors in oftentimes creative and modified ways as its board-approved operational budget has allowed.