Alabama State Department of Education

2019-2020 Local Education Agency

Academic Continuity Plan

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COMPLETION OF 2019-2020 SCHOOL YEAR As we continue to navigate the COVID-19 pandemic’s implications on Alabama’s public schools, the Alabama State Department of Education (ALSDE) has surveyed

Local Education Agencies (LEA) superintendents, as well as researched other states’ plans of assistance to help districts complete the remainder of the 2019-2020 school

year.

ALSDE SUPPORT PRIORITIES & TECHNICAL GUIDANCE

The ALSDE is committed to providing essential technical guidance and support

mechanisms to assist LEAs in completing this unprecedented school year by allowing

flexibility—with statewide parameters—and for as much as practical, proceed with

graduation and promotion procedures by June 5, 2020.

The ALSDE has identified minimum parameters for LEAs to consider when completing

the LEA Academic Continuity Plan:

✓ Core Academic Areas;

✓ Delivery Platform Options (Section A);

✓ Grades K-8 Critical Core Academic Standards (Section B – Option I);

✓ Grades 9–11 Critical Core and Required Courses (Section D – II); and

✓ Limited Scope of Delivery.

o Is the activity essential?

o Can the activity be done remotely?

o If there is no other choice, then can the activity be done safely

considering keeping individuals separated by distance, not congregating

in close proximity, and the health of participants (students, educators, and

others) is protected? Consulting with the local health department and

other local agencies is advisable.

The ALSDE has coordinated multiple statewide efforts to assist LEAs with differentiated

supports & resources. Additional information can be accessed in a newly developed

“Emergency End-of-Year School Closure” technical guidance manual, which will be

finalized and posted March 27, 2020.

✓ ALSDE Academic & Technical Guidance for Emergency End-of-Year School Closures Manual

✓ Alabama Education Remote Learning Site (Powered by EBSCO)

✓ Alabama Public Television (APT)

✓ Alabama Public Library Service

✓ ALSDE Technical Assistance Team to assist LEAs with development of the plan

✓ ALSDE Academic & Technical Guidance for Opening 2020-2021 School Year Following Emergency End-of-Year Closure Manual (will include summer timelines,

planning guidance to identify academic gaps, and critical considerations

following the emergency school closure conditions)

Alabama State Department of Education

2019-2020 Local Education Agency

Academic Continuity Plan

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LEA DISTRICT ACADEMIC CONTINUITY PLAN REQUIREMENTS ✓ Complete LEA Academic Continuity Plan while considering individual needs and

capacity.

o Section A: Identify and provide multiple instructional delivery options

including digital, virtual, delivery of educational packets, etc. that include

a blended or hybrid approach.

o Section B: Identify content provider(s) that meets the needs of your

district based on current resources, as well as state resources.

✓ Utilize a variety of communication methods for classrooms to connect, provide

feedback, ask questions, etc. including but not limited to the following: Class

Dojo; Remind Me App; Google Hangout; Learning Management System

(Canvas, Blackboard, Etc.); or a “Parent Hotline” that is manned by a rotation schedule of teachers/educators to provide access for parents and students to

ask questions related to assignments.

✓ Submit completed LEA plan to leaplans@alsde.edu no later than April 3, 2020.

✓ Complete Section F, including optional request for ALSDE Technical Assistance to

finalize the plan.

Alabama State Department of Education

2019-2020 Local Education Agency

Academic Continuity Plan

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NAME OF LEA: _______________________________________________

SECTION A: DELIVERY OPTIONS (Select all that apply)

Option I: Distance/Virtual/e-Learning/Remote Method(s)

Option II: Packets/Assignments (portfolio, project-based, etc.)

Option III: Blended (combination of Options I & II)

Option IV: Other _______________________________________

SECTION B: INSTRUCTION & ASSESSMENT OPTIONS (Select all that apply)

_____Option I: ALSDE Resources (See manual for details)

ACCESS Distance Learning Online Platform and/or Franchise Model

Scantron Achievement Series ELA, Math, Science & Social Studies

Assessments (Quick Pick and Normal Tests)

ALSDE K-8 Critical Standards Chart

K12 Inc./Southern Regional Education Board (SREB)/Etc.

Alabama Education Remote Learning Site (Instruction Only)

_____Option II: Individual LEA Hosted/Vendor

A. Provider Name: ________________ (Ex: Accellus, Edgenuity, Edmentum, i-Ready, etc.)

B. Minimum Criteria Assurances (Contact vendors to obtain information):

Accreditation (select the option that applies): Cognia (Formerly

AdvancED), MEASC, NWAC, WASC, VCPE, Other: _______________________

Organizational Stability: Effective and stable organizational and

management structure

Instruction/Content: Content and activities align to Alabama standards;

accurate and appropriate for each grade-level; evidence of at least 2

subject matter experts review and validation for accuracy;

scientifically/research-based; provides differentiation of content, delivery

of content, and assessment options to allow for multiple pathways for

standards/course mastery

Student Performance & Assessments: Objectives or assessments used to

measure student progress towards mastery of the standards

Data Reporting: Standards mastery; student participation in

coursework; progress monitoring towards completion of the course; and

alignment to state and federal data management requirements

Special Populations: Students with special needs, including students with

disabilities, ELs, free/reduced lunch, etc. are not excluded from

participating in courses; LEA must comply with all state and federal

regulations specific to students with disabilities and collaborate with the

vendor/provider to ensure appropriate access

Technical Support: Consistently available on a timely basis for students,

parents, and districts

_____Option III: Combination of Options I & II OR Other (Provide brief description)

Alabama State Department of Education

2019-2020 Local Education Agency

Academic Continuity Plan

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SECTION C: FINAL COURSE GRADE OPTIONS Option I: “Credit by Examination” or “Credit by Advancement” for

students for Grades 6 (if grade 6 is in a middle school setting)/7 – Grade 12

with End-of-Year/End-of-Course Assessment or Assignment to measure

standards mastery

Option II: Third nine-week grades as final grades/completion for the year

Option III: Average first, second, & third nine-week grades with fourth nine-

week assignments (digital, packets, blended, etc.) grade for End-of-Year

Grade

Option IV: End-of-Course Assessment grade averaged with first, second,

and third nine-week report card grades for End-of-Year Final Grade

Option V: Pass/Fail (Any K-8 course except for courses taken for a Carnegie

Unit)

Option VI: Other_______________________________

SECTION D: LIMITED COURSE SCOPE DELIVERY GUIDANCE I. Seniors (Class of 2020)

✓ Seniors who are on track to graduate and in good standing as of the third nine

weeks reporting period will be considered “as meeting the graduation requirements” for the state of Alabama.

✓ Districts may still implement local policies for honor graduates and class rank and

should make local decisions regarding end-of-year participation for current high

school seniors regarding graduation.

✓ Seniors who were not on track must be given the opportunity for credit recovery

immediately, rather than waiting until summer programs.

✓ Students enrolled in courses for weighted credit, such as AP, IB, Dual Enrollment,

etc. should still receive weighted credit regardless of the ability of a student to

take an AP/IB/or other assessment.

✓ Alabama Essentials Pathway work hour requirements shall be waived.

✓ Districts should continue to find methods to support seniors’ next steps, such as assisting with FAFSA, scholarship applications, applications for post-secondary

opportunities, etc.

✓ Processes still pending but will NOT impact graduation status:

• Credentialing & Other Career Technical Related Certifications Needed for

Careers, and

• Dual Enrollment Course Completion – Adhere to all Post-Secondary and

Institutions of Higher Learning requirements and guidance to complete

2019-2020 school year.

II. Grades 9 – 11 (Class of 2021, 2022, & 2023) Critical Courses for Completion

✓ English 9, English 10, and English 11, & other ALSDE approved ELA credit-eligible

courses

✓ Algebra I (Algebra I-A and Algebra I-B), Geometry, Algebraic Connections,

Algebra II, & other ALSDE approved mathematics credit-eligible courses

Alabama State Department of Education

2019-2020 Local Education Agency

Academic Continuity Plan

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✓ Biology, Physical Science, & other ALSDE approved science credit-eligible

courses

✓ World History, US History I, US History II, & other ALSDE approved social studies

credit-eligible courses

✓ Other Graduation Requirements: Career Preparedness; Health Education; LIFE

PE

✓ Arts Education/Career and Technical Education/World Languages courses

III. Grades K – 8

✓ Identification of ALSDE K-8 Critical Standards Chart

SECTION E. OTHER STATE AND FEDERAL ASSURANCES

SUPPORTING SPECIAL EDUCATION SERVICES

It is clear the USDOE does not want schools in Alabama or elsewhere to consider the

provision of services to students with disabilities under the IDEA as a barrier or a reason

not to offer educational services to any of their students through distance instruction or

otherwise.

In compliance with COVID-19 guidance, the following assurances have

been discussed and are included in planning efforts for students with disabilities,

including students with 504 plans.

✓ Make every effort to provide services for all students with disabilities, including

students with 504 plans, and maintain appropriate documentation to support

all efforts;

✓ Assure that students with disabilities will not be excluded from participating in

courses;

✓ Comply with all state and federal regulations;

✓ Ensure educators and administrators collaborate and utilize creative options

to meet the individual needs of the students; and

✓ Consider the impact of the LEA’s grading option selected in Section C as it relates to IEP review and development for each student. The most recent

USDOE guidance can be found here, and additional instructional support

resources can be found in the Academic & Technical Guidance for Emergency End-of-Year School Closures Manual.

SUPPORTING ENGLISH LANGUAGE LEARNERS

As LEAs focus on supporting English Language Learners, it is essential to work

collaboratively with staff and other agencies to plan appropriately for the

following:

✓ Provide effective two-way communication with families in a language that

they understand.

✓ Tailor instruction and assessments to students’ English Language proficiency needs in all four language domains (Listening, Speaking, Reading, and

Writing).

Virtual Instructional Delivery (Triage Model)

April 6 -May 21, 2020

Vestavia Hills City Schools will be providing distance instruction on a weekly basis to cover the Critical Skills K-8 and Limited Course Scope for 9-12 based on the options

offered by the ALSDE under section C, which have been approved by the AHSAA for athletic eligibility for next year. Teachers will be expected to post all assignments on

April 6th, 2020. Teachers will post all assignments for the week by 8:00 a.m. on each Monday morning via Google Classroom, SeeSaw or email. Students will have one

week from the designated day to complete and submit assignments. Assignments will be due the following Monday. Assignments will be submitted through Seesaw,

Google Classroom or Email. All report card grades for the academic year will end with the 3rd nine weeks. With the inability to verify the accuracy and rigor of grades

earned during the 4th nine weeks, we have determined that grades earned in the 4th nine weeks will be used to improve the nine-week grade, which in our current

situation has become the 2nd semester grade. With understanding and compassion, it is our desire to make sure students are prepared with the essential skills for next

year. Our teachers will be providing instruction and virtual learning opportunities for students to lessen the achievement gap during this time of homeschool with both

synchronous and asynchronous methods using the parameters listed below. *The minimum requirements for student expectations are listed below. However, teachers may also post additional lessons/learning plans that are optional for parents as supplemental work to use with their children.

Elementary:

Method of Instructional Delivery

• Grades K-2 SeeSaw or Google Classroom(electronic format)

• Grades 3-5 SeeSaw or Google Classroom (electronic format)

• Email (electronic format)

• iReady (electronic format)

• Printed materials sent home with students

• Google Hangout Meets

Student Expectations

• 45 minutes weekly on iReady Reading

• 45 minutes weekly on iReady Math

• 45 minutes weekly on Social Studies/Science

• 20 minutes daily of reading (reflection response to independent reading via Seesaw, Google Classroom or Email)

• Submit assignments using Seesaw, Google Classroom or school email at the teacher’s direction

• Participate in Classroom Hangout Meets

Teacher Expectations

• Post assignments by 8:00 a.m. on each Monday using the established formats

• Use Google Hangout Meets to connect with your classes

• Be available to support families and post virtual office hours

• Communicate using the Vestavia Hills City Schools electronic resources (Ex: Email, Google Classroom, Remind App) with a 24-hour response time

Secondary:

Method of Instructional Delivery

• Grades 6-12 Google Classroom (electronic format)

• iReady (electronic format)

• ACCESS (electronic format)

• Textbooks/Workbooks/Novels

• Google Hangout Meets

Student Expectations

• 45 minutes weekly on iReady Reading (Middle School)

• 45 minutes weekly on iReady Math (Middle School)

• 1-3 hours per week for assignments in each core class: math, English, science, social studies and World Language (Middle & High School)

• 1 hour weekly for elective courses as needed (High School)

• Submit assignments using Google Classroom or school email at the teacher’s direction

• Participate in Classroom Hangout Meets

Teacher Expectations

• Post assignments by 8:00 a.m. on each Monday using the established formats

• Use Google Hangout Meets to connect with your classes

• Be available to support families and post virtual office hours

• Communicate using the Vestavia Hills City Schools electronic resources (Ex: Email, Google Classroom, Remind App) with a 24-hour response time

INTEROFFICE MEMORANDUM

SUBJECT: GRADING VIRTUAL INSTRUCTION IN INOW

DATE: APRIL 2, 2020

Dear Principals,

As outlined in our District Academic Continuity Plan we choose to use the Third Nine-Week grades from March 13, 2020 as the final grades for the year with an opportunity for students to improve their 3rd nine-week score with a Virtual Instruction grade given in May. To accomplish this, there will be one (1) additional activity added to each section/course in the 3rd nine weeks grade-book titled COVID eLearning. This additional grade will only be for 4th-12th grade students and include those seniors who are not on track to graduate. Because our focus will be on learning, and much grace given to our students and families, students who cannot participate or complete virtual instruction will be exempt from grading and their March 13 grades will remain their final score. Grading Instructions:

• Teacher Gradebook will be opened the week of May 11th, to add a COVID eLearning activity to 3rd nine-week section/courses

• To add this activity follow these steps in the grade-book: - Go to the Add Activity icon ~or~ click on the Plan Tab and add icon - Date = 5/14/2020 - Category = TEST - Activity Name = COVID eLearning - Total Points = 100 (Note: Student can only earn 100% or be Exempt)

• EXEMPT any student who cannot participate by right clicking across from the student’s name in the activity column and select Exempt

• After eLearning points have been entered, Recalculate and Post

Grade Changes: This is very important. Third Nine-Week grades posted and verified on March 13 should NOT be changed. If a grade change is necessary, the Teacher will be required to submit the appropriate grade change documentation to the school Principal for approval.

Please reach out to me with any questions. I am happy to assist in any way I can. Sincerely, Dena Fore, Data Administrator

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Strategic Planning Goals

Teaching and Learning (COVID-19) #1: Ensure that students learn and demonstrate a profound understanding of knowledge and skills consistent with expectations of teachers, parents, and the community, and ensure that students find value and meaning in the work provided to them. ➢ What does learning look like for students during this time?

o ALSDE Critical skills K-8 o Limited Course Scope Delivery 9-11 o Seniors o Virtual Environment

➢ What are the expectations of our teachers, parents and the community during this time?

o Prioritize education o Give parents support and help for home instruction o Follow the Health Officials rules for the safety and health of our community o Easy to follow instructions/communication (Information in one place from one

source)

➢ What type of work will students find value and meaning in during this time? o Opportunities for virtual collaboration o Connections to classmates o Consistent routines of familiar learning platforms used in class

#2: Embrace our leadership role in developing common understandings and shared community support for confronting the problems and challenges that impact the system, youth, and families. ➢ What leadership opportunities do we have as a district to provide understanding and

support? o Articulate purpose-the 4th nine weeks will be about making sure students are

ready for the next grade. o Provide student meals for pick-up o Clear, simple and streamlined communication

➢ How can we support students and families when the feelings of loss are so pervasive?

o Provide encouragement and minimize additional avenues for anxiety and depression.

➢ How can we combat depression from isolation for staff and students?

o Provide access and support from administrators and teachers through multiple formats (email, SeeSaw, Google Classroom, Google Hangouts)

➢ How can we help parents teach their children at home?

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o Provide lesson plans, virtual office hours, resources and Google Hangout Meets

➢ How can we support our teachers in a new instructional environment balancing their own children and family situations from home?

o Expect a half-day working schedule o No more teacher or staff evaluations for the year o Partner elective teachers as resource providers (creating short instructional

videos, providing Google Hangout Meets for school student groups like art time, story time, etc.)

➢ How can we ensure the health and safety of our school community?

o Physical health-No in-person instruction, follow the health official’s guidelines o Mental health-Providing access to school counselors and resources o Emotional health-Offering an instructional environment that is focused on

learning and safe guarding against academic punitive measures o Social health-Offering opportunities through Google Hangout Meets for classes,

clubs, teams and employees to socialize in a virtual environment. ➢ What decisions are best with the challenge of inaccurate and unreliable grading methods?

o Use the ALSDE option of using the 3rd nine weeks to end the academic grading year. Provide feedback/grades for 4th nine weeks as communication regarding level of support needed for the upcoming school year.

➢ What decisions are best with the challenge of inequity for students?

o Checkout Chromebook and MiFi devices to families who need them o Provide virtual instruction with grace and empathy o No attendance requirements for the ALSDE

#3: Strengthen leadership, management, and staffing systems committed to advancing the mission, beliefs, and goals of the strategic plan. ➢ How can we strengthen our leadership and management during this time?

o Administrators have been superstars in modeling confidence, encouragement and use of virtual communication

o Unite and work in tandem as never before o Make the hard decisions and stick with them o Lead with empathy, compassion and courage o Streamline communication

➢ What commitments can we make to support the advancement of our strategic plan?

o Realize that we have been trusted with the weight and responsibility to lead during a time that is disruptive, life changing and extraordinary. At no time in history have we ever closed schools. We must be committed to learn, think in new ways and reach beyond the parameters of our typical thinking.

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Vestavia Hills City Schools Academic Continuity Plan 2020

Vestavia Hills City Schools will be providing distance instruction on a weekly basis to cover the Critical Skills K-8 and Limited Course Scope for 9-12 based on the options offered by the ALSDE under section C, which have been approved by the AHSAA for athletic eligibility for next year. Teachers will be expected to post all lessons weekly using the approved district formats and platforms. Assignments will be submitted through Seesaw, Google Classroom or Email based on grade level expectations. With understanding and compassion, it is our desire to make sure students are prepared with the essential skills for next year. Teachers will be providing instruction and virtual learning opportunities for students to lessen the achievement gap during this time when students are at home with both synchronous and asynchronous methods from April 6 -May 21, 2020. Any K-12 student in need of a device was issued a Chromebook to use at home, before the virtual instruction start date of April 6th, 2020.

https://youtu.be/k3NUfkAhB_g

After deeply considering each of the ALSDE grading options, we selected one that provides our students, staff, families and community with the very best solution in this time of crisis. One that aligns with our strategic plan. Our team determined that we will choose a combination of the ALSDE grading options. All report card grades for the academic year will end with the 3rd nine weeks. With the inability to verify the accuracy and rigor of grades earned during the 4th nine weeks, we have determined that grades earned in the 4th nine weeks will be used to improve the 3rd nine-week grade, which in our current situation has become the 2nd semester grade for students in 4th-12th grade on a traditional report card model. There will be an additional section added to the 3rd nine-week report card which denotes COVID eLearning for 4th-12th grade students to include those seniors who are not on track to graduate. The assignments submitted during the 4th nine-weeks will demonstrate mastery of content standards as an assessment grade in the COVID eLearning column in INOW gradebook. Students who are unable to participate in 4th quarter learning will receive an exemption for this assessment grade so as not to lower their 3rd nine-week grade, which is now the 2nd semester grade. Students in Kindergarten-3rd grade who are on a standards-based report card model will not receive another report card, they will receive feedback from their teacher. (Grading Attachment)

If retentions are necessary in K-8, they will be based on a demonstrated lack of standard mastery during the first three nine weeks of school and every effort will be made to help them master the standards through individual learning plans during the 4th nine weeks to be promoted. Students earning credit in high school will immediately begin credit recovery learning plans during the 4th nine weeks. Our goal is to support student learning in a manner that will allow students to stay on track with their learning plans during this time where we will not be able to provide face-to-face instruction. Whether a student is learning the alphabet to read or learning concepts that will be required to pass an AP exam, we are committed to offer our best instructional effort to continue their learning during this time of school closure. Our focus will be on learning and much grace will be given to our students and families.

Under the circumstances, we will be teaching and learning in a triage model. However, we have an amazing opportunity to emphasize and maximize our second strategic planning goal which is as follows: Embrace our leadership role in developing common understandings and shared community support for confronting the problems and challenges that impact the system, youth, and families.

Seniors

Seniors who are on track to graduate and in good standing as of the third nine-week grading period will be considered “as meeting the graduation requirements” for the state of Alabama. Seniors who were not on track, will be given the opportunity for credit recovery immediately. District administrators and high school staff are prioritizing meeting the specific graduation requirement needs as part of this emergency school closure. We will also be working to provide these seniors help with college applications, essays and transitional activities. Although they have met the graduation requirements and will not be required by the state to take additional coursework, we will continue to offer instruction to these seniors, making sure they are ready and prepared for success in college next fall. Offering opportunities to continue their learning will be our goal. We will implement our local policies for honor graduates and class rank. Students enrolled in courses for weighted credit, will still receive weighted credit, regardless of the ability to take an AP or other assessment. Alabama Essentials Pathway work hour requirements shall be waived. Students needing to complete a credential or other requirement for a CTE course that must be

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completed in person will be able to finish that credential in the summer without effecting graduation status. Students taking dual enrollment courses will adhere to all Post-Secondary and Institutions of Higher Learning requirements and guidance to complete the 2019-2020 school year.

Every effort will be made to honor our seniors with a graduation ceremony after June 5th taking into consideration the guidelines from the state health officials at that time.

9th-11th Grade Students (Class of 2021, 2022, & 2023) Critical Courses for Completion

We will implement a limited scope of delivery for 9th-11th grade students working to earn high school credit. District administrators, school administrators and grade level teachers are prioritizing the classes and standards required for completion of the 2019-2020 school year. We will provide students with the instruction and opportunity to work toward mastery of the identified critical standards. Students in alternative school will participate in all of the same learning opportunities with the teachers from the base school. Any student who is not on track to earn credit in a required course will immediately begin credit recovery with an individual learning plan during the 4th nine-weeks. Students who were in good academic standing at the end of the third nine-week grading period will be provided instruction and resources for continued growth in the courses listed below.

▪ English 9, English 10, and English 11, & other ALSDE approved ELA credit-eligible courses ▪ Algebra I (Algebra I-A and Algebra I-B), Geometry, Algebraic Connections, Algebra II, & other ALSDE approved

mathematics credit-eligible courses ▪ Biology, Physical Science, & other ALSDE approved science credit-eligible courses ▪ World History, US History I, US History II, & other ALSDE approved social studies credit-eligible courses ▪ Other Graduation Requirements: Career Preparedness; Health Education; LIFE PE ▪ Arts Education/Career and Technical Education/World Languages courses

An example of the method and recording of 9-12 critical standards is listed below using Algebra II.

K-8th Grade Students

We will be focusing on K-8 Critical Standards for students in kindergarten through eighth grade. Assignments will be used to measure student progress towards mastery of these standards. Content and activities will align to the Alabama Course of Study Standards demonstrating accuracy and appropriateness for each grade-level. Students who were in good academic standing at the end of the third nine-week grading period will be provided instruction and resources for continued growth. Students who were identified through RTI will work to meet the Critical Standards through individualized learning plans with the support of interventionists, reading coaches and classroom aides using the approved virtual platforms. Our goal is to provide our students and parents with the exceptional service and support expected in Vestavia Hills.

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An example of the method and recording of K-8 critical standards is listed below using 6th grade ELA.

instructional delivery

Our instructional delivery will be based on a blended model with the majority to include Distance/Virtual/e-Learning/Remote Methods. Our students in the early grades and our students receiving special services will also have learning packets to assist and support their learning. In-person instruction for any reason is strictly prohibited. Students in K-8 will be using iReady for reading and math and will have supplemental lessons provided by teachers. Depending on the grade level, teachers will be using SeeSaw, Google Classroom and /or iReady. A one-page summary of the Continuity Plan will guide the work of schools with clear expectations for students and teachers. (Attached)

We will be using both a synchronous and asynchronous learning approach with students. Asynchronous methods are flexible, allowing students to learn anywhere at anytime. An example of this approach is Google Classroom or iReady assignments. Synchronous methods are not flexible, they require a scheduled appointment. An example of this approach is Google Hangout Meets. Providing synchronous activities will allow us to connect with students and allow them to connect with one another. Counselors, art, music, PE teachers and coaches along with the classroom teacher will be able to connect and share with their students using Google Hangout Meet. Schools will be providing a weekly schedule of Hangout Meet dates and times on their website, so parents will know when their children can engage in a virtual classroom with their teacher and classmates.

Students with special needs, including students with disabilities, ELs, free/reduced lunch, etc. will not be excluded from participating in courses. Every effort will be made to comply with all state and federal regulations specific to students with disabilities and collaborate with the vendors and course providers to ensure appropriate access. Tutorial videos will be shared with parents for participation in virtual IEP meetings. Teachers and case managers will be working diligently with the students and families of our special populations to provide support and continuous learning during this time of school closure with proper documentation. Vestavia Hills City Schools will ensure educators and administrators collaborate and utilize creative options to meet the individual needs of the students. We will provide effective two-way communication with families in a language that they understand and will tailor instruction to students’ English Language proficiency needs in all four language domains (Listening, Speaking, Reading and Writing).

An example of the method for recording of EL services at each school is listed below:

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An example of video support for virtual IEP meetings is listed below: https://drive.google.com/open?id=1yvhX5qaD3dDXfN53joYkr-q_v98jC8RC

With this prolonged school closure, we have decided to approve a video conferencing tool for use with students for instruction. We have approved Google Hangout Meets as it provides an additional layer of protection for our students. By using teacher and student Gmail addresses, all conferencing is protected by our network. We will have a video for parents on how to use Google Hangout Meets, and other virtual learning tools posted on our website. We will be providing technical support for students, teachers and employees through our technology team, as well as, shared video tutorials.

An example of a video tutorial created by a student for students is listed below:

https://drive.google.com/open?id=1zJcrYlt8EEKktRWtffWaOK65HejGwLHL

We will be providing an onboarding process for parents, which includes tutorial videos on the virtual learning platforms will be using, such as SeeSaw, iReady and Google Classroom. Our teachers will be using these limited tools for simplicity, clarity and easy access for parents as they work with students from home. We will also be providing a type of lesson planning document titled, Week-At-A-Glance to assist parents with supplemental daily instruction, using a format with hyperlinks to all activities referenced in the lesson plan.

An example of the Week-At-A-Glance document is listed below: https://drive.google.com/open?id=1C_809tIsTlZoceoLN12OHz6cjB-M_TNb

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An important part of our success is working together to maintain an effective means of communication. Beginning on April 6th, our website will be converted to an emergency format with information streamlined with the most pertinent information for employees and families. Vestavia Hills City Schools is district with a reputation for academic excellence, built on a history of tremendous accomplishments. We plan to continue that tradition, making history in this unprecedented time with an exceptional virtual learning experience for our students.

The mission of Vestavia Hills City Schools is to ensure each student learns without limits by pursuing knowledge and igniting curiosity about the world through a system distinguished by:

‣ A safe and nurturing environment ‣ The courage to be creative

‣ Unparalleled community support ‣ Appreciation of diversity

‣ Multiple paths to a bold future