continuity of learning plan tool...coordinator katie west continuity of learning plan tool (revised:...

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Contact Information:

If you have questions about this document or would like additional information, please contact:

Heather Bouchey, Deputy Secretary of Education at [email protected]

Continuity of Learning Plan Tool

Please use this template to document your SUs/SDs plan. You may use the Continuity of Learning (COL) Reference document which has questions

to consider and related resources for each Essential Element to inform the design of your plan. If you would like assistance from your education

colleagues at the Agency of Education, please check the box for help, and we will gladly work to assist you.

Communication

Essential Element

1. Describe your communication plans/routines for student to teacher, teacher to student, staff to staff,

and staff to family/community.

Person(s) Responsible Help?

Board Contact- Twice a week- newsletter to all board members. Monthly board meetings resume the

week of April 20th

District Leadership Team- Daily zoom meetings for 60-90 minutes. Daily meetings held at 9:30 am each day to

review the work related to the Continuity of Education Plan (Food Distribution, Childcare, Maintenance of

Learning). Conversations include topics related to Human Resources, Finance, Educational Technology,

Technological Infrastructure, Learning Environment (PreK-12). -District newsletters for professional staff, created

by the SVSU Continuity in Learning Team, are shared via email on Monday of each new week. Superintendent

sends weekly memos to staff. Resources for staff can be found on the SVSU website linked to the COVID-19 tab

(i.e. tutorials, resource links).SVSU Staff Technology Helpline available daily, M-F, from 8-11, and 12-2.

Principals and Directors- Multiple Times a Week for 60-90 minutes

Tuesday, March 10 to address COVID-19 initial steps (Field Trips, sporting events, functions, securing schools

and grounds)- In person

Superintendent Jim

Culkeen, Asstistant

Superintendent Laura

Boudreau, and

Communications

Coordinator Katie West

mailto:[email protected]


(Revised: April 16, 2020)

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Essential Element

Tuesday, March 17 to address Continuity of Education- Maintenance Phase - ZOOM

Tuesday, March 24 to monitor the Continuity of Education- Maintenance Phase - ZOOM

Wednesday, March 25 to monitor the Continuity of Education- Maintenance Phase and to review the

Professional Staff Newsletter- Volume #1- ZOOM

Friday, March 27 Weekly wrap-up to address questions about the Continuity of Education- Maintenance Phase

(Google Documents used to collect to questions and to share unified responses from the District Leadership

Team)- ZOOM

Monday, March 30 to address questions about the Continuity of Education- Maintenance Phase (Google

Documents used to collect to questions and to share unified responses from the District Leadership Team) -

ZOOM

Tuesday, March 31 to address questions about the Continuity of Education- Maintenance Phase (Google


ZOOM

Wednesday, April 1 to address questions about the Continuity of Education- Maintenance Phase (Google


ZOOM

Thursday, April 2 to share the Continuity of Learning Plan and to review the Professional Staff Newsletter-

Volume #2 that outlines staff expectations - ZOOM

Monday, April 6 and 8 to review the Continuity of Learning Plan and to review the Professional Staff Newsletter-

Volume #2 that outlines staff expectations - ZOOM



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Essential Element

SVSU Staff. Moving into implementation of the SVSU Continuity of Learning plan: meeting will be held

everyTuesdays and Thursday 1:00pm.

Meetings held to review the work related to the Continuity of Learning Plan. Conversations include topics

related to Human Resources, Finance, Educational Technology, Technological Infrastructure, Learning

Environment (PreK-12). Each meeting will include a question and answer session facilitated by the

Superintendent. May meetings will also focus on end of year routines and preparation for the 2020-2021 school

year.

Individual School Communication- Individual school communication is individualized by school and alternates

between email and video conferencing. Building principals are available daily via email to arrange

communication with staff. Principals are listed as participants in teacher Google Classrooms used to provide

learning for students.

SVSU Staff- Communication from the District Leadership Team. District newsletters for professional staff,

created by the SVSU Continuity in Learning Team, are shared via email as needed. Memos from the

Superintendent. Resources for staff can be found on the SVSU website linked to the COVID-19 tab (i.e. tutorials,

resource links) and are updated regularly. SVSU Staff Technology Helpline available daily, M-F, from 8-11, and

12-2.

Special Education- Virtual meetings with SVSU paraprofessionals were held during the week of March 30. On

April 3rd, the Director of Special Education shared guidelines with Special Education staff. The Director of

Special Education and Director of Early Education monitor Distance Learning Plan process through weekly

check-in meetings with building designees. Interventionists (CFP Grant Funded)- Email directions and one

Zoom meeting with Assistant Superintendent (Title IA Grant Manager) and Director of Curriculum, Instruction,

and Assessment. After April 13th- One monthly Zoom meeting with Assistant Superintendent (Title IA CFP

Grant Manager) and Director of Curriculum, Instruction, and Assessment. Weekly check-in meetings/email to

monitor instructional support. Building Level Coaches- Email directions and one Zoom meeting with Assistant

Superintendent (Title IIA Grant Manager) and Director of Curriculum, Instruction, and Assessment. Daily check-

in email and monitoring as needed with the Director of Curriculum, Instruction, and Assessment to monitor



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instructional program development. District Level Coaches- Email directions and one Zoom meeting with

Assistant Superintendent (Title IIA Grant Manager) and Director of Curriculum, Instruction, and Assessment.

Daily check-in email and monitoring as needed with the Director of Curriculum, Instruction, and Assessment to

monitor instructional program development and data collection to support program development. After April

13th, One monthly Zoom meeting with Assistant Superintendent (Title IIA CFP Grant Manager) and Director of

Curriculum, Instruction, and Assessment. Weekly check-in email/ Zoom meeting and monitoring as needed with

the Director of Curriculum, Instruction, and Assessment to monitor instructional program development for Tier

1 ELL- Daily check-in email and monitoring as needed with the Director of Curriculum, Instruction, and

Assessment to monitor instructional program development and data collection to support program

development.

SVSU Families

Visit Family/Community Engagement- COVID-19. Also-SVSU Family Technology phone Helpline available

daily, M-F, from 8am-11am, and 12pm-2pm

In an effort to ensure our families stay informed during the COVID-19 Pandemic, the Southwest Vermont

Supervisory Union implemented an emergency communication plan to deliver vital information regarding

emergency meals for students, acquisition of school-issued technology, and educational resources. Our first

contact with families occured on February 28, 2020 on our website and social media outlets. Timely information

has since been presented in the following methods:

• Social Media (Facebook, Instagram, and Twitter)

• Local news sources (The Bennington Banner and Catamount Access Television)

• Corrugated plastic signs throughout the community

• Flyers in the windows of local businesses and bulletin boards throughout the town of Beninngton



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Essential Element

• Robotic calls, text messages, and emails

• Designated COVID-19 landing page, and associated pages, on our supervisory union website

Included on the COVID-19 Updates and Resources landing page on svsu.org is a section for Student/Family

Technology Resources. This section featured clear and accessible video tutorials on how to use specific tech-

based resources provided by the SU to our students

Structures for Student Success

Essential Element

2. Describe how you will establish consistent expectations of teachers, in terms of providing learning

opportunities for their students. These expectations should include regular office hours/check-ins and

feedback loops for students.


Pre-K to 12th grade

"Guidelines to consider as you develop a weekly learning plan. One thing that can help educators and students

feel more grounded and secure is this: connection. By creating opportunities to connect, not only will students

feel more seen, but they will build all sorts of coping skills to use later in life" (Copyright © 2020 Innovative).

Education in VT

Connect with every student every day; evaluate and track the best modes by which to communicate with

students and families.

Establish office hours via Google Classroom or phone that are open and available to all. All teachers are available

to students Monday-Friday (8am-1pm) to support learning.

Pre-K

Principals and Directors



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Essential Element

Daily or Weekly Circle Time through Zoom or Google Meet (Monday through Thursday). For families who

cannot be present for the live meeting, they can also access the meeting recording on Google Classroom. Review

expectations with your families to provide feedback about how to support preschool learners in the distance

learning platform prior to starting video conferencing or Google Classroom activities. Assessments can include a

parent conversation describing observed performance of skills, a picture sent by the family of student

work/demonstration of skills, or a staff observation over Zoom or Google Hangout during a class meeting.

Remember that not all students have access to online learning platforms. When designing learning activities

consider multiple access points including hands on materials delivered to the family (Copyright © 2020

Innovative Education in VT).

Elementary

Daily Morning Meeting through Zoom or Google Meet (Monday through Friday). For families who cannot be

present for the live meeting, they can also access the meeting recording on Google Classroom. Attendance will be

taken through daily synchronous Morning Meeting, access to Google Classroom, e-mail check-in or phone call.

Morning Meeting. (Suggested components- Greeting, sharing, social/emotional/behavior activity linked to habits

of work). Consider including the school counselor, paraprofessional or specials teacher in your meetings.

Consider group size to accommodate all voices- there might be a need for two meetings. All teachers (Classroom

and Special teachers) should set-up a Google Classroom or SeeSaw. Please invite your principal to be in your

Google Classroom/SeeSaw and other key staff that support your grade level. Review expectations with your

students and provide behavior specific praise prior to starting video conferencing or Google Classroom activities.

Middle School

All advisory teachers will hold a daily advisory meeting through Zoom/Google Meet or Google Classroom. A

phone call or e-mail should be used for advisors to stay connected if the digital platform is not available for a

particular student. Take attendance during daily advisory meetings and note attendance in Infinite Campus in

the advisory class. (Advisee students that connect through e-mail or phone can have until 1pm daily to check in

before being marked ‘absent’). Review expectations MAUMS Remote Learning Expectations with your students

and provide behavior specific praise prior to starting video conferencing or Google Classroom activities.



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Essential Element

Collaborate with your content department team to prepare new learning. Assistant Principal and Director of

Curriculum organized Zoom meetings for the week of April 6. Departments decided on the high-leverage, core

requirements from the bank of prioritized standards for each of the four 2-week periods left in the ‘19-’20 school

year. Planning will take place in two-week increments. Special Educators and Interventionists should be in

planning meetings to support differentiation, when applicable. District and building-based coaches can support

the development of Tier 1 learning activities.

High School

All SOS (Seminar) teachers will hold a daily seminar meeting through Zoom/Google Meet or Google Classroom.

A phone call or e-mail should be used for advisors to stay connected with their advisory class if the digital

platform is not available for a particular student. Take attendance during the daily seminar meeting- note

attendance in Infinite Campus in the seminar class. (Seminar students who connect through e-mail or phone can

have until 1 pm daily to check in before being marked ‘absent’). Review expectations, MAUHS Remote Learning

Expectations for Students/Families, with your students and provide behavior-specific praise prior to starting

video conferencing or Google Classroom activities. Collaborate with your department team to prepare new

learning. General planning should be at two-week increments. Special Educators should be in planning

meetings to support differentiation, when applicable. All activities should be linked to the SVSU curriculum and

prioritized standards. Department teams should meet to decide on the high-leverage, core requirements from the

bank of prioritized standards for each of the four 2-week periods left in the ‘19-’20 school year. Share this list

with the High School admin team. Remember that not all students may have access to online learning platforms.

When designing learning activities, consider multiple access points, including the almighty paper and pencil and

email and the postal service (Copyright © 2020 Innovative Education in VT). Establish office hours via Google

Classroom or phone that are open and available to all. Principals/Assistant Principals must approve the content

of the bi-weekly plan to ensure alignment with the SVSU Continuity of Education Plan.

3. Describe your system/structure for ensuring that all students, especially those struggling, get

support (academic, social/emotional, or technology/material needs) in a timely fashion.




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Essential Element

Along with daily student check-ins (Pre-K & Elementary in Morning Meeting; Middle School during

Advisory and Seminar in High School):

Technology needs were assessed by a survey done the week of 3/23/20 and a database was culled through

teacher contact with families until the deployment plan was implemented the week of 4/6/20.

Chromebook Deployment Process for COVID-19 Response: 1. Technicians prepared Chromebooks from each

building for delivery to the high school (ongoing). 2. Chromebooks were arranged on tables in the cafeteria

(sorted by school; alphabetical by last name; device type/model with proper chargers); Parents were notified

by our alert messaging system, through social media, and on our website of the pickup schedule and the need

for proper ID. 3. Staff members from each building were present to ID parents and verify students. 4. Police

officers were on duty to help as needed. 5. Technicians and nurse volunteers checked IDs and returned to the

table managers inside the building to make sure each student was asigned the pre-designated device. 6.

Parents/ guardians signed a loan-of-equipment form when the devices were delivered to the cars.

Two call-in helplines are set up, one for families and one for staff. They are live from 8:00 am to 1:00 pm,

Monday-Friday, and messages can be left 24/7. Tech services for all SVSU schools will be available at the high

school from 8:00 am to 1:00 pm, Monday-Friday. There is a digital helpdesk system with a link on our website

that is accessible continuosly to report issues.

Social/Emotional/Academic –

SVSU EST Guidelines- April 20-June 2020: Purpose: Please use the SVSU EST process to problem-solve

individual student barriers to the remote learning environment. The SVSU EST guidelines are below.

Consider issues with attendance, access to remote learning, support completing assigned tasks, to consider

just a few. Building EST teams should convene virtually once a week and should provide staff with

information about how to reach out for support. The initial six week requirement has been waived to allow

for a quicker response to support using the emergency EST process. Forms are all found in Infinite Campus.

Please reach out to Melissa Senecal or Elaine Hulett for assistance with IC forms. SVSU Educational Support

Team (EST) for Classroom Teachers. Purpose: An EST is a group of people who meet regularly and function

Director of Education of

Technology Frank

Barnes, Director of

Special Education

Wendy Foran, Director

of Early Childhood

Education Kate Abbot,

and SVSU EST 504

designees



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Essential Element

as a “think tank” to help solve the puzzle of what is going on with a student and determine what s/he might

need to be more successful as a learner.

The job of the EST is to:

EST members: Support students, teachers, and parents; Have diverse expertise;

Brainstorm instructional and behavioral strategies; Know child development; Suggest curriculum

adjustments; Are familiar with school and community resources; Develop student plans; Includes core EST

team and involves people knowledgeable about the student; Support and monitor student plans; and

Communicate trends to school leadership teams.

What does this mean for students?

• A team process involving people knowledgeable about the student

• An individualized plan with support for implementation and follow-up

• Connection with the school and community resources and the Ci3T blueprint where available

• A variety of tiered instructional strategies to meet the needs of individual student

What does this mean for staff?

• A forum to identify strategies for helping students

• A broad range of expertise

• A range of in-school and community supports



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Essential Element

• Colleagues to support, monitor, and communicate the plan with stakeholders

• A group that can identify trends, specific needs, and available supports

504 Plans

Schools across the State of Vermont are in an unprecedented situation where, due to the COVID-19

Pandemic, all educational services must be provided remotely through the end of the 2019-2020 school year.

This requires that all supports and accommodations for general education, including supports, services and

accommodations for students protected by Section 504, be delivered remotely through distance learning

plans. Students who have disabilities and are eligible for protection under Section 504 of the Rehabilitation

Act must have their 504 plan reviewed and reconsiderations made as a result of the change of delivery and

response models being implemented in the Continuity of Learning Plans developed by the school district.

The 504 plans must work to the greatest extent possible to ensure that the students can access the general

education curriculum via the remote learning platforms being used by classroom teachers and that the

accommodations and supports that were identified in the distance learning plan can be delivered remotely. If

the services can not be replicated remotely, the 504 team must consider alternative ways of ensuring a similar

benefit.

Therefore, the following expectations are put in place to ensure that the curriculum and supports are

accessible to students with disabilities:

• The 504 Coordinator is responsible for ensuring that the 504 plan of each student is reviewed and a 504

Plan for Distance Learning is developed and implemented by April 20, 2020.

• The 504 Plan for Distance Learning can be developed through a remote meeting and will include the

504 Coordinator, LEA and parent with input or participation from classroom teachers and other personnel, as

necessary. If the parent does not agree to the 504 Distance Learning Plan being offered, then a full 504 team

meeting will be convened, without delay.



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Essential Element

• The 504 Distance Learning Plan will identify the accommodations, support and services that are

needed for the student to access his/her education and shall be documented in the Southwest Vermont

Supervisory Union 504 Plan for Distance Learning.

• This document will serve as an addendum to the 504 plan and will be in place from April 20, 2020

through June 19, 2020 or the end of the school year as determined by the State of Vermont.

Remember, this is all a work in progress, we are learning as we go. Please let Wendy Foran know of any

concerns or questions that you may have about this guidance or expectations at (802) 753-5830.

Southwest Vermont Supervisory Union

504 Distance Learning Plan

April 20, 2020-June 19, 2020

Schools across the State of Vermont are in an unprecedented situation where, due to the COVID-19

Pandemic, all educational services must be provided remotely through the end of the 2019-2020 school year.

This requires that all supports and accommodations for general education including supports, services and

accommodations for students protected by Section 504 be delivered remotely through distance learning plans.

This plan is an addendum to the student’s Section 504 Accommodation Plan offered by the Southwest

Vermont Supervisory Union.

Student Name:

Student State ID:

Student Grade:



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Essential Element

Student School:

Date of Birth:

Parent/Guardian Name:

Parent/Guardian Phone:

Disability Area/Impact:

Date of Meeting this plan was developed:

Description of student disability

Ability to access distance learning including preferred types of activities and mode of access

Please list the accommodations and supports necessary for the student to access his education in a remote

learning environment. If this includes the provision of a specific support, please identify the provider and

the schedule of the supports.

Questions for 504 Team Consideration

1. Does the change to remote learning impact the student’s ability to access the learning environment

and activities of general education?

2. Does the student require any additional accommodations to access the curriculum and instruction?

3. Does the student need additional training or support to transition to a remote learning modality?



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Essential Element

4. Does the parent/guardian need additional training, resources or support to assist the child with a

disability in accessing their education through a remote learning system?

5. Can the supports that were provided while traditional school was in session be replicated in a remote

learning environment in accordance with the district policies and procedures? (For example, counseling

provided by phone vs in-person or academic support offered through Google Hangouts vs in-person support.)

Or are they appropriate? (reader needed and they are able to access text-to-speech online for the document.)

Telehealth

The Vermont General Assembly recently passed legislation that expands access to health care services

provided through Telehealth and Telemedicine. A health care provider means “a person, partnership, or

corporation, other than a facility or institution, that is licensed, certified, or otherwise authorized by law to

provide professional health care services, including dental services, in this State to an individual during that

individual’s medical care, treatment, or confinement.” 8 V.S.A. § 4100k(i)(4) and H. 742, Section 24(i)(4).The

following SVSU health care professionals licensed by the Vermont Office of Professional Regulation

(“OPR”) may provide Telehealth services subject to Vermont’s laws:

1. Audiologists

2. Licensed clinical mental health counselors

3. Alcohol and drug counselors, both licensed and certified

4. Psychologists

5. Licensed independent clinical social workers

6. Occupational therapists



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Essential Element

7. Physical therapists

8. Speech and Language Pathologist

9. Adaptive Physical Education

10. Nurses

Permitted Types of Communication Expanded: Under existing laws, Telehealth must occur over live,

interactive audio and video. H. 742 allows the use of audio-only telephone, email and facsimile to perform

telehealth services. The U.S. Department of Health and Human Services’ Office of Civil Rights (“OCR”)

issued guidance stating that health care providers “can use any non-public facing remote communication

product that is available to communicate with patients.”

Informed Consent- Under existing law, a health care provider must obtain and document a patient's oral

and/or written consent for the use of telehealth prior to providing telehealth services.

SVSU Procedure for Licensed Mental Health Clinicians

1. Prior to starting a Telehealth session with a student, receive verbal or email consent. This activity can

be completed the week of April 6th.

a. “Are you agreeing to participate in Telehealth counseling sessions?”

2. The provider will record the response in a designated COVID-19 log with the date, time, request, and

response. This log is separate from the daily notetaking log used to monitor sessions.

3. The COVID-19 log should only be used to document all client interactions starting on April 20th and

continuing through the end of the 2019-2020 school year. Include student name, date, start time, and end time.



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Essential Element

SVSU Procedure for All Other SVSU Health Care Professionals Listed Above

Prior to starting a Telehealth session with a student, receive verbal or email consent. This activity can be

completed the week of April 6th.

a. “Are you agreeing to participate in Telehealth sessions for ________________?”

b. For students in PreK-2, the parent or guardian must be present for the instructional session within the

learning environment. For grades 3-5, the parent or guardian must be within the home and have given

approval for each session. 6-12, the student is capable of providing consent for the session.

3. The provider will record the response in a designated COVID-19 log with the date, time, request, and

response. This log is separate for the daily notetaking log used to monitor sessions.

4. The COVID-19 log should only be used to document all client interactions starting on April 20th and

continuing through the end of the 2019-2020 school year. Include student name, date, start time, and end time.

4. Describe how you will structure student learning that is flexible enough (e.g., asynchronous to

synchronous interactions, weekly vs. daily planning, etc.) to meet student needs and provides

predictability for students, families, and educators.


PreK-12 General guidelines Grading/Assessment: The primary focus should be on the social/

emotional health of students and families. Families are dealing with many current stressors: illness, loss of

jobs, food, isolation. Pare down expectations to the most critical prioritized standards – Consider what

matters most. All teachers need to become familiar with the grade level expectations from the prior year to

support weaving in missed content and skills at the start of the 2020-2021 school year. Ensure that families

understand the procedures being used to collect evidence. Focus on feedback and growth. Proficiency levels/

grades should be temporary. They are markers rather than a permanent label that can be updated at a later

time through redos and retakes.

Director Curriculum,

Assessment, and

Instruction Melissa

Senecal, and Building

Administrators and

Directors



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Essential Element

Pre-K

In virtual delivery models, do not make plans that require more than 30 minutes of synchronous learning one

day per week for each student. Asynchronous learning, which could be digital, should be planned for 30

minutes daily on other days. Craft developmentally appropriate learning schedules or weekly/daily outlines

that are flexible enough to meet individual student needs while providing some predictability. Collaborate

with your classroom team to prepare new learning. General planning should be at two week increments to

allow for mailing. Special Educators and Related Service Providers should be in planning meetings to

support differentiation.

Special Educators need to consult with Kate (if based at Molly) or Meghan (if based out of Division) to

determine interventions that will be delivered which will include the format for delivery. Interventionists

will consult with Private Pre-K Partner Sites sites to support the delivery of differentiated instruction for Pre-

K learners and their families.

Focus on Language, Literacy, Math, and the appropriate Social Skills for home based instruction. All

activities should be linked to the VELS and the prioritized TS checkpoint indicators.

Week of April 20th plan for Oral Language, Literacy, (new learning), Math (maintenance) and appropriate

social skills.

Week of April 27th plan for Oral Language, Literacy, Math, and appropriate social skills. All new learning

Review the SVSU Digital Primary Resource Guide to support new learning, practice activities, and to provide

extensions.



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Essential Element

Each lesson should be linked to a prioritized standard or transferable skill. Strategies to document student

growth and achievement in TS Gold should be considered and shared with caregivers.

Assessments can include a parent conversation describing observed performance of skills, a picture sent by

the family of student work/demonstration of skills, or a staff observation over Zoom or Google Hangout

during a class meeting.


consider multiple access points including hands on materials delivered to the family (Copyright © 2020

Innovative Education in VT.) Directors must approve the content of the weekly plan to ensure alignment with

the SVSU Continuity of Education Plan.

Elementary

In a virtual delivery model, do not make plans for more than 20 minutes a day of Tier 1 instruction for math

and ELA, using the balance of time (10 minutes) for an independent activity linked to the prioritized

standards or interventionists and specialists supporting students in small group interventions. The

instruction can be synchronous and/or asynchronous learning. Include coaches to support Tier 1 planning.

Classroom teachers should plan for three experiences a day- a morning meeting, an ELA lesson and a math

lesson. Classroom teachers should leave time per day for a student to participate in their Art, Music, PE, and

Media Specialists lessons each day. Elementary special teachers are encouraged to work together

collaboratively to develop plans for all schools to use at each grade level. Some have already started this

work. They will receive an email Tuesday/Wednesday to encourage collaboration.

We encourage all specials teachers to have their own Google Classroom because this simplifies the process

for families. Google Classroom is one page for students and families to go to click on the classroom linked to

their biweekly activities.

Plans are for new learning that will be assessed for proficiency.



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Essential Element

Collaborate with your grade level team to prepare new learning.

District and building-based coaches will supply the list of the most critical prioritized standards for ELA and

Math for Tier 1 learning activities.

Week of April 20th plan for ELA, Math and the Transferable Skills

PLEASE note the helpful ideas from Wilson Language about teaching Fundations for K-1 and 2-3- this info is

located at the end of this document


extensions.

General planning should be at two-week increments to allow for mailing if needed.

Consider digital resources as much as possible while still considering the equitable access for all. Materials

that do need to be sent home should be considered supplemental and not needed to be returned unless

considered a resource needed for equitable access by specific members. Please consult with your building

administrator when determining the need for paper resources.

Special Educators and Interventionists should be in planning meetings to support differentiation. Special

Educators need to consult with their building designee to determine interventions that will be delivered,

which will include the format for delivery.

Interventionists will consult with grade-level teams and principals to determine what interventions can be

delivered or shared with families.

K-3 Fundations maintenance- For existing students that are served



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Essential Element

4-5 Read 180- For existing students that are served

Each lesson should be linked to a prioritized standard or transferable skill and have a method for assessment

to document evidence toward proficiency.

Assessments can include a written response, a verbal response, an exit ticket, a digital picture, and

observation during a class meeting.


consider multiple access points including the almighty paper and pencil and email and the postal service

(Copyright © 2020 Innovative Education in VT). Principals must approve the content of the weekly plan to

ensure alignment with the SVSU Continuity of Education Plan.

Middle School

Please invite your principals and other professional staff (teachers who work within your classroom) to be in

your Google Classroom. In virtual delivery models, students should be working no more than 2 hours per day

in front of a screen for all classes combined.

All teachers are expected to create 2 - 3 assignments each week in Google Classroom

Teams must coordinate assignments for the purpose of staggering due dates and daily time on-line for

students. Unified Arts teachers and Special Educators will have Google Classrooms and assignments. All

teachers are available to students Monday-Friday (8am-1pm) to support learning. All assignments MUST

have a “low-tech (instructional packets) learning” alternative. Teachers will email 2 - 3 alternative paper

assignments per week to Tim ([email protected]) and Chris ([email protected]). A calendar of submission

dates will be provided for teachers.



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Essential Element

Review expectations MAUMS Remote Learning Expectations with your students and provide behavior-

specific praise prior to starting video conferencing or Google Classroom activities.

Plans for new learning will be assessed for proficiency. Collaborate with your content department team to

prepare new learning. Departments have decided on the high-leverage, core requirements from the bank of

prioritized standards for each of the four 2-week periods left in the ‘19-’20 school year. This list should be

shared with Tim Payne and Chris Maguire. Planning will take place in two-week increments. Special

Educators and Interventionists should be in planning meetings to support differentiation, when applicable.

District and building-based coaches can support the development of Tier 1 learning activities. All activities

should be linked to the SVSU curriculum and prioritized standards. Review the SVSU Digital Primary

Resource Guide to support new learning, practice activities, and to provide extensions. Each lesson should be

linked to a prioritized standard and/or transferable skill and have a method for assessment to document

evidence toward proficiency. This assessment can be formative, as students build the skills and concepts to a

summative task. Assessments can include a written response, a verbal response, an exit ticket, a digital

picture, and observation during a class meeting. Remember that not all students have access to online

learning platforms. When designing learning activities consider multiple access points including the

almighty paper and pencil and email and the postal service (Copyright © 2020 Innovative Education in VT.)

Principals must approve the content of the bi-weekly plan to ensure alignment with the SVSU Continuity of

Education Plan.

High School

In virtual delivery models, do not make plans that require more than 40 minutes class/40 minutes homework

of synchronous (existing or occurring at the same time) time per day for each student. All teachers are

available to students Monday-Friday (8am-1pm) to support learning. Review expectations, MAUHS Remote

Learning Expectations for Students/Families, with your students and provide behavior-specific praise prior to

starting video conferencing or Google Classroom activities.



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Essential Element

Plans for new learning that will be assessed. Collaborate with your department team to prepare new

learning. General planning should be at two-week increments. Special Educators should be in planning

meetings to support differentiation, when applicable.

All activities should be linked to the SVSU curriculum and prioritized standards.

Department teams should meet to decide on the high-leverage, core requirements from the bank of

prioritized standards for each of the four 2-week periods left in the ‘19-’20 school year. Share this list with the

High School admin team. Assessments can include a written response, a verbal response, an exit ticket, a

digital picture, and observation during a class meeting.Remember that not all students may have access to

online learning platforms. When designing learning activities consider multiple access points including the

almighty paper and pencil and email and the postal service (Copyright © 2020 Innovative Education in VT).

Establish office hours via Google Classroom or phone that are open and available to all. Principals/Assistant

Principals must approve the content of the bi-weekly plan to ensure alignment with the SVSU Continuity of

Education Plan.

5. Describe how you will monitor and evaluate the effectiveness of your remote learning plan. Person(s) Responsible Help?

The District Leadership Team and Director/Principal team have shared documents (updated daily/weekly)

that house questions that are addressed at the meetings referenced in Question 2. This bank of questions

will be incorporated into a document of Frequenty Asked Questions. Attendance is collected daily Pre-K to

12th grade and documented in our Student Information System. Attendance is monitored by administration

to attend to students that need a follow-up. Each building has staff to support this call-back system to

check on students marked absent. Weekly pulls from our Student Information System also give numbers

and specifics for students that are absent. Principal are added to each Google Classroom.

The SVSU Covid-19 Curriculum, Assessment and Instruction team meet daily- until April 13th. After April

20th, bi-weekly meetings of this team will include monitoring and evaluation the SVSU Continuity of

Learning plan.

SVSU Continuity of

Learning Team

Instruction and Feedback



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Essential Element

6. Describe how you will identify critical proficiencies for the remainder of the year and how you will

design learning activities that support students to meet these critical proficiencies [appropriate for

each grade level cluster (PreK, primary, intermediate, middle and high school)].


Pre-K has a team to identify the critial proficiencies and share learning activities. This team is

awaiting guidance from the AOE. A team of coaches and teachers met prior to April 20th and

identified all content proficiences. Each grade level has 2-3 critial proficiencies for each content area

(each PBGR). A team met for the elementary level; content/department teams met for each grade

level for middle and high school. These teams are meeting the week of April 6th to update each of the

scales for each of these critial proficencies with common learning activites that are designed for

learning on digital platforms- with options for both synchronous and asynchronous learning.

Director of Curriculum,

Assessment, and

Intruction Melissa

Senecal, Pre-K Directors,

SVSU Curriculum

Coaches and Teams

7. Describe your process to create opportunities for teachers and staff to work collaboratively or in teams

around curricular design and support of students, and to ensure continuity in case of staff illness.

Person(s) Responsible

The SVSU Human Resources Department monitors staff attendance/absences. This team alerts a principal

if a plan is needed to support the staff member's class. Each building principal has a succession plan to

support short-term and long-term absences for staff members. Please see answer in Question 6 that

described the teams of teachers and coaches that have met and will continue to meet to collaborate in

curricular design. Staff members meet with Principals regularly. EST, 504 and case managers also have

Covid-19 expectations to support all students.

Superintendent Jim

Culkeen, Director of

Human Resources Nick

Gault, Building

Administrators and

Directors, and SVSU

Curriculum Coaches and

Teams

8. Describe your plan to support and provide professional learning opportunities for teachers,

counselors, and staff around effective remote (including virtual) instructional design, delivery and

practice.


From the SVSU Continuity of Learning Newsletter- Volume 1- sent to staff on 3/25/20: “Transitioning to

Online Professional Learning”

SVSU Continuity of

Learning Team



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Essential Element

Experience #1Audience: Professional Staff- Required – Complete by Friday, April 3rd

Transitioning to Online: Getting Up and Running with Vermont Virtual Learning Cooperative – The Vermont

Virtual Learning Cooperative is offering a 3-hour, self-paced online workshop to help with questions around

temporarily transitioning to an online format. Register online for Transitioning to Online: Getting Up and

Running.

We encourage you to explore the prompts in the series virtually with a group of your peers.

Note – The Google Classroom video in the first section moves at a fast pace. Remember you can pause the video

to try the recommended activities and restart after you have completed the skill.

After you participate in the Online Training, please fill out the SVSU Professional Learning Evaluation found at

the link below. We will use the information collected to prepare next steps. We will be providing certificates for

three hours of professional learning that can be used toward re-licensure.

Experience #2

Visit the SVSU website COVID- 19 tab found on the home page.

Visit all of the tabs found on the right side of the page.

Spend time reviewing the social/emotional links found under the Family Resource Tab. Please share the

information found on our site with families.

As public conversations around coronavirus disease 2019 (COVID-19) increase, children may worry about

themselves, their family, and friends getting ill with COVID-19. Parents, family members, school staff, and other

trusted adults can play an important role in helping children make sense of what they hear in a way that is

honest, accurate, and minimizes anxiety or fear (CDC 2020).

NOTE: "Continuity of Learning (COL) means districts are required to provide education services and related

supports to all of their students remotely so that student learning and academic progress is achieved as if schools

had remained open." Daniel M. French, Ed.D., Secretary of Education



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Essential Element

The SVSU Covid-19 Curriculum, Assessment and Instruction team meet daily- until April 13th. After April 20th,

bi-weekly meetings of this team will include providing and supporting professional learning opportunites for all

staff to address the shift to effective remote learning.

Ensuring Accessibility

Essential Element

9. Describe how you will ensure the provision of FAPE. Person(s) Responsible Help?

SVSU Delivering Remote Learning Template/April 20- June 2020/Special Education

Special Education Case Managers are tasked with three things:

Create a Distance Learning Plan for your case-managed students in DocuSped

Determine how you will connect with the general education team to ensure access to learning materials.

Create weekly learning plans for the students to whom you provide direct instruction.

Creating an individualized Distance Learning Plan for your Caseload students (see Examples 1 and 2 below):

We will be utilizing the district learning plans in DocuSped to show what services will be delivered to our

students moving forward. Each student on your caseload will need a DLP (Distance Learning Plan)

completed in DocuSped. This will require collaboration among all service providers and the parents to

agree what and how the services will be delivered. We will not need to amend IEPs with this process. This

will be our process by which we outline services for our students during this time. If parents do not agree,

we will need to go through the formal amendment process by which we provide prior notice (5B/5C forms)

and the updated IEPs with service revisions. Please reach out to me immediately if a parent has questions

Director of Special

Education Wendy Foran,

Director of Early

Childhood Education

Kate Abbott, and

Associate Directors



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or concerns about how we will be documenting services during this time. (At the end of this guidance

document, you will see an example of a completed Distance Learning Plan.)

To complete the DLP (Distance Learning Plan) in DocuSPED

Sign on to DocuSPED.

Click GO on the student

On the left hand side of the page, Click Notes

Click Add Distance Learning Plan at the top of the page

The distance learning plan will be created with the basic information. You will need to check the demographic

information and complete the information at the bottom of the page as it relates to the services that are

currently in the student’s IEP.

For example, for Wendy, who has 3 x 30 specialized instruction with (me, the reading teacher), 3 x 30

specialized instruction with (Frank, the math special educator) and 2 x 30 specialized instruction with the

SLP, you would state in the schedule of direct instruction reading 2 x weekly Google Classroom, math 2 x

weekly Google Classroom and speech and language 2 x weekly Google Classroom.

We will not be able to deliver exactly the same services that are on the IEP, but we must do our best to meet

these needs to the greatest extent possible.

Data keeping and tracking progress will be vital. We will be considering compensatory services as we return

to school. For those discussions it will be vital to have data that shows baselines and how students

progressed or failed to progress during this time.

Related Service Providers:



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You will need to collaborate with the case managers to complete the DLP. Your plan for delivery of services

will be required information on this form.

As we move forward with new learning, you will need to be creative to determine ways that you can best

provide services to your students that you see.

For example, for adaptive PE, you could consider introducing a new stretch for those students you see during

PE time. This would include a post in google classroom that outlines the steps that are needed to complete

the stretch and a video link to someone (even you as the instructor) performing the stretch that could be

viewed. You will need to inform the case manager that you would like for student Wendy to perform 10

minutes of adaptive PE each day. This is what would go into the DLP.

You will need to submit a plan for instruction (see guidelines below) to your special education building

administrator for approval for alignment with the Continuity Of Learning Plan.

This can be done in a weekly lesson plan format similar to the template below.

Please review the Telehealth Protocol prior to beginning Telehealth services if remote therapy is included in

the DLP.

Connecting with the general education team

Develop a plan to connect with the general education teachers weekly, or identify the team member who will

be connecting to ensure accessibility of learning materials (para educator, related service provider) and to

offer support for differentiation of the general curriculum. Please consider the needs of learners who may

struggle with accessing technology, and support the creation of Low Tech/No Tech learning options.


Collaborate with your grade level team to prepare new learning. General planning should be at two week

increments to allow for mailing.



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Guidelines to consider as you develop a weekly learning plan.

"One thing that can help educators and students feel more grounded and secure is this: connection. By creating

opportunities to connect, not only will students feel more seen, but they will build all sorts of coping skills

to use later in life" (Copyright © 2020 Innovative Education in VT).

Connect with each student on your caseload weekly, and evaluate and track the best modes by which to

communicate with students.

At minimum, make one individual phone call to the home for each student on your caseload. (Some students

may require more.)

Class meetings through Zoom or Google Classrooms for those students with whom you have direct specialized

instruction

SVSU STAFF Guidelines and Information Around Online Meetings with Students

SVSU Guidelines and Information for FAMILIES Around Online Meetings with Students

Take attendance during class meetings/morning circle

Please invite your principal, the Director, and other key staff to be in your Google Classroom.

Teachers have been asked not to make plans that require more than 1-2 hours of synchronous time per day for

each student (ES- MS-HS), 30 minutes (PreK). You need to be aware of that time to adjust any

assignments that you may be giving also.

Craft developmentally appropriate learning schedules or weekly/daily outlines that are flexible enough to meet

individual student needs while providing some predictability.

If you are creating all materials for virtual learning, you must also be available to create materials with Low-

Tech or No-Tech options.



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All activities should be linked to the student’s goals and objectives through the SVSU curriculum and

prioritized standards/VELS.


extensions.

Assessments can include a written response, a verbal response, an exit ticket, a digital picture, and observation

during a class meeting.

"Remember that not all students have access to online learning platforms. When designing learning activities

consider multiple access points including the almighty paper and pencil and email and the postal service"

(Copyright © 2020 Innovative Education in VT)

Establish office hours via Google Classroom or phone that are open and available to all.

The Special Education Administrator for your building must approve the content of the weekly plan to ensure

alignment with the SVSU Continuity of Education Plan. Establish a master schedule to show your plans

for the week with students.

Special Education Distance Learning Plan EXAMPLE 1

Student Name: Wendy Foran

Student State ID: 12345656

Student Grade: 7th

Student School: Mount Anthony Union Middle School

Date of Birth: 01/01/2007



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Parent/Guardian Name: JayLo Foran

Parent/Guardian Phone: 802-555-1212

Disability Category: Specific Learning Disability

IEP Annual Review: 01/01/2021

Next 3-year Evaluation: 01/01/2022

Date of Meeting this plan was developed: April 1, 2020

Description of student disability SLD: Reading comprehension, Math Calculation, Math Reasoning

Ability to access distance learning including preferred types of activities and mode of access: Wendy has a

school issued Chromebook and is able to access all of her classes through Google Docs/Classroom. Wendy

is in contact with her general education teachers regarding assignments. Wendy is proficient in accessing

her chromebook.

Schedule of teacher direct instruction: Wendy will receive general education teacher directed instruction per

the schedule and mode of each of her teachers.

Wendy’s case manager will touch base 1 x week communication with parent and student.

A special education paraprofessional may be available during the general education classroom to support any

questions Wendy may have for specific questions from the classwork at any given day.

Schedule of teacher-parent consultation Wendy's parent will continue to receive check ins from her case

manager via email and phone calls (as needed). Wendy's mother has contact info for her case manager, and

has already utilized the phone contact number. Wendy's general education teachers will be given case

manager contact info to communicate any information or needs that Wendy might have.



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Description of how progress toward goals will be tracked: General Education teacher input; course work;

grades; rubrics

List of activities that will be provided: Wendy will receive general education course assignments

Special Education Distance Learning Plan EXAMPLE 2

Student Name: Wendy Foran

Student State ID: 12345656

Student Grade: 3rd

Student School: Molly Stark Elementary School

Date of Birth: 01/01/2011

Parent/Guardian Name: JayLo Foran

Parent/Guardian Phone: 802-555-1212

Disability Category: Specific Learning Disability

IEP Annual Review: 01/01/2021

Next 3-year Evaluation: 01/01/2022

Date of Meeting this plan was developed: April 1, 2020

Description of student disability SLD: Reading comprehension, Math Calculation, Math Reasoning, Other

Health Impairment,



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Ability to access distance learning including preferred types of activities and mode of access Wendy has a

school issued chromebook and has shown some skills in working with her chromebook. Wendy has not yet

learned how to access her school email. Wendy has shown that she likes to receive phone calls and has

stated that she would like to learn how to interface on the computer.

Schedule of teacher direct instruction Wendy will receive general education teacher directed instruction per

the schedule and mode of each of her teachers with accommodations as necessary to access the curriculum.

Wendy’s reading teacher will be working with her on a weekly basis through google classroom and paper

assignments on specific reading instruction. Wendy’s math special educator will be working with Wendy

on a weekly basis through google classroom and paper assignments. The SLP will be working with Wendy

on a weekly basis on specific speech and language instruction.

Wendy’s case manager will touch base 1 x week communication with parent and the student

Schedule of teacher-parent consultation: Wendy's parent will continue to receive check ins from her case

manager via email and phone calls (as needed). Wendy's mother has contact info for her case manager, and

has already utilized the phone contact number. Wendy's general education teachers will be given case

manager contact info to communicate any information or needs that Wendy might have.

Description of how progress toward goals will be tracked: General Education teacher input; course work;

grades; rubrics

List of activities that will be provided: Wendy will receive general education course assignments

SVSU Pre K-12 Special Education Remote Learning Template

Exemplar for High School Monday Tuesday Wednesday Thursday Friday

Case Management Schedule Connect with families and students 1X week by phone/email

Documentation in DocuSped of weekly contact



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Continued support for struggling families and students as needed (may need more than 1X a week) by phone

and/or email, documented in DocuSped

Connect with classroom teachers via email initially and then as an On Needed Basis

Classroom Instruction Schedule

Connect with kids:

Office hours: email or phone

Google Classroom/Assignments Schedule: Office Hours: 8 AM -1 PM daily

GC assignments due by noon each day for teacher input: Office Hours: 8 AM -1 PM daily


GC assignments due by noon each day for teacher input Office Hours:

8 AM -1 PM daily


GC assignments due by noon each day for teacher input

Activities for the week. Assignments are due by noon each day unless otherwise specified.

Journal entry for week one: Make a list of activities you can do this week by yourself and/or a family member;

Write about one of the activities you have tried today. Two to three sentences-More if you want to give me

more details.



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more details.


more details.

What are your plans for the weekend? Two to three sentences-More if you want to give me more details.

Southwest Vermont Supervisory Union

Special Education Distance Learning Plan Guidance

Schools across the State of Vermont are in an unprecedented situation where all educational services must be

provided remotely through the end of the 2019-2020 school year. This has created a new definition of

FAPE for all students and requires that all IEP services be delivered remotely. IEP teams will be expected

to be creative and consider alternative supports and services that will allow students to make progress in

the goals and objectives, despite an inability to provide all the services in the manner in which they were

originally configured to arrive at educational benefit. Remember, this is all a work in progress, we are

learning as we go. There are no special education rules or procedures for dealing with a pandemic. We

are all in this together, all schools across the United States are confronted with the same challenges. We

can do this, our students and our families need us more than ever before.

Below are the expectations for the implementation of special education services in Southwest Vermont

Supervisory Union for Distance Learning Plans:

All Students eligible for an IEP will have a written individual distance learning plan (DLP) that is uploaded as

a document to DocuSped. The DLP will be implemented on April 20, 2020 and remain in effect through

the end of the 2019-2020 school year. In this DLP, the plan that is created should allow the student to

make progress on the goals and objectives in the current IEP. The case managers are expected to

collaborate with IEP team members to obtain input on the services, supports, accommodations and

modifications that will be required to implement the DLP. The DLP will serve as an addendum to the IEP



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and serves as the legal agreement between Southwest Vermont Supervisory Union and the parent as to the

services to be provided during the in-person school closure.

Each student shall have a DLP written and that document will be labeled and uploaded to DocuSped by April

10, 2020 for implementation on April 20, 2020.

The DLP is a legal document for which you need to obtain verbal or written consent to implement. The

consent may be provided verbally and documented by the LEA in the notes of the communication with the

parent OR the parent may provide written consent agreeing to the DLP. The written consent may be a

signature or an email to the case manager or LEA indicating the agreement to the plan. If parents would

like a copy of their parental rights you can send them an electronic link;

https://education.vermont.gov/sites/aoe/files/documents/edu-special-education-notice-of-procedural-

safeguards-rights-of-parents-of-students-with-disabilities.pdf

Since the DLP is an addendum to the IEP, there is no need to do a formal IEP amendment.

If a student’s IEP comes due during the period of “in-person” school closure, the IEP team must meet remotely

and draft a new IEP document in accordance with the due dates. The IEP written should reflect the

services that would be delivered if school were in session (typical IEP development process) AND an

individual Distance Learning Plan will also be developed and be implemented. If a 3 year/comprehensive

evaluation comes due during the period of in-person school closure, we must adhere to the due dates and

maintain compliance. Please work with your building-based evaluation team to determine the method to

be used for determining eligibility. (This may be a Form 8 or a review of records as we are not able to

conduct new assessments at this time.) A copy of the finalized DLP will be sent to the parent by mail or

through an approved electronic means. If the parent does not agree to the services and supports in the DLP,

then an IEP meeting must be convened and an IEP amendment would need to be made.

Please note that the parent can not OPT OUT of services being offered now and ask for compensatory services

later. If there is a parent who wants to OPT OUT of the DLP (IEP) services, let your LEA know

immediately.



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Case managers and service providers will work with teachers and students to ensure that the necessary

accommodations and supports are provided to ensure that the general education materials are accessible to

the student to the greatest extent possible.

Communications and contacts by service providers, including special educators, SLP’s, and related service

providers (in our employ) shall be documented through the contact log for each student in DocuSped or an

approved documentation log. Additionally, related service providers will be documenting services and

supports through the Related Services Log for Medicaid billing purposes. Please be sure that any remote

program that you are using is in compliance with the district policy and procedures for remote learning.

This is for the protection of you as staff, as well as for the protection of our students and their information.

If you have any questions about allowable programs or products, please consult with your LEA.

10. Describe how you will address adherence to FERPA. Person(s) Responsible Help?

All SVSU Employees follow the SVSU Policy # 5256- Educational Files and Records (Family Education

Rights and Privacy Act. In addition there are guidelines for staff, students and families for digital platforms

and FERPA.

SVSU Guidelines and Information for Families Around Video Conferencing with Students:

Many of our educators may use a video conferencing tool from Google called Hangouts/Meet or use a

platform called Zoom to connect with students. This is intended to maintain relationships and check-in.

Teachers will notify families whether they intend to use Zoom and/or Google Hangouts/Meet for online

meetings. If families for any reason are not comfortable with their child participating in these live online

meetings, families should let the teacher(s) know that they choose not to have their child participate. We

know that some parents/guardians may already use these or other video conferencing tools for other remote

work. Thus, you may be familiar with some important elements. We would like to provide everyone with

information to consider while students participate in these online sessions.

Expectations for those who join these sessions: 1. Please be dressed for school. 2. Attend from an appropriate

place: kitchen table, desk, or common area (not sitting on your bed or walking around the house). 3. A

place with good lighting is helpful. 4. Headphones are a good option to help hear the conversations better.

Headphones with a built-in microphone can help to prevent the possibility of unwanted audio being picked

up from the background. 5. Consider who else might be at home and how to ensure that your child can

Director of Educational

Technology Frank

Barnes, Building

Principals and Directors



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focus on the video conference session without interruption or distractions, if possible. Teachers will be

mindful of the time of day during which these are scheduled. 6. Individual video sessions between teachers

and students will not occur except in the case of special ed services or if a parent is present with the child.

Teachers will reach out directly if this service is needed. 7. Joining the Zoom and/or Hangout/Meet:

Teachers will share a link that students will access either via their school-provided email account, their

calendar, or Google Classroom. Students will join from their Chromebook or another device.

SVSU STAFF Guidelines and Information for Live Video Conferencing

Please only use Zoom and/or Google Hangouts/Meet for live video conferencing. (The SVSU has a privacy

agreement with Zoom.)

Before using Zoom and/or Hangouts/Meet:

Please notify families that you intend to use Zoom and/or Hangouts/Meet for online meetings. Here is the

document with Guidelines for Families. Please share this document with all families and let them know

they should contact you if they would not like their child to participate for any reason. Considerations:

Some students/families don't want to invite others into their homes.

Some students/families won’t be able to join (e.g., connectivity, social/emotional space, family living

conditions). We are mandated reporters and need to consider this responsibility when we video conference

with students in their homes. 1:1 video sessions between teachers and students are prohibited. These

guidelines are to protect student privacy as well as your interactions with students. Prior to the meeting:

You should only use your district-provided Google account for conferencing (apps.svsu.org). Try to

conduct the video conference in a well-lit area.

Wear appropriate clothing. Even though you are at home, this is a professional meeting.

To avoid embarrassing or even professionally inappropriate cameos, be sure that other people in your home

know that you are in a professional video/audio conference and that they should not appear in the scene or

on the audio. (This is also a privacy consideration for your own children.)



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Be aware of what appears behind you in the conference. Some items visible in the background may reveal

private information about you or be inappropriate for a professional meeting.

Choose a location for the video conference that takes these things into consideration.

Prior to a conference in which you may need to share your computer screen, close all windows you would not

want others to see. This includes other applications or browser windows as well as file names on your

desktop. You do not likely want someone to see a window with information about other students, your

email, or personal files. Headphones are a good option to help you hear the conversations better.


up from the background.

During the meeting: Teachers should start the meet with a quick review of the norms and expectations, and

remind everybody of those norms at the start of every "meet" just like they would for a classroom meeting.

Be aware that participants could record a video or audio conference with an external device, such as a

cellphone. Set clear expectations. Mute your microphone when you are not speaking during a group

meeting. Instruct students to do that as well. You can turn your camera off when you choose. Again,

students may choose this option too. If your microphone is not working correctly, remember you have the

option to call into the meeting using a phone. To do this, click on the three dots on the bottom right and

look for the option to use a phone for audio.

After the meeting: Be sure that YOU are the LAST one in the Zoom and/or Hangout/Meet so that a group of

students doesn’t linger without you. Check to make sure you have hung up and closed the Zoom and/or

Google Meet window.

Expectations for those who join these sessions: 1. Please be dressed for school. 2. Attend from an appropriate

place; kitchen table, desk, common area, etc. (not sitting on your bed or walking around the house, etc.) 3.

Set up in a place with good lighting; 4. Headphones are a good option to help hear the conversations better.


up from the background. 5. Consider who else might be at home and how to ensure that students can focus

on the video conference session without interruption or distractions, if possible. 6. Teachers will be



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mindful of the time of day during which these are scheduled, and they will try to be consistent to

accommodate for your schedules as well.

Using Video Conferencing to Provide IEP services for Learners with Disabilities:

1:1 video sessions between teachers and students must be approved by Wendy Foran, Director of Special

Education or Kate Abbott, Director or Early Education (These guidelines are to protect student privacy as

well as your interactions with students.) More specific guidelines to follow.

Service provision outlined in individualized plans (special education services, related services, ELL and other

individualized services): Parents will provide their permission beforehand via email or discussion with

case managers and are invited to participate with their child if they so choose. Teachers will reach out

directly if that is needed. Service provision from a pre-arranged need is covered, given that the

parent/guardian is aware of these services (IEP, 504, ELL, SLP, counselors, SAP). Office hours are open

where more than one student may join and leave at any time. Office hours where a student may be the sole

participant are allowed and encouraged, but the session remains open to all students. If a separate meeting

with a student is necessary, the teacher should email the student and parent to notify them that it’s

happening. Please blind copy your administrator on the email as well.

Controlling Meetings with Students in Zoom and/or Hangouts/Meet:

SVSU Remote Learning Video Conferencing Procedure For remote learning, audio/video conferencing:

Students in grades Pre K-12 can engage in video conferencing as part of the SVSU Continuity of Learning

Plans. Teachers will notify families whether they intend to use SeeSaw, Zoom and/or Google

Hangouts/Meet for online meetings. If families for any reason are not comfortable with their child

participating in these live online meetings, families should let the teacher(s) know that they choose not to

have their child participate. Teachers will record the parent’s response in their official log and share with

their building administrator or director.

SVSU Guidelines and Information for FAMILIES Around Online Meetings with Students:



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Small group class sessions with several students and an educator do not need to be recorded. Staff is

encouraged to create multimedia resources to share with students to support their continued learning if they

are unable to participate in the group class session. For example, the teacher can record morning

meeting/circle time without including other students in the video if not all families have granted approval

to share and post on Google Classroom or another remote learning platform. Contact via phone or e-mail

is also appropriate.

Special Education and Related Service Providers:

Special education and related service providers may need to arrange instructional video sessions to deliver the

services of the IEP/Individual Distance Learning Plans as required by law. If you are a related service

provider (Audiologists, Licensed Clinical Mental Health Counselor, Alcohol and Drug Counselor, both

Licensed and Certified, Psychologists, Licensed Independent Clinical Social Workers, Occupational

Therapists, Physical Therapists, Speech and Language Pathologists, Adaptive Physical Education

Teachers, Nurses) please refer to the SVSU Telehealth Protocol.

For students in PreK-2, the parent or guardian must be present for the instructional session within the learning

environment. For grades 3-5, the parent or guardian must be within the home and have given approval for

each session. For students in grades 6-12, the student is capable of providing consent for the session.

Service provision outlined in individualized plans (special education services, related services, ELL and other

individualized services): Parents will provide their permission beforehand via email or discussion with

case managers and are invited to participate with their child if they so choose. Parents who have concerns

with privacy or who choose not to participate can complete the Opt-Out outlined below. Please also

reference SVSU 6141 Computer Network and Internet Acceptable Use Policy and SVSU 5265 FERPA

Policy.

Dear Parent or Guardian:

As you know, with closure of schools of the Southwest Vermont Supervisory Union pursuant to the

Governor’s March 27, 2020 Directive No. 5 for the remainder of the 2019-2020 school year, and ongoing

VDH guidelines regarding social distancing to address the COVID-19 pandemic, we are transitioning to

distance learning plans. A component of these plans may include offering to students programming



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through video conferencing. Doing so brings its own challenges: connectivity issues, programming and

maintaining confidentiality to name a few.

Your child is being offered video conferencing options for parts of their special education programming and

we encourage you to have them participate in the programming.

The programming is being offered as a small group service, meaning there will be other children who will also

be working at the same time, in the same lesson, with the special educator. During a typical in-school

lesson, confidentiality is more easily maintained since parents or household members are not at school and

are not assisting students. We recognize that may not be feasible during this time period. As such, we are

providing you with this correspondence to ensure that you are aware that inadvertent disclosures of

personally identifiable information about your child may occur during the online lessons. This means that

other parents/individuals in other homes may see your child through the video conferencing and therefore

would know that your child receives special education services. Additionally, the other individuals may be

able to discern what disability your child has and what level of need she/he has.

While every effort to maintain confidentiality of personally identifiable information relating to your child will

be used; we are also asking you, as an individual who may see and learn about other children in the small

group lessons, to exercise confidentiality regarding those children as you would want another

parent/individual to do if they learned something personal about your child.

We understand that online programming is not ideal, but we are hopeful that by providing it we can help

students not lose any of the progress they have made this year and to make some gains as well.

If you want to opt out of having your child receive programming online, please complete the form on the

following page and return it to your child’s special education case manager. If you are unable to print this

form and still wish to opt out, please send an email to the case manager so we have your decision for our

files. If you opt out, we will provide alternative programming for your child to work on during this time

period. Your child’s case manager will contact you to discuss what that will be.



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Finally, we understand that the current situation is confusing, stressful and uncertain. We hope that you and

your family are doing well and staying healthy. To the extent that you can maintain connections to your

child’s teachers during this time, we hope that you do so.

If there are any questions regarding this, please feel free to contact ____________________

at_______________.

Thank you for your understanding during this time.

Sincerely,

Director of Student Services

OPT OUT OF ONLINE PROGRAMMING

Southwest Vermont SUPERVISORY UNION

I, ___________________(Parent/Guardian) have read the above and would like to opt out of online

programming for my child. I understand that by doing so the district will provide alternative work for my

child to work on during the remainder of the school year

___________________________ __________________________

Parent/Guardian Date

11. Describe how you will address equitable student access to instructional materials and instructional

experiences.


A plan was developed to support digital learning and access for all SVSU students. We want to ensure

accessibility of materials while also ensuring the health and safety of students and staff.

Accessible materials will be provided to ensure FAPE on an individual basis through that students Distance

Learning Plan

Director of Educational

Technology Frank

Barnes, Director of

Special Eduaction

Wendy Foran, Director



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SVSU Digital Equity: A plan was developed to provide devices and information about accessing internet services

(if needed) for all SVSU students. Technology needs were assessed by a survey done the week of 3/23/20 and a

database was culled through teacher contact with families until the deployment plan was implemented the week

of 4/6/20. Based on our survey, Chromebooks were prepared and made available to all families who needed

them. Families were notified about the process for picking up devices through text, phone, and email messages

as well as posting on social media and our websites. Families without internet were given information about

Comcast’s Internet Essentials program and how to obtain VTel and Extreme Networks’ hotspots to access the

internet through cell service. Additionally, all SVSU schools provide WiFi that is accessible from each building’s

parking lot. An information helpline was set up and will continue to operate to assist families with connectivity

and other tech needs.

SVSU Paper Expectations: We want to ensure the accessibility of materials while also ensuring the health and

safety of students and staff. On a biweekly basis, during the maintenance phase, student packets were

distributed via the postal service and school site pick-up.

Accessible materials will continue to be provided to ensure FAPE on an individual basis through that student’s

Distance Learning Plan or by approval of the Superintendent and/or his designee. Classroom teachers and

Special Educators are individually monitoring the need for instructional materials by connecting with families

through email, phone, Google Classroom, or through morning meeting/advisory through Zoom/Google

Hangout. Classroom teachers and Special Educators communicate to their building administration to assist in

coordinating, gathering and disseminating materials for students who need analog instructional materials.

Mount Anthony Union High School, Mount Anthony Union Middle School, and Molly Stark Elementary will

continue to send mailings and record numbers of packets sent out biweekly. Bennington Elementary, Shaftsbury

Elementary, Monument Elementary, Woodford Elementary, and Pownal Elementary will schedule mailings

through the SVSU central office.

of Early Childhood

Education Kate Abbott,

and Building Principals

and Directors

fbarnes

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