Remote learning model
While we recognize that remote learning is the environment that provides the lowest level of risk for the transmission of COVID-19, it does not replicate the inherent value of in-person teaching and learning. The district understands that this model presents real challenges for families balancing work responsibilities with supporting their children in a remote learning environment. Because the health and safety of students and staff are the priority, If COVID cases were to increase in our area, the district will be prepared to move all students to this mode of learning, as we did last spring.
Should the entire school move to a remote model, the middle school schedule will mirror the hybrid schedule with the in-person classes replaced by synchronous remote learning.
All students will be provided with a device to support both in-person and remote learning. Sixth-graders will be issued Chromebooks and seventh and eighth-graders will be issued iPads.
In order to build community, each student will be part of a small community group - called a Crew - of approximately 10 students with a dedicated faculty advisor. Crew will meet daily, either in person or remotely, and act as a resource and point of contact for students and parents in supporting the social, emotional, and academic needs of students. Students who are enrolled in the HW Virtual Academy will remain connected to our middle school community through a daily Crew check-in and may join any interest-based clubs or activities.
At the middle school level special education programming, services and supports will be individualized and based on the following support structures within the hybrid model.
REMOTE SPECIAL EDUCATION AND RELATED SERVICES
In planning for remote special education and related services as outlined in Individual Education Programs, student level of need will be considered in providing remote and in-person services. Individualized Remote Learning Plans will be developed with parent input, and will outline supports and services to be provided during the period of remote learning.
In most cases, students will receive services remotely. This will include a structured schedule for synchronous and asynchronous learning opportunities. Related services will be provided following teletherapy guidelines, where required, and through synchronous, asynchronous, and consultative models.
For our intensive programs, consideration of in-person services to provide ABA, therapy services, and functional skill instruction will be considered, with the priority of the health and safety of students and staff as the initial consideration.
Program teachers will provide a daily schedule of remote instruction, including a morning meeting, synchronous whole class, small group, and individual instruction. Teaching assistants will be utilized for some synchronous work. Asynchronous learning activities and recommended extension activities will be
outlined within the daily schedule. Instruction will be supplemented with online curriculum programs regularly used within the programs to support access to standards and skill development. Consultation with parents will be scheduled on at least a weekly basis to support parents with the remote learning environment.
Moderate teachers will provide a daily schedule of synchronous learning and asynchronous learning activities. Teaching assistants will be utilized for some synchronous work. This will include assignment to appropriate on-line programs to support skills development. Remote office hours and consultative time will be scheduled for parental and student support with remote learning activities.
All special education and related services staff will have scheduled consultation and collaboration time with general education staff to support students within the remote learning environment and ensure access to remote academic work aligned to the state standards. Attendance is required and will be tracked by staff.
Tracking of student participation and attendance during remote learning will be done and documented, individually, on a Service Delivery and Communication Log. Logging of staff services will naturally occur with the specific documentation that will be required on the Service Delivery and Communication Log.
Interpretation and translation services will be provided, as requested by parents.
The entire district will utilize Google Classroom so that families will interface with a single Learning Management System.
Students in grades 6-12 will be in a 1:1 digital device model. The H-W High School’s iPad 1:1 program will be entering its sixth year and will continue this fall.
Miles River Middle School students will be issued a district device that they will be using in the classroom and they will be able to take home for remote asynchronous or synchronous learning.
For those families interested in going out and purchasing their student a personal learning device, the district has successfully deployed these devices in these categories.
In the remote model we will continue tracking the participation and attendance of students and staff. All students, whether remote or in-person, will check in to a homeroom, Crew, or morning meeting at the start of the school day. Attendance will be taken during that time. Teacher attendance will be taken based on their log-in to the district’s SIS, Aspen. Remote work will be a continuation of our standards-based grade level or course-specific curriculum. Teachers will continue to issue formal grades to students in the remote model. All teachers will have identified remote office hours for students and parents to connect with them when needed.