MPCS COVID-19 Continuous Learning Plan - Manassas Park ...

One Park Center Court, Suite A

Manassas Park VA 20111

www.mpark.net

Manassas Park City Schools

COVID-19 Continuous Learning Plan

Spring 2020

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TABLE OF CONTENTS Plan Development Team .............................................................................................. 2

Introduction ................................................................................................................. 3

Considerations and Equity ................................................................................................................. 3

Instruction through March 13, 2020 .................................................................................................... 3

Instruction from March 16, 2020 – April 6, 2020 ................................................................................. 3

Instruction from April 14, 2020 – End of term ..................................................................................... 3

Timeline ............................................................................................................................................. 4

Instruction: April 14, 2020 – End of Term .................................................................... 5

Seniors – Class of 2020 ..................................................................................................................... 5

High School ........................................................................................................................................ 7

Middle School .................................................................................................................................... 9

Elementary School ........................................................................................................................... 10

Resources .................................................................................................................. 12

Guidelines for Teachers ............................................................................................. 13

Guidelines for Caregivers ........................................................................................... 15

Roles and Responsibilities .......................................................................................... 17

MPCS Staff ...................................................................................................................................... 17

Student Roles and Responsibilities .................................................................................................. 18

Caregiver Roles and Responsibilities ............................................................................................... 18

Ensuring Equity .......................................................................................................... 19

Students with Disabilities .................................................................................................................. 19

Learning Supports for Students with Disabilities ............................................................................... 19

English Learners .............................................................................................................................. 19

Students with Limited Internet Access .............................................................................................. 20

Technology Support ......................................................................................................................... 20

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Manassas Park City Schools COVID-19 Continuous Learning Plan

Plan Development Team

Dr. C. Bruce McDade SUPERINTENDENT

Dr. Jeff Jackson ASSOCIATE SUPERINTENDENT

Pam Kalso PRINCIPAL, MANASSAS PARK HIGH SCHOOL

Dr. Matt Sieloff PRINCIPAL, MANASSAS PARK MIDDLE SCHOOL

Stacey Mamon PRINCIPAL, MANASSAS PARK ELEMENTARY SCHOOL

Ann Gwynn PRINCIPAL, COUGAR ELEMENTARY SCHOOL

Jennifer Braswell-Geller EXECUTIVE DIRECTOR OF SPECIAL PROGRAMS

Charmagne Everett STUDENT ASSISTANCE PROGRAM SPECIALIST

Jon Mamon DIRECTOR OF ASSESSMENT AND ACCOUNTABILITY

Jennifer Kiernan-Graham SUPERVISOR OF SPECIAL EDUCATION

Patricia Gilham INSTRUCTIONAL TECHNOLOGY SPECIALIST

Chris Konig SUPERVISOR OF NONTRADITIONAL PROGRAMS

Kayleigh McCann LITERACY SPECIALIST

Kelly Patullo INTERVENTION SPECIALIST

Nicole Sarich MATH SPECIALIST

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COVID-19 Continuous Learning Plan Manassas Park City Schools

Introduction

Considerations and Equity

The closure of schools due to the COVID-19 pandemic has created significant challenges for all school divisions throughout the commonwealth. The Virginia Department of Education (VDOE) has supplied guidance for providing continued learning opportunities for the remainder of the 2019-2020 school year. MPCS is a unique school division and while there are many factors to be considered, it is our duty to ensure our plan minimizes the potential negative impact the closure presents for our students.

In designing this plan, staff considered the challenges presented to many of our students. Many of our students are English Learners, have special needs, or come from homes that have limited incomes. Some have limited internet access, some now serve as primary care givers for younger siblings, and others may be required to find work to help provide for their families.

In this plan we have leveraged our resources, many of which are made possible through our one-to-one digital initiative, to provide quality learning opportunities to our students through the remainder of the academic year. While nothing can replace the personal interactions that take place between teachers and students in the classroom, our plan will help ensure that our students remain connected to the schools and that they have an uninterrupted pathway to continuing their education.

Instruction through March 13, 2020 Work assigned up to March 13, 2020, will be accepted until June 1, 2020. MPCS will use maximum flexibility in allowing students to complete and improve work assigned from the beginning of the spring semester in January until the day schools were closed.

Instruction from March 16, 2020 – April 6, 2020 At the recommendation of VDOE, work assigned after the closure will not be graded. MPCS will continue to provide learning opportunities to students for review and enrichment through available resources. As students, teachers, and staff have remained engaged in the instructional program during the closure, April 6 – 13 will stand as spring break. We encourage everyone to focus on selfcare and the needs of families, friends, and the community during this time.

Instruction from April 14, 2020 – End of term

At the recommendation of VDOE, work assigned after the closure will not be graded. MPCS will continue to provide learning opportunities to students for review and enrichment through available resources. Teachers will provide meaningful feedback on student work through the end of school year. While some of our resources may provide automatic scoring for completed work, these scores are provided to students as a means of measuring personal progress and should not be regarded as a grade.

Teachers will monitor student work from April 14 until the end of the term. Assignments submitted by students, while ungraded, may positively influence a student’s final grade for the course.

Specific information regarding delivery of instruction and student expectations will be addressed by grade level.

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Timeline INSTRUCTIONAL WEEK INSTRUCTIONAL FOCUS K-12

Week of March 30 Review of Previously Taught Content

Week of April 6 Spring Break

Week of April 13 Blend of Review, Practice, and/or New Learning



Week of May 4 Blend of Review, Practice, and/or New Learning




Week of June 1 Review and Culminating Activities

Week of June 8 Review and Culminating Activities

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Instruction: April 14, 2020 – End of Term

Seniors – Class of 2020 Continued instruction for seniors Continued instruction for seniors will follow the guidelines established for High School Instruction. Seniors are to continue to be engaged in their studies in order to meet graduation requirements.

Students on track to graduate Per the Virginia Department of Education, the State Superintendent will provide as much flexibility as is prudent and allowable by the Code of Virginia for those students currently enrolled and graduating with the 2019-2020 cohort.

The following graduation requirements can be waived based on authority granted to the Superintendent of Public Instruction per Executive Order Fifty-One (2020):

• Students currently enrolled in a course for which they need a verified credit in order to graduate; • Students who have previously been awarded standard credit, but have not earned the associated

verified credit; • Students who have not completed the student-selected test; • Students who are currently enrolled in or have previously completed a course leading to a CTE

credential necessary for a Standard Diploma but have not yet earned the credential; • Students who have not completed a United States and Virginia history course*; • Students who have not completed a fine or performing arts or career and technical education course*; • Students in the second of sequential courses*; • Students who have not completed an economics and personal finance course*.

*Some credit-based graduation requirements are still provided for in the Code of Virginia. While these cannot be waived outright, these can be addressed by providing new instruction or pursuing alternate pathways to the 140-clock-hour requirement based on revised Board of Education’s Emergency Guidelines for Local Alternatives for Awarding Standard Units of Credit (pending approval on April 2, 2020).

The following graduation requirements will require action by the General Assembly in order to be waived:

• Students who have not completed training in emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillators, including hands-on practice of the skills necessary to perform cardiopulmonary resuscitation; and

• Students who have not completed a virtual course.

Students currently enrolled in a course for which standard credit is required should be awarded that credit if they were successfully completing the course as of March 13, 2020. For students who were not passing a class at the time of the school closure, the VDOE recommends that these students be provided with opportunities to demonstrate competency so that a standard credit may be awarded for graduation. Nothing in this guidance prevents a school division from requiring new instruction for these students, especially if a majority of the standards in any given course had not been completed.

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Some students may not have been enrolled in all of the standard credits required for graduation. In these cases, school divisions may offer distance or remote course opportunities to help them graduate on time, so long as the student completes these extra courses.

For students who may not have completed some of the graduation requirements listed with asterisks by March 13, 2020, schools should make efforts to complete those requirements with students during the closure before utilizing the waiver for the student.

Students enrolled in CTE courses that may have state licensing requirements established by regulatory boards have been provided with flexibility that will be included in the COVID-19 FAQ listed on the VDOE website and updated as additional information becomes available. This would include certain courses in trade and industrial education and health and medical sciences.

Evaluating the needs of graduating seniors High school administrators and school counselors have been reviewing the records of all seniors to identify students who do not meet graduation requirements even if provided an approved waiver, and to design personal instructional plans to help these students overcome any deficiencies in order to graduate.

http://www.doe.virginia.gov/support/health_medical/office/covid-19-faq.shtml

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High School Statement on grading new assignments throughout the closure At the recommendation of VDOE, work assigned after the closure will not be graded. MPCS will continue to provide learning opportunities for students to ensure students have been provided access to required content for credit bearing courses. Teachers will provide meaningful feedback on student work through the end of school year. While some of our resources may provide automatic scoring for completed work, these scores are provided to students as a means of measuring personal progress and should not be regarded as a grade.

Awarding of standard and verified credit for End Of Course Classes (EOC) during the closure School divisions award standard credit for high school credit-bearing courses by ensuring that students have completed a majority of required standards, competencies, and objectives including those that are essential for success in subsequent coursework. As courses scheduled for completion in June of 2020 are still in progress, there will still be some new content that students will have to complete prior to being awarded credit.

Standard and verified credits for EOC courses completed in June of 2020 will be awarded based on the revised Virginia Board of Education guidelines (pending) and in accordance with MPCS School Board policy. Specific requirements for students will be provided as soon as practical.

Expectations for staff Instruction for all students in EOC courses will continue through the Canvas and/or APEX portal. Staff expectations during this time are as follows:

• Teachers and staff will identify all required content not completed for each course as of March 13, 2020. Students will be allowed to complete and improve work assigned during the spring semester.

• Teachers will monitor student work from April 14 until the end of the term. Assignments submitted by students may positively influence a student’s final grade for the course.

• All staff will set office hour(s) for students to communicate through email or Canvas. • All staff will clearly define for students and caregivers when they will be electronically accessible to

students. • Teachers will collaborate with other staff to reach out to students/families who are not engaging in

learning. • Staff will respond to parent or student communication promptly as defined by their administrator. • Content teams will develop learning modules for students through available platforms (APEX or Canvas)

that will cover the missing content. Modules will be developed as content teams to ensure all students enrolled in the same classes will have access to the same material.

Modules will begin being released to students beginning April 14, 2020. All required course content must be provided to the students at least two weeks prior to the end of the term.

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Approximate Daily Time Frames for Distance Learning in Grades 9 – 12 (Monday-Friday)

COURSE/FOCUS DAILY TIME ON TASK STUDENT ACTIVITIES

All Courses Approximately 3 hours

• Meet virtually with class at scheduled time. Complete asynchronous work independently or collaboratively.

• Access additional teacher support through office hours.

Flex Learning Student choice

• Read for pleasure. • Be active. • Explore personal interests/passions. • Continue to develop and engage with academic language. • College and Career Planning (Naviance)

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Middle School Statement on grading new assignments throughout the closure At the recommendation of VDOE, work assigned after the closure will not be graded. MPCS will continue to provide learning opportunities for students for review and enrichment using available resources. Teachers will provide meaningful feedback on student work through the end of school year. While some of our resources may provide automatic scoring for completed work, these scores are provided to students as a means of measuring personal progress and should not be regarded as a grade.

Expectations for staff Instruction for all students in EOC courses will continue through the Canvas portal. Staff expectations during this time are as follows:

• Teachers and staff will identify all required content not completed for each course as of March 13, 2020. Students will be allowed to complete and improve work assigned during the spring semester.

• Teachers will monitor student work from April 14 until the end of the term. Assignments submitted by students may positively influence a student’s final grade for the course.

• All staff will set office hour(s) for students to communicate through email or Canvas. • All staff will clearly define for students and caregivers when they will be electronically accessible to


learning. • Staff will respond to parent or student communication promptly as defined by their administrator. • Content teams will develop learning modules for students through available platforms (APEX or Canvas)

that will cover the missing content. Modules will be developed as content teams to ensure all students enrolled in the same classes will have access to the same material.

• In order to ensure that ALL students receive access to content in core classes (Language Arts, Math, Science, and Social Studies) that may not have been covered during the closure, MPMS teachers will develop modules that will be incorporated into the 2020-2021 curriculum. Teachers and staff will develop pacing guides for the 2020-2021 school year that will include these modules.

Approximate Daily Time Frames for Distance Learning in Grades 6 – 8 (Monday-Friday)

COURSE/FOCUS DAILY TIME ON TASK STUDENT ACTIVITIES

Language Arts, Mathematics, Science, and Social Studies

Approximately 2.5

• Complete weekly learning packets. • Meet virtually with class at scheduled time. Complete

asynchronous work independently or collaboratively. • Access additional teacher support thru office hours.

Electives/Health and Physical Education (HPE)

Suggested 30 minutes per day

Complete choice learning activities that have been posted by elective/HPE teachers.

Flex Learning Student/family choice

• Read for pleasure. • Be active. • Explore personal interests/passions. • Continue to develop and engage with academic language. • College and Career Planning

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Elementary School Statement on grading new assignments throughout the closure At the recommendation of VDOE, work assigned after the closure will not be graded. MPCS will continue to provide learning opportunities for students for review and enrichment through available resources. Teachers will provide meaningful feedback on student work through the end of school year. While some of our resources may provide automatic scoring for completed work, these scores are provided to students as a means of measuring personal progress and should not be regarded as a grade.

Expectations for staff • Teachers will monitor student work from April 14 until the end of the term. Assignments submitted by

students may positively influence a student’s final grade for the course. • All staff will clearly define for students and caregivers when they will be electronically accessible to


learning. • Staff will respond to parent or student communication promptly as defined by their administrator. • Grade level teams will create a weekly plan per grade level per subject to include digital resources as

well as activities that can be completed at home. Assignments for the following week must be completed by Thursday of each week and grade level leads are to share with building principals by close of business on Thursday.

• Principals will distribute assignments through newsletters and designated digital outlets Monday morning (twitter, Facebook, Comcast, etc.)

• In order to ensure ALL students, receive access to content in core classes that may not have been covered during the closure, elementary teachers will develop modules that will be incorporated into the 2020-2021 curriculum. Teachers and staff will develop pacing guides for the 2020-2021 school year that will include these modules.

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Approximate Daily Time Frames for Distance Learning in PreK – 5 (Monday – Friday)

SUBJECT/FOCUS DAILY TIME ON TASK STUDENT ACTIVITIES

Language Arts and Mathematics

Suggested 1-1.5 hours

• Complete weekly learning activities. • Access additional teacher support through virtual

communication.

Science and Social Studies Varies Content integrated in Language Arts as possible.

Specials (Physical Education, Art, Music, etc.)

Suggested 15-45 minutes per day, depending on grade

Engage in choice learning activities that have been posted by specials teachers.

Flex Learning Student/family choice

Reading aloud and independent reading for pleasure: • PreK-K: 15 mins • Grades 1-2: 20 mins • Grades 3-4: 25 mins • Grades 5-6: 30 mins • Be active.

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Resources The MPCS digital resources are instructional tools and systems that allow for the differentiation of time, pace, path, and place of student learning. Below are some tools that are available to all staff, students, and/or families. There are many other MPCS approved instructional tools that will be used for distance learning that are available by grade level, course, and/or site.

TOOL/RESOURCE AUDIENCE DESCRIPTION AND ACCESS

Email Staff, families

Email will be used for all major communications and announcements, including those from principals and the superintendent. Teachers and other instructional personnel will also use email to communicate although they will use other platforms to interact with their students as well.

Canvas Staff, families All learning activities are to be placed in Canvas for grades 6-12. K-5 staff may use Canvas to enhance learning opportunities.

Principal Newsletters (Smore)

Staff, students, parents

Principal newsletters will continue to be distributed throughout the closure. Elementary principals will use the newsletters to distribute weekly learning modules for students in grades Prek-5.

APEX High school staff, students

Apex Learning is a web-based digital curriculum provider that Manassas Park City Schools uses to provide high-quality instructional materials in an online format. Instruction will continue for most high school classes utilizing Apex Learning.

Achieve3000, SmartyAnts, Imagine Math, Dreambox

Elementary Staff, students

Online digital resources for math and literacy at the elementary level that can be accessed through MPCS Clever page.

G-Suite Staff, students

Students are assigned an individual username and password for accessing their @mpcs4learning G-Suite for Education account. This enables them to utilize a set of educational productivity tools from Google including Google Drive, Docs, Slides, Sheets, and Drawing for all students and Gmail for students in grades 6-12.

Online Textbook Resources Staff, students Elementary math and language arts classes included digital

access to textbook materials

Naviance Staff, families

Naviance is a web-based resource accessed for students in grades 9-12 that supports students in creating an Academic and Career Plan. Students can write goals and action plans that align with their strengths as well as explore college and career options.

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Guidelines for Teachers

In the transition to distance learning, teachers will be asked to think and work differently than they have in the past. Their underlying compassion, creativity, and perseverance are the traits that will most lay the path to success in this Continuous Learning Plan. The following guidelines represent reminders to help our teachers thrive in this new environment.

Health, Safety, and Family First In this time of pervasive and tangible health risks in our community, keep the health and safety of your students and yourself in the forefront. Be aware of rising stress or concern among your students and adjust your expectations to accommodate developing needs related to personal illness or the need to assist an ill family member.

This guideline goes for yourself, as well. If you recognize that you are becoming ill or have a need to support a loved one, proactively connect with your teammates to ask for their temporary assistance in continuing the learning supports for your students.

Keep It Simple Working and learning in an altogether new way can be overwhelming. Teachers are reminded to prioritize the most essential learning concepts for direct instruction while pacing to allow for a balance of review, practice, and new content, where appropriate. These measures can help to prevent frustration and stress on the parts of you and your students.

Begin with the Known Especially in the early weeks of distance learning, teachers should continue using existing modes of communication and learning models, where possible. Both you and your students are more likely to get off to a strong start with distance learning if you maintain as much of the familiar as you can. As time goes on and you and your students are more comfortable with distance learning, you may find opportunities to introduce additional approved tools or resources to support students’ learning needs.

Identify What Distance Learning Tools Are Available for Your Students With efforts to distribute technology and internet connections for those without, many students may have access to a computer and the internet. However, bear in mind that some students may not. Get to know the access for each of your students and adjust your model for connecting and supporting learning accordingly. Leverage a combination of synchronous and asynchronous learning activities that take advantage of the resources available.

Focus on Feedback In any learning environment, growth-producing feedback is essential to helping a learner move to their next level. In a distance learning setting with the loss of many nonverbal clues, articulated feedback can become even more critical to make clear to a learner what strengths and opportunities you see in their work. Utilize the media at your disposal to offer oral or written feedback as frequently as possible. Feedback may take the form of comments on a submitted assignment, journaling, phone calls, or video chats. Remember that the purpose of assessment is to help the learner understand what they have mastered and where they need to keep working.

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This purpose can be attained through informal assessment in a distance learning environment by applying a focus on feedback, much as a formal assessment administered in a school setting would attempt to do.

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Guidelines for Caregivers

The shift to distance learning comes at a time when families are already experiencing a disruption to their routines and priorities. While distance learning may offer welcome structure and connections with others that are likely missing in the disrupted environment of school and business closures, the transition will be challenging. Caregivers will need to think differently about how to support their children.

The Virginia Department of Education offers suggestions for caregivers to support learning at home in the resource, COVID-19: A Parent Guide for School-Aged Children. In addition to these recommendations from the state, the guidelines that follow represent considerations for caregivers in helping their children thrive in this new environment.

Health, Safety, and Family First Be mindful of your child’s stress level and any anxiety related to world events or their own change in routine. Also, keep in mind that your child is sensitive to the stress and anxiety they perceive in you. If illness in your family makes it difficult for your child to participate in distance learning, be sure to share your situation with their teachers to work out a plan that is supportive of your immediate family needs while providing what access to learning is reasonable for your child.

Set Aside Time and Space We encourage families to establish a physical space, if possible, where your child can participate in distance learning during the day. For many grade levels, there will be scheduled times when students are expected to join their teacher or class in a distance learning activity or check-in. Your child may need your help to be available for participation during these times. Consider how you can help maintain a sense of routine for your child, including expectations for wake-up times and bedtimes that work for your family. Your children should move regularly and take periodic breaks as they study.

Stay Connected to Your Child’s Teachers Teachers will communicate with caregivers through email or phone on a periodic basis. These check-ins will let you know how your child is progressing and give you additional insights into your child’s learning experiences. However, keep in mind that teachers are responsible for outreach and engagement with many students and their families. If you have a question or concern about your child’s learning, don’t hesitate to initiate contact with your child’s teacher.

Stay Active Set expectations that your child engages in some form of physical exercise each day. Exercise will help your child maintain their health and development. This is vitally important to their health, wellbeing, and to their learning. MPCS’s physical education teachers will recommend activities or exercises, but it is also important for caregivers to model and encourage exercise. You may also think about how your children can help with additional chores or responsibilities at your home.

Monitor Screen Time MPCS does not want its students working at computer screens for 7-8 hours a day. We ask that caregivers remember most teachers are not experts in distance learning and that it will require some trial-and-error before

http://www.doe.virginia.gov/support/health_medical/office/covid-19-parent-guide.shtml#learn

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we find the right balance between online and offline learning experiences. We thank you in advance for your patience and partnership.

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Roles and Responsibilities

Distance learning requires the active contributions of many partners. Key roles and responsibilities for school personnel, caregivers, and students are highlighted below.

MPCS Staff Executive Team Provide ongoing updates to stakeholder groups.

Instructional Team • Lead the development of the Continuous Learning Plan. • Assist teachers and teams in the development of lessons. • Identify resources to support teacher planning.

Administrators

• Continue to ensure clear communication is flowing to staff and families.

• Provide leadership in the development and implementation of the Continuous Learning Plan.

Instructional Technology Resource Teachers

• Provide support for teachers in the planning and posting of online learning.

• Provide support for use and troubleshooting of tech tools used for instruction.

• Establish and communicate a process for coaching and consulting with teachers virtually.

• Collect information around possible areas of need and provide virtual PD to teachers to support their learning.

Teachers (including Special Education and ESOL Teachers)

• Strive to build a sense of community and connectedness among students.

• Create self-directed online learning opportunities that are accessible for students that will help them continue to learn during this crisis.

• Create and communicate office hours to students, caregivers, and administrators.

• Provide students with feedback and support as needed (i.e., students who are chronically absent from distance learning).

Special Education Case Manager and ESOL Teachers

• Communicate with students/families. • Communicate with teacher partners (co-teachers) to

provide support in scaffolding lessons. Related Service Providers • Connect with individual students and families on caseload

to support learning. Librarians • Collaborate with colleagues to find and develop resources

for high-quality distance learning experiences, reading, and research.

• Be available to support teachers and students as needed. School Counselors • Provide services and support as appropriate to students and

caregivers via email and/or video conference.

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• Mental health/clinical staff should include email and phone out-of-office messages directing students and families to appropriate emergency mental health services.

• Aid teachers in contacting students/caregivers when needed.

• Assist with the school’s established attendance procedure and help with reaching out to students via email that aren’t taking advantage of the online learning.

Other Staff • Parent Liaisons remain available to school staff to facilitate communication with parents.

Student Roles and Responsibilities • Establish daily routines for learning. • Identify a space in home where you can learn and study comfortably. • Regularly check for announcements and feedback from your teachers. • Complete assignments with integrity and academic honesty. • Do your best to meet due dates. • Communicate with school counselors, teachers, and caregivers if you lack the resources to engage in

distance learning and/or if you are feeling overwhelmed. • Be a good digital citizen.

Caregiver Roles and Responsibilities • Establish routines and expectations. • Identify a space in home where student(s) can learn comfortably. Monitor communication from

teachers. • Begin and end each day with check in, being mindful of stress or worry. Encourage physical activity

and/or exercise. • Support students’ digital citizenship skills.

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Ensuring Equity Students with Disabilities If a school closure causes educational services for all students to pause within a school or division, then the school/division is not required to provide services to the affected students eligible for special education services during that same period of time. If a division has extended school closures, VDOE has advised that school divisions should consider options and ideas to engage students in reading, thinking, and learning. Creating such opportunities should be done with careful consideration of providing equitable access and support for a variety of students.

Due to the waivers that are likely to be granted for school closures related to COVID-19, schools should not consider these strategies for continuity of learning as make-up days or hours. Positive proactive strategies to continue engagement in learning are not a form of instruction/instructional day and thus would not require school divisions to offer FAPE (Free Appropriate Public Education).

Once school resumes, the school must return to providing special education and related services to students with disabilities in accordance with the student’s IEP (Individualized Education Program), or for students entitled to FAPE under Section 504, consistent with any plan developed to meet the requirements of Section 504. Additionally, after an extended closure, divisions are responsible for reviewing how the closure impacted the delivery of special education and related services to students eligible for special education services.

Learning Supports for Students with Disabilities Continuous learning will include a mix of activities completed online and off the computer. Some students will need the support of a caregiver to complete the activities provided each week. When developing activities, teachers are encouraged to keep in mind some of the following principles of universal design for learning that will allow for greater access by all students.

Adaptable – Activities accommodate a wide range of individual preferences and abilities. Simple and Intuitive – Activities are easy to understand.

Flexible – Activities provide multiple ways for students to demonstrate knowledge.

Questions regarding provision of available accommodations during school closure should be directed to the student’s case manager or 504 School-Based Coordinator.

English Learners English Learners (ELs) will receive access to the same high-quality grade-level instruction as all MPCS students. ELs will participate in grade-level instruction and activities as well as engage in daily English Language Development (ELD) activities to simultaneously develop English language proficiency, content understandings, and Portrait of a Graduate attributes.

It is important for students to read, write, speak, and listen to English every day. ELD distance learning resources incorporate a variety of reading, writing, listening, and speaking activities. School level ESOL teams and classroom teachers intentionally scaffold content and amplify language and literacy that link to resources for planning distance learning for ELs. Teachers will ensure access and culturally responsive learning that recognizes students’ background knowledge, language, and experiences as assets.

ESOL teachers will be available to provide support and will be reaching out to students and families. English Learners and families will also receive support from school-based Parent Liaisons.

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Students with Limited Internet Access MPCS is presently exploring means for expanding internet access for our students. While we have shared promotions from local providers advertising low cost or free alternatives, we recognize that some families are still not able to take advantage of these opportunities. We will actively promote new opportunities as they are made available that comply with state, federal, and CDC guidelines.

Technology Support MPCS recognizes the need to provide support for division-issued devices during the closure. All device issues are currently addressed virtually to the best of our ability via a technology support email address created specifically for the current situation. During the “Code Red” condition, we are not able to provide in-person support, but plans are being developed to put in place once there is an ease on restrictions. Any support plan put in place will comply with orders and recommendations provided to ensure the safety of staff and students.

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