TABLE OF CONTENTS€¦ · provide distance learning including daily, synchronous, real-time, and asynchronous instruction. Teachers shall alter tasks that require collaborative student

St. Landry Parish School Board

Strong Start Snapshot …….………………………………………………………………………….………… page 3Virtual Learning Academy Option………………………………………………………………….……….. page 5Academics………………………………………………………………………………………….……….………… page 6Early Learning……………………………………………………………………………………..……….……….. page 18Students with Diverse Needs………………………………………………………………..…….…………. page 21

Social Emotional Health…………………………………………………………….……………… page 21English Learners………………………………………………………………………….……..…….. page 22Traditional Assessment Pathway………………………………………………...………….…. page 24Alternate Assessment Pathway/LEAP Connect…………………….………..……....….. page 26Assistive Technology……………….………………………………………..……………….…….. page 29

Student Support Services………………………………………………………………….....…..……….…. page 31 Section 504…………………………………………………………….…………………...…..……...page 31

School Building Level Committee……………………………………………….……………… page 32Response to Intervention……………………………………………………….…………..……..page 33

Health Services…………………………..……………………………………………………….……….………. page 34Physical Plant……………………………………….....……………………………………………….….………. page 37Governance……………….…..…………………………………………………………………………....……….. page 40Child Nutrition Program……………………………………………………..……………………….………… page 44Transportation…………………………………………………………………………..…………….…………… page 46Communication/Parent & Student Outreach…..………………………………………………….…. page 48Budget……………………………………………………………………………………………………….……..... page 56AppendicesAppendix A: Assurance for Families……...……………………………………………………………….. page 57Appendix B: Communication Checklist…………………………………………………………………… page 58Appendix C: Employee Rights……………………………………………………………………………….. page 59Appendix D: COVID 19 Leave Application………………………………………………………………..page 60Appendix E: Quarantine vs Isolation……………………………………………………………………… page 66Appendix F: Computer and Internet Use……………………………………………………………….. page 67Appendix G: Employee Communication Between Employee & Student…………………... page 72Appendix H: Remote Learning Plan for Students with Diverse Needs...…………………… page 77Appendix I: Virtual Learning Etiquette………..………………………………………………………… page 82Appendix J: Video & Telecommunications Consent……………………………………………….. page 84Appendix K: COVID-19 Protocol…………….…………………………………………………...………...page 85Appendix L: Safe Learning Environment..…………………………………………………...………... page 86Appendix M: District 2020-2021 Calendar…………………………………………………...………. page 88

TABLE OF CONTENTS

How will students return to school in St. Landry Parish School District? District officials are planning for three phases as we move into the 2020-2021 school year. Phases are established by the governor. The St. Landry Parish School District, working under the guidance of the Louisiana Department of Education, the Louisiana Department of Health, and the Centers for Disease Control, has established a plan to fit the needs of our students under each of the three phases. Upon release of this document the state of Louisiana is in Phase 2, however, due to a decision by the St. Landry Parish School Board, students will be provided instruction through the virtual learning model until which time the Board makes a decision to proceed to the Phase 2 learning models indicated above. School is currently set to begin on August 20, 2020.

How will students return to their base school? The district is working with schools in order to provide consistency where possible. Each school is unique; therefore, some of the details in the Strong Start Plan may vary from school to school. Capacity, scheduling, and transportation are a few areas that may vary by school.

How will student and employee safety be addressed at school? The St. Landry Parish School District Strong Start Plan for reopening follows the guidelines of the state and local public health agencies. The Health Services and Physical Plant portion of our Strong Start 2020 plan outlines all measures that the district is working towards to ensure the safety of our students and staff members. Some of these measures include thermal cameras (for temperature checks), hand sanitizer, enforcing social distancing, and wearing facial coverings in grades 3-12.

How can parents prepare for the start of school? 1. Get your child a face-covering - In lieu of the governor’s mandate, SLPSB students in grades 3-12 will

be required to wear face coverings; Face coverings should be school-appropriate. You will receive additional information from your school. Additional information on the facial covering mandate is linked here.

2. Purchase school uniforms and school supplies.

https://gov.louisiana.gov/index.cfm/newsroom/detail/2591

Due to limitations on transportation and group sizes, St. Landry Parish schools will only be serving small groups of students in its buildings. With very few exceptions, all students will receive educational opportunities via virtual learning. A device will be provided if needed.

● Headstart - Grade 4 will attend school on campus practicing safety and social distancing protocols to the maximum extent possible.

● Grades 5 - 12 will follow a hybrid schedule. Students will receive instruction two days per week on campus and will follow all safety and health guidance and protocols. Following a traditional schedule, ○ Cohort A reports to campus on Monday

and Tuesday.○ Cohort B reports to campus on Thursday

and Friday.○ The cohort(s) of students who are not on campus

shall engage in virtual learning via semi-independent lessons. No students in grades 5 - 12 will report to campus on Wednesday.

As per a decision by the St. Landry Parish School Board, students will receive instruction as indicated in the Phase 1 learning model. Movement into the Phase 2 model will require Board action.

Based on capacity, students will transition to the traditional, in-person mode of learning. In instances where capacity will not allow for a transition to traditional learning, the hybrid schedule will remain in place.

NEW

THIS

YEAR

VIRTUAL LEARNING ACADEMY


Instructional Delivery PlanGrades Kindergarten - 12th grade

Virtual Phase II

ACADEMICS

PHASE 1 PHASE 2 PHASE 3

Instructional Method

Virtual Learning Grades K - 4: In-personGrades 5 - 12: Hybrid

In-person

Group Size Max 10(including adults)

Max 25(including adults)


Instructional Minute Requirement (LDOE Bulletin 741)

63,720 minutes 63,720 minutes 63,720 minutes

Instructional format

Synchronous and asynchronous learning will occur daily.

● Synchronous learning--whole group real-time interactive instruction

● Asynchronous learning--independent learning, assignments, projects, etc. that are an integral part of the lesson cycle

Instructional delivery takes place live via Google Meet or a similar platform. The teacher of record provides instruction. Students complete lessons and work as assigned in Google Classroom.

Small group and individualized enrichment and remediation will occur on a regular basis.

Grades K - 4 Teachers shall follow the instructional format guidance provided in the Phase 3 traditional column.

Grades 5 - 12 Teachers deliver instruction two days per week in person to the cohort of students on campus following all safety and health guidance and protocols.

● Cohort A reports to campus on Monday and Tuesday.

● Cohort B reports to campus on Thursday and Friday.

Teachers deliver instruction in person following all safety and health guidance and protocols.

Small group and individualized enrichment and remediation should occur on a regular basis.

Instruction shall follow the recommendations of each Tier I curriculum.

Regular education and special education inclusion teachers shall plan effectively for inclusion classes. The inclusion teacher shall be included in all virtual lessons and should be included as a teacher in all Google classrooms.

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Virtual Phase II

ACADEMICS




In-person




Instructional Minute Requirement (LDOE Bulletin 741)

63,720 minutes 63,720 minutes 63,720 minutes



Career and Technical Education (CTE) teachers shall follow national standards. Teachers will provide hands-on activities through simulations and kits. Instructional delivery requirements shall not differ from academics.

Art, music, dance, and theatre requirements shall not differ from academics.

Foreign language instructional delivery requirements shall not differ from academics.

The cohort(s) of students who are not on campus shall complete lessons and work as assigned by their teacher via Google Classroom (including recorded lessons) and printed materials. Students shall engage in semi-independent lessons on these days.

The special education teacher shall also have his/her own Google Classrooms for rostered students.

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Virtual Phase II

ACADEMICS




In-person





Health and Physical Education instructional delivery requirements shall not differ from academics.

Regular education and special education inclusion teachers shall plan collaboratively for inclusion classes. Both the regular education teacher and the special education teacher have the responsibility to provide the synchronous real-time virtual instruction. The inclusion teacher shall be included as a teacher in all Google Classrooms. The special education teacher shall also have his/her own Google Classrooms for rostered students. Additional guidance for Special Education teachers can be found in the Special Education portion of this document.

Career & Technical Education (CTE) should maximize hands-on instruction for in-person days. All national standards and national/state testing protocols should be strictly adhered to at all times. Instructional delivery requirements shall not differ from academics.

Dance, theatre, chorus, and band shall not have any in-.person performances. All in-person lessons should be limited to non-active lessons such as sight reading, counting measures, and learning lines. Instructional delivery requirements shall not differ from academics.

Foreign language instructional delivery requirements shall not differ from academics.

Additional guidance for Special Education teachers can be found in the Special Education portion of this document.

Dance, theatre, chorus, and band shall have limited in-person performances. All performances shall be conducted outside with social distancing of 6 feet strictly adhered to at all times. Lessons conducted inside should be limited to non-active lessons such as sight reading, counting measures, and learning lines.

Health and Physical Education instructional delivery requirements shall not differ from academics. Teachers will adhere to Phase 3 guidance on physical activity:

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Virtual Phase II

ACADEMICS




In-person





Health and Physical Education instructional delivery requirements shall not differ from academics. Teachers will adhere to Phase 2 guidance on physical activity: No running, dancing and/or any other activity that requires heavy breathing and exercise. Social distancing of 6 feet strictly shall be strictly adhered to at all times.

On each Wednesday, all teachers are expected: ● To provide support for

any student in need via Google Meet or similar platform.

● To provide small group and/or individualized enrichment and remediation via Google Meet.

● To collaborate with peers through PLCs, ongoing job- embedded professional development, etc.

Physical activity should only be conducted outside with social distancing of 6 feet strictly adhered to at all times.

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Virtual Phase II

ACADEMICS



Virtual Learning Grades K - 4: In-personGrades 5 - 12: Hybrid In-person





● To record and/or upload upcoming lessons, resources, and assignments to Google Classroom

● To annotate upcoming lessons

● To provide support to families or conduct parent/teacher conferences


Regular education and special education inclusion teachers shall plan effectively for inclusion classes. The inclusion teacher shall be included as a teacher in all Google Classrooms. The special education teacher shall also have his/her own Google Classrooms for rostered students. Additional guidance for Special Education teachers can be found in the Special Education portion of this document.

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Virtual Phase II

ACADEMICS



Virtual Learning Grades Pre-K - 4: In-person

Grades 5 - 12: Hybrid

In-person





Additional guidance for Special Education teachers can be found in the Special Education portion of this document.

Necessary Instructional Shifts

Teachers annotate lessons to provide distance learning including daily, synchronous, real-time, and asynchronous instruction. Teachers shall alter tasks that require collaborative student work for the virtual setting.

Teachers shall incorporate online tools and resources to facilitate instructional strategies and student engagement.

Teachers shall incorporate Google Classroom and Google Suite for synchronous and asynchronous learning.

Teachers annotate lessons to provide live instruction in-person four days per week and to create video lessons and assignments in Google Classroom for students who are not on campus.

In order to adhere to social distancing measures and other health and safety protocols, teachers shall alter tasks that require collaborative student work. Tasks should also be altered to accommodate semi-independent work for those cohorts at home.


Teachers annotate lessons to include one virtual lesson and at least one assignment, task, and/or assessment per week in Google Classroom that requires student use of technological resources needed in the event of a temporary school closure.

Teachers shall alter tasks that require collaborative student work to adhere to social distancing measures and other health and safety protocols.


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PHASE 1 PHASE 2 PHASE 3Formal Assessment(graded)

Assessments will be administered virtually.

Grades will be determined by the teacher using the district’s grading policy. A minimum of nine (9) assignments or assessments shall be used to determine the nine week’s grade.

CTE (for performance testing that requires face-to-face testing, teachers will be required to submit a mitigation plan prior to bringing any students on campus to test)

Parents will continue to access student information (attendance and grades) via the St. Landry Parish JCampus Parent Portal system.

● Grades will be determined by the teacher using the district’s grading policy. A minimum of nine (9) assignments or assessments shall be used to determine the nine week’s grade.

● Graded assignments or assessments may be given in-person or virtually using Google Forms, Edulastic, individual interview, paper/pencil, etc.

● Students shall take at least two assessments online (with students using a chromebook) at least twice per nine weeks to ensure preparedness for a temporary school closure. These assessments may be administered when students report to campus.

● To the extent possible, CTE teachers will conduct testing virtually to allow for maximized hands-on instruction in the skill area.

● Music, chorus, and dance shall assess virtually where students need to perform for assessment.

● Parents will continue to access student information (attendance and grades) via the St. Landry Parish JCampus Parent Portal system.

Static Group Guidance

Students with the most critical special needs, as determined by the school and the Director of Special Education, may return to school full time with up to 10 people in each classroom.

Younger Students (grade K through grade 4)● Students remain in a static group. The composition of

students in the group does not change. Teachers or students may rotate among classrooms. High touch surfaces (desk tops, door knobs/handles, etc.) must be cleaned after each group leaves the classroom and before each new group of students enters the classroom. Adults and students (third grade and up) should wear face coverings to the maximum extent possible. Any child over age two may wear a face covering. Face coverings should be worn in all areas of the school including classrooms. To the maximum extent possible and whenever possible, social distancing (6 feet) should be adhered to in classrooms, hallways, etc.


ACADEMICS

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PHASE 1 PHASE 2 PHASE 3Static Group Guidance

Older Students (grades 5 - 12)● The composition of student groups may change.

Staggered transitions may need to be incorporated into the school schedule to reduce congestion in the hallways and to maximize social distancing. Adults and students (third grade and up) should wear face coverings to the maximum extent possible. Face coverings should be worn in all areas of the school including classrooms. High touch surfaces (desk tops, door knobs/handles, etc.) must be cleaned after each group leaves the classroom and before each new group of students enters the classroom. To the maximum extent possible and whenever possible, social distancing (6 feet) should be adhered to in classrooms, hallways, etc.

● Students reporting to Washington Career & SLATS (Nursing) will learn remotely for all other subjects and will not report to base schools in Phase 2. As of now, ECTEC will report back to the base school for all other learning (subject to change).

Alternate Scheduling

Students receive synchronous, real-time, virtual instruction daily from the teacher. Students also participate in asynchronous learning daily which may include small group or individual support from the teacher.

In addition, students with diverse needs (English Learners, Special Education including Gifted/Talented, and Section 504) will receive real-time, interactive instruction and support from their assigned service providers.

● Students attend in-person by cohort.

● Cohort A reports to campus Monday and Tuesday.

● Cohort B reports to campus Thursday and Friday.

● Students report virtually Wednesday for small group or individual support.

● Staggered arrivals, departures, and transitions may need to be implemented and may vary by school.

● Students attend in-person.

Attendance Tracking(for staff and students)

● Student attendance will be taken daily and will be recorded in JCampus. St. Landry Parish School System attendance policies will be in effect for the 2020 - 2021 school year.

● Staff will report to the base site Monday - Friday.


ACADEMICS

13


Pacing Teachers will adhere to the district’s pacing calendar for 2020-2021 with the inclusion of “unfinished learning.”

Student Technological Needs

● 1:1 Chromebook● Hotspots or internet● Laptops for Drafting,

Project Lead the Way, Computer Science, and Adobe courses

● Simulators for skills areas

● 1:1 Chromebook● Hotspots or internet● Laptops for Drafting, Project

Lead the Way, Computer Science, and Adobe courses

● Simulators for skills areas

● 1:1 Chromebook

Curriculum Materials and Resources

All subjects: Google Classroom will be used for each content area.English Language Arts

● Core Knowledge Language Arts and Amplify Reading● LearnZillion Guidebook● Savvas Learning - American and British Literature

Math● Zearn Mathematics● Ready Louisiana Math● SpringBoard Mathematics (Algebra 1, Algebra 2, and Geometry)● Advanced Math--student textbooks, ancillary materials, CK-12 flexbooks

Social Studies● K-Scholastic News, Let’s Find Out, Studies Weekly● 1st - 3rd--Studies Weekly; unit packets● 4th - 8th--LDOE scope and sequence and unit packets● High School--Civics and US History LDOE scope and sequence and unit packets;

World Geography and World History from Cengage LearningScience

● K--Scholastic News, Let’s Find Out● 1st - District Google Classroom units based on LDOE scope and sequence● 2nd & 3rd - Amplify Science● 4th - 8th - District Google Classroom units based on LDOE scope and sequence● High School - Biology I-Hub; Environmental Science Savvas Learning ebook; CK12

FlexbooksArt, Music, Dance, Theatre

● Theatre will use Theatre + digital curriculum● Music for elementary should incorporate recorders (each student should be given one

to keep)● Middle and High school band should upload lessons, recordings, and sheet music for

students to learn and practice. Students checking out an instrument should be assigned that instrument for the whole year.

● Art should work to create videos and lessons for students. Teachers should submit supplies for at home learning kits with needed basic supplies for students.

● Dance should create videos and lessons for students.


ACADEMICS

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Curriculum Materials and Resources

All subjects: Google Classroom will be used for each content area.

Career and Technical Education● Teachers will use the e-curriculum and resources provided for them to build lessons

and prepare students for national and state industry based exams. Simulations should be maximized as well as home-learning kits where simulations are not available. In-person learning should be maximized for hands-on learning.

○ NCCER Connect (NCCER Core & craft areas)○ Pathways (all CTE subjects not listed)○ Savvas-My Brady for EMR○ Savvas-My Brady for EMT○ KDP-ProStart, Nutrition and Food/Advanced Nutrition and Food, and Child

Care○ Today’s Class-Cosmetology and Automotive○ Knowledge Matters: Entrepreneurship, ProStart, and Accounting○ Interplay Sims (HVAC and other Skills)○ Z-Space: Skills areas○ American Hotel and Lodging -Lodging and Management○ Kaduceus- MA/PCT○ Note: *not all resources are listed*

● Foreign Language○ Teachers may use the curriculum in Edmentum and/or Edgenuity for

E-curriculum for students.● Health and Physical Education

○ High school teachers shall use the Health and Physical Education curriculum in Edmentum.

Learning Center Teachers and Para- Professionals

● Learning Center teachers provide remediation and monitor growth or the lack thereof using ExactPath and Orton-Gillingham strategies. Teachers schedule a minimum of 20 minutes of daily remediation to no more than 7 students per session.

● Learning Center teachers provide remediation and monitor growth or the lack thereof using ExactPath and Orton-Gillingham strategies. Teachers schedule a minimum of 20 minutes of daily remediation to no more than 7 students per session. This service will be provided in person.

● Paraprofessionals participate in the scheduled sessions and assist no more than 5 students per session.

● Learning Center teachers maintain static groups when scheduling student sessions. Cohorts of students should not be mixed for receipt of services.


ACADEMICS

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PHASE 1 PHASE 2 PHASE 3Learning Center Teachers and Paraprofessionals

● This service will be provided via Google Meet and through the Learning Center teacher’s established Google Classroom.

● Paraprofessionals participate in the scheduled sessions (using a predetermined breakout room) and assist no more than 5 students per session.

Title I Instructional Para-Professionals

● Paraprofessionals work under the direction of a classroom teacher and shall assist in the educational process by participating in daily Google Meet sessions.

● The paraprofessional may host a small group session using a predetermined breakout room.

● Paraprofessionals, under the direction of the classroom teacher, shall assist students by providing academic remediation/enrichment as per the master schedule developed by the administrator.


ACADEMICS

16


Screeners and Diagnostics Screener(s): Sept. 2020Diagnostics: Sept 2020

● All students will be administered the following Screener and/or Diagnostic: September 2020 (DIBELS and LEAP 360)

● Data from the aforementioned screeners/diagnostics will be used to determine which students are in need of individual plans to address academic deficits.

● Data review meetings for special education students will be conducted to address Strong Start Compensatory Services.(See Strong Start Compensatory Services Guidance Document)

● To the extent possible, CTE students should be given the diagnostic from Pathways.

Same as Phase 1 with the addition of DRDP-K.

Virtual Learning Academy

● Students in grades K - 12 may opt to enroll in the district’s virtual learning program, when appropriate.


ACADEMICS

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EARLY LEARNINGPRE-K AND HEAD START 3-4 YEAR OLDS


Pre-K/Head Start Classrooms(3 and 4 year olds)

Maintain maximum group sizes in Phase 2 & 3 to ensure sustainability of Pre-K and Head Start programs. Physical distancing is not required for these classrooms.

Instructional Model

Virtual Learning Hybrid(combined face to face

and virtual)

Traditional(face to face)

Maximum group size

10, including adults 25, including adults 50, including adults

Pre-K Students Maintain static groups; individuals may come into close contact and may not be wearing face coverings. Physical distancing is not required in Pre-K classrooms; therefore, it is critical to maintain static classroom groups.

Curriculum Continue use of Tier I curriculum. Will utilize a combination of teacher manuals and materials and online curriculum tools.

High Quality Instruction and Assessment

Virtual Hybrid Traditional

Instruction via a 100% virtual model with synchronous

and/or asynchronous learning. Teaching Strategies Gold assessment tool with

additional input from parents using Parent Pal feature.

Instruction via a combination of face-to-face and virtual

models. Teaching Strategies Gold assessment tool with

additional input from parents using Parent Pal feature.

Instruction in a traditional setting with mitigation efforts in place.

Teaching Strategies Gold assessment tool with additional input from parents using Parent

Pal feature.

Teacher Professional Development


Instruction via a 100% virtual model

Instruction via a combination of face-to-face

and virtual models

Instruction in a traditional setting with mitigation efforts

in place

Family Engagement/ Home Learning

● Virtual parent resources directly linked to teaching and learning embedded in the curriculum.● Daily parent activity calendar with developmentally appropriate skills connected to curriculum

objectives, Louisiana’s Birth to Five Early Learning & Development Standards and Head Start Early Learning Outcomes Framework.

● Virtual enrichment programs related to developmentally appropriate dance and music skills that promote Kindergarten readiness.

● Parent meetings and parent engagement events will be conducted virtually.

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EARLY LEARNINGPRE-K AND HEAD START 3-4 YEAR OLDS


Communication Use virtual classroom applications to connect with, provide feedback to, and support students and families on daily and/or weekly basis. (Ex. email, phone, written correspondence, Class Dojo, Remind, Zoom, etc.) Teaching Strategies Parent Pal feature will also be used to communicate with parents and allow them to assist teachers in gathering documentation for developmental assessment.

NaptimeEnsure that children’s naptime mats are spaced out as much as possible, ideally 6 feet apart. Place children head to toe in order to further reduce the potential for viral spread.

Outdoor Gross Motor

● Stagger playground times for groups of children.

Head Start Only

Parent Drop-Off and Pick-Up

● Change parent drop-off and pick-up process to have curbside drop off and pick up to limit direct contact between parents and staff members. Screen children before the parent leaves the facility.

● Staff will come outside the facility to pick up the children as they arrive, adhering to social distancing recommendations.

● Children and staff must pass singly through entry and exit points.● Center staff will sign in and out children. ● Parent drop-off and pick-up times will be assigned and staggered.● Upon entry to facility, children must pass singly through entry point to have

temperature taken. Children will utilize hand sanitizing station upon entering the building.

● Staff will escort children to classroom. Children will have temperature taken before entering classroom for documentation purposes.

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EARLY LEARNINGEARLY HEAD START 0-3 YEAR OLDS


Early Head Start Classrooms(0 and 3 year olds)

Maintain maximum group sizes in Phase 2 & 3 to ensure sustainability of Early Head Start programs. Physical distancing is not required for Early Head Start classrooms.

Instructional Model Virtual Learning Hybrid(combined face to face

and virtual)

Traditional(face to face)

Maximum group size

Infants under 1 year: 5 including adults1 year - 3 years: 10 including adults

Infants under 1 year: 15 including adults1 years: 21 including adults2 years: 22 including adults3 years: 25 including adults

Infants under 1 year: 15 including adults1 years: 21 including adults2 years: 22 including adults3 years: 26 including adults

Early Head Start Students

Maintain static groups; individuals may come into close contact and may not be wearing face coverings. Physical distancing is not required in Early Head Start classrooms; therefore, it is critical to maintain static classroom groups.

Curriculum Continue use of Tier I curriculum. Will utilize a combination of teacher manuals and materials and online curriculum tools.

High Quality Instruction and Assessment


Instruction and Observational Assessment via a 100% virtual model with synchronous and/or asynchronous learning

Instruction and Observational Assessment

via a combination of face-to-face and virtual

models

Instruction and Observational Assessment in a traditional setting with mitigation efforts in place

Teacher Professional Development


Instruction via a 100% virtual model

Instruction via a combination of face-to-face

and virtual models

Instruction in a traditional setting with mitigation

efforts in place

Family Engagement/ Home Learning

● Virtual parent resources are linked to teaching and learning embedded in the curriculum.

● Daily parent activity calendar with developmentally appropriate skills connected to curriculum objectives, Louisiana’s Birth to Five Early Learning & Development Standards, and Head Start Early Learning Outcomes Framework.

● Parent meetings and parent engagement events will be conducted virtually.Outdoor Gross Motor, Communication, Nap Time, Drop-off/Pick-up will follow same procedures as Head Start.

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STUDENTS WITH DIVERSE NEEDS

**Well-Being Leadership Team: Minimum of an administrator, school counselor, and a veteran teacher (at each school)Additional responsibilities: 1) facilitate weekly engagement of staff members; 2) communicate mental health support, self-care, and trauma resources to staff and parents; 3) set up and maintain a hotline; 4) re-administer social, emotional, and behavioral screener

SOCIAL EMOTIONAL HEALTH



Virtual Grades Pre-K - 4: In-personGrades 5 - 12: Hybrid

In-person




●Revision of the Suicide and Threats to Others policies and procedures as they relate to telehealth

●Behavior/social goals and supports addressed in Remote Learning Plan

●Implementation of Tier 1 social-emotional learning (SEL) curriculum

●Administration of a social, emotional, and behavioral screener by the Well-Being Leadership Team (WBLT) within the first 30-45 school days

●Students found to be at-risk on screener or recommended for additional services (by staff or parent) referred to WBLT for interventions

●Collaboration between WBLT and PAC behavior support staff to implement Tier 2 and Tier 3 interventions as appropriate; documentation on Individual Academic Improvement Plan (IAIP)

●WBLT and PAC behavior support staff meet regularly to review student progress and make adjustments to IAIPs as needed

●Revision of the Suicide and Threats to Others policies and procedures as they relate to telehealth

●Behavior/social goals and supports addressed in Remote Learning Plan

●Implementation of Tier 1 SEL curriculum

●Administration of a social, emotional, and behavioral screener by the Well-Being Leadership Team (WBLT) within the first 30-45 school days

●Students found to be at-risk on screener or recommended for additional services (by staff or parent) referred to WBLT for interventions

●Collaboration between WBLT and PAC behavior support staff to implement Tier 2 and Tier 3 interventions as appropriate; documentation on IAIP

●WBLT and PAC behavior support staff meet regularly to review student progress and make adjustments to IAIPs as needed

● Implementation of Tier 1 SEL curriculum

● Administration of a social, emotional, and behavioral screener by the WBLT within the first 30-45 school days

● Students found to be at-risk on screener or recommended for additional services (by staff or parent) referred to WBLT for interventions

● Collaboration between WBLT and PAC behavior support staff to implement Tier 2 and Tier 3 interventions as appropriate; documentation on IAIP

● WBLT and PAC behavior support staff meet regularly to review student progress and make adjustments to IAIPs as needed

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STUDENTS WITH DIVERSE NEEDSENGLISH LEARNERS

PHASE 1

K-4 ●Utilize Procedures for English Learner Identification to identify new English Learners ●Service delivery for students receiving English Learner services will be through distance

learning. Master schedules for schools will be reviewed to determine times for student services.

●The St. Landry Parish will utilize the Structured English Immersion (SEI) program that focuses on content-based E.L. instruction in which English Learners receive language instruction through standards-based content from their content area teachers and explicit instruction of English Learner structures by E.L. teachers/tutors.

●English Learner teachers/tutors will receive professional development through distance learning.

5-8 ●Utilize Procedures for English Learner Identification to identify new English Learners ●Service delivery for students receiving English Learner services will be through distance

learning. Master schedules for schools will be reviewed to determine times for student services.



9-12 ●Utilize Procedures for English Learner Identification to identify new English Learners

●Service delivery for students receiving English Learner services will be through distance learning. Master schedules for schools will be reviewed to determine times for student services.



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STUDENTS WITH DIVERSE NEEDSENGLISH LEARNERS

PHASE 2 - 3K-4 ● Utilize Procedures for English Learner Identification to identify new English Learners

● Service delivery for students receiving English Learner services will be through traditional and distance learning. Where the same tutor is assigned to only one school, the E.L. Teacher/tutor will provide traditional learning. If an E.L. teacher/tutor is assigned multiple schools, the E.L. teacher/tutor will provide distance learning. For virtual learning, the school will have to provide a room as well as an adult to monitor student/students during E.L. services. Master schedules for schools will be reviewed to determine times for student services.

● The St. Landry Parish will utilize the Structured English Immersion (SEI) program that focuses on content-based E.L. instruction in which English Learners receive language instruction through standards-based content from their content area teachers and explicit instruction of English Learner structures by E.L. teachers/tutors.

● English Learner teachers/tutors will receive professional development through distance learning.

5-8 ● Utilize Procedures for English Learner Identification to identify new English Learners ● Service delivery for students receiving English Learner services will be through traditional and

distance learning. Where the same tutor is assigned to only one school, the E.L. Teacher/tutor will provide traditional learning. If an E.L. teacher/tutor is assigned multiple schools, the E.L. teacher/tutor will provide distance learning. For virtual learning, the school will have to provide a room as well as an adult to monitor student/students during E.L. services. Master schedules for schools will be reviewed to determine times for student services.



9-12 ● Utilize Procedures for English Learner Identification to identify new English Learners

● Service delivery for students receiving English Learner services will be through traditional and distance learning. Where the same tutor is assigned to only one school, the E.L. Teacher/tutor will provide traditional learning. If an E.L. teacher/tutor is assigned multiple schools, the E.L. teacher/tutor will provide distance learning. For virtual learning, the school will have to provide a room as well as an adult to monitor student/students during E.L. services. Master schedules for schools will be reviewed to determine times for student services.



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STUDENTS WITH DIVERSE NEEDSTRADITIONAL ASSESSMENT PATHWAY



Virtual Learning Grades Pre-K - 4: In-personGrades 5 - 12: Hybrid

In-person




Instructional format for Regular Assessed students with disabilities

Instructional delivery takes place live via Google Meet. The teacher of record provides instruction. Students complete lessons and work as assigned by the teacher.

Follow Tier 1 curriculum according to District Mandates in addition to adhering to Instructional Guidance set forth by the district.

Remote Learning Plan (Appendix H) would be utilized by SPED Direct and Indirect Service Providers for ALL students with disabilities.

Collaboration with regular education teachers will be necessary for delivery of instruction and will be a part of the RLP.

SPED inclusion teachers will participate in synchronous instruction for inclusion with the regular education teacher; the co-teaching models will be followed to the maximum extent possible according to the SPED teacher’s schedule as approved by administration.

Grades PK - 4 Special Education Teachers shall follow the instructional format guidance as described in the academic section of this document.

Follow curriculum according to District Mandates in addition to adhering to Instructional Guidance set forth by the district.

Remote Learning Plan (Appendix H) would be utilized by SPED Direct and Indirect Service Providers for ALL students with disabilities in Phase 2 for grades PK-4 to address static grouping and virtual direct and indirect services.


SPED inclusion teachers will participate in instruction with the regular education teacher according to the SPED teacher’s schedule.

Paraprofessionals will provide support under teacher guidance. Schedules will be developed and approved by administration.



● Cohort B reports to campus on Thursday and Friday

Teachers deliver instruction in person following all safety and health guidance and protocols.





Paraprofessionals will provide support under teacher guidance and will assist with communication with parents, as well as, documentation. Schedules will be developed and approved by administration.

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STUDENTS WITH DIVERSE NEEDSTRADITIONAL ASSESSMENT PATHWAY




In-person




Instructional format for Regular Assessed students with disabilities

Additional special education support (Resource) by SPED teacher will be provided during asynchronous learning time according to RLP and student needs.

IEP Instructional Goals will be monitored utilizing Classworks during asynchronous instruction.

Paraprofessionals will provide supports under teacher guidance and will assist with communication with parents, as well as, documentation.

Schedules will be developed and approved by administration.

Paraprofessionals will provide supports to students during asynchronous and synchronous learning following schedule established by special education teacher and administration.

Break-out Rooms will be utilized by both teachers and paraprofessionals to assist students with additional support as needed.

● The cohort(s) of students who are not on campus shall complete lessons and work as assigned by their teacher via Google Classroom (including recorded lessons) and printed materials. Students shall engage in semi-independent lessons on these days.


Days in the school setting would be documented on the RLP.



Paraprofessionals will provide support under teacher guidance and will assist with communication with parents, as well as documentation.Schedules will be developed and approved by administration.

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STUDENTS WITH DIVERSE NEEDSALTERNATE ASSESSMENT PATHWAY/LEAP CONNECT

PHASE 1 PHASE 2 PHASE 3Instructional Method



In-person

Instructional format for students taking alternate assessment

Instructional delivery takes place live via Google Meet. The teacher of record provides instruction. Students complete lessons and work as assigned by the teacher.

Students with complex and significant needs, identified through the process of surveys and data reviews, may report back to school for some face-to-face instruction and related services.

Utilizes Tier I with supplemental materials and individualized instruction.

Supplemental - The Unique Learning System is a program designed specifically to give students with complex learning needs meaningful access to the general education curriculum.


Collaboration with regular education teachers for included subjects will be a part of the RLP.

Collaboration between direct and indirect service providers will be a part of the RLP.

Collaboration with the parent/guardian/student will require indirect and direct service providers making frequent contacts to address learning needs.

Grades PK - 4 Special Education Teachers shall follow the instructional format guidance as described in the academic section of this document.


Remote Learning Plan (Appendix H) would be utilized by SPED Direct and Indirect Service Providers for ALL students with disabilities in Phase 2 for grades PK-4 to address static grouping and virtual direct and indirect services.






Return to traditional setting unless medical documentation

Utilizes Tier I with supplemental materials and individualized instruction

Supplemental -The Unique Learning System is a program designed specifically to give students with complex learning needs meaningful access to the general education curriculum.



Collaboration with the parent/guardian/student will require indirect and direct service providers making frequent contacts to address learning needs.


26


STUDENTS WITH DIVERSE NEEDSALTERNATE ASSESSMENT/LEAP CONNECT





In-person


SPED inclusion teachers will participate in synchronous instruction for inclusion with the regular education teacher; the co-teaching models will be followed to the maximum extent possible according to the SPED teacher’s schedule as approved by administration

Additional special education support (Resource) by SPED teacher will be provided during asynchronous learning time according to RLP and student needs

IEP Instructional Goals will be monitored utilizing Classworks during asynchronous instruction

Paraprofessionals will provide supports under teacher guidance and will assist with communication with parents, as well as, documentation

Schedules will be developed and approved by administration.

Paraprofessionals will provide supports to students during asynchronous and synchronous learning following schedule established by special education teacher and administration

Break-out Rooms will be utilized by both teachers and paraprofessionals to assist students with additional support as needed



● Cohort B reports to ● campus on Thursday and

Friday

The cohort(s) of students who are not on campus shall complete lessons and work as assigned by their teacher via Google Classroom (including recorded lessons) and printed materials. Students shall engage in semi-independent lessons on these days. Students with the most critical special needs, as determined by the school and the Director of Special Education, may return to school full time.



27


STUDENTS WITH DIVERSE NEEDSALTERNATE ASSESSMENT PATHWAY/LEAP CONNECT





In-person



Days in the school setting would be documented on the RLP.


SPED inclusion teachers will participate in instruction with the regular education teacher according to the SPED teacher’s schedule

Paraprofessionals will provide support under teacher guidance and will assist with communication with parents, as well as documentation. Schedules will be developed and approved by administration.

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STUDENTS WITH DIVERSE NEEDSASSISTIVE TECHNOLOGY




In-person

Assistive Technology

Assistive technology screening and consideration of unique learning needs will continue utilizing the Louisiana Assistive Technology Screening Checklist (from the IEP)

● Utilize POUR guidelines and SETT Framework (The SETT Framework is a tool that helps teams gather and organize information that can be used to guide collaborative decisions about services that foster the educational success of student with disabilities. The POUR guidelines provide best practices for presentation and document accessibility.) to access online instruction, the need for Assistive technology, supports, and services.

● Document considerations (Appendix J) and needs on the Remote Learning Plan (RLP)


● Utilize POUR guidelines and SETT Framework (The SETT Framework is a tool that helps teams gather and organize information that can be used to guide collaborative decisions about services that foster the educational success of student with disabilities. The POUR guidelines provide best practices for presentation and document accessibility.) to access online instruction, the need for Assistive technology, supports, and services.



● Utilize POUR guidelines and SETT Framework (The SETT Framework is a tool that helps teams gather & organize information that can be used to guide collaborative decisions about services that foster the educational success of student with disabilities. The POUR guidelines provide best practices for presentation and document accessibility.) to access online instruction, the need for Assistive technology, supports, and services.


29


STUDENTS WITH DIVERSE NEEDSASSISTIVE TECHNOLOGY



In-person

Assistive Technology

● Utilize available low, mid, and high tech assistive technology tools and resources to support teachers, parents, related service providers and instructional specialists in adapting and individualizing the Tier 1 curriculum for successful access and participation.

● Continue to distribute adapted materials and train instructional staff, parents and students in the use of accessibility features.

● Review additional accessibility resources for more support such as Louisiana AEM website Resources | AEM







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https://www.ssdla-aem.org/resources/






STUDENTS SUPPORT SERVICESSECTION 504




In-person





LEAs, and schools must ensure that, to the greatest extent possible, each student with a disability can be provided the accommodations/modifications and related services identified in a plan developed under Section 504. Teachers will document service provided on Section 504 Service Delivery Documentation Form. Procedures developed to ensure that students with disabilities are continuously evaluated, re-evaluated for continuous qualification for Section 504 services, and updating an already existing 504 Plan. Professional Development will be provided to School 504 Chairperson in July 2020 and ongoing.



31


STUDENT SUPPORT SERVICES PHASE 1 PHASES 2 AND 3Instructional Method

Virtual Hybrid


Phase 2: Max 25 (including adults)Phase 3: Max 50 (including adults)

Meeting Format

Meetings will be held once a month beginning September 2020. Teachers will continue to submit SBLC Alert for students who exhibit speech/language, reading, math, written language, motor difficulties, health concerns significantly impacting educational progress, behavior concerns, possible 504 referrals, gifted referrals.

Students in Tier 2 and Tier 3 will continue to receive interventions in the area of deficiency (see Response to Intervention section)

Progress will be monitored by both classroom teachers and SBLC Interventionists.

SBLC Annual Update Meeting will be held virtually. Participants include School Principal, SBLC Chair from EACH school in the district, Pupil Appraisal Liaison, Central Office Supervisory Staff.

Meetings will be held twice a month beginning September 2020.First Semester of School:SBLC Chair will compose agendas based on guidance from SBLC Interventionists.

Teachers should also continue to submit SBLC Alert for students who exhibit speech/language, reading, math, written language, motor difficulties, health concerns significantly impacting educational progress, behavior concerns, possible 504 referrals, gifted referrals.

SBLC Chairperson will be trained on how to conduct video conferencing meetings via Zoom. On-Campus SBLC Meeting Participants: Classroom Teacher, Principal, SBLC Chair, any other school participant that is currently on the campus. (using social distancing, sanitizing practices, and guidelines pertaining to maximum group numbers)

Off-Campus SBLC Meeting Participants (ZOOM):PAC InterventionistsPAC LiaisonParent/GuardiansAny other school participant that is not on the campus at the scheduled time.

Ways to obtain parent signatures will continue to be explored and documented.

SCHOOL BUILDING LEVEL COMMITTEE

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STUDENT SUPPORT SERVICES PHASE 1 PHASES 2 AND 3


Virtual Hybrid


Phase 2: Max 25 (including adults)Phase 3: Max 50 (including adults)

Instructional Format

Students in Tier 2 with Instructional Change and Tier 3 will be placed on a research based computer program:

Math - DreamBox Learning ELA - LexiaLearning - Core 5 (K-5)LexiaLearning - PowerUp (6-8)SuccessMaker (Reading and Math- Grades K-12)

Tier 2 - refer to SLPSB Phase 1 plan for Learning Center teachersStudents in Tier 2 with Instructional Change and Tier 3 will be placed on a research based computer program:

Math - DreamBox Learning ELA - LexiaLearning - Core 5 (K-5)LexiaLearning - PowerUp (6-8)SuccessMaker (Reading and Math)

Face to Face Intervention may take place depending on the needs of the student and the plan set forth by SLPSB. (Changes may/will be made as needed)

Students Moving to Tier 2 with Instructional Change: Review of student data will continue to be held monthly and as needed depending on the needs of the student. Consistent with present procedures, parents will be notified by letter when the student requires an instructional change in Tier 2.

Students Moving to Tier 3: Any student not making sufficient progress in Tier 2 (Tier 2 with instructional change when following the SLP RTI Model) will be recommended for placement in Tier 3. The SBLC Interventionist will submit a School Building Alert to the SBLC Chair. An SBLC meeting will be conducted, reviewing all necessary RTI data to determine the need for individualized intervention. Both the PARENT and the PAC LIAISON MUST be present at the meeting, NO EXCEPTIONS (will be virtually in these phases).

RESPONSE TO INTERVENTION

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HEALTH SERVICES PHASE 1 PHASE 2 PHASE 3


Virtual Hybrid In-Person




Health ServicesProtocol

-Identify students with chronic medical conditions-Collaborate with parents and medical providers to receive medication and/or procedure orders -Schedule a meeting with parents to accept supplies and equipment needed at school-Implement medical providers’ orders as written for the school setting-Develop Individualized Healthcare Plan-Provide health management to students with chronic health needs specific to written medical orders-Ensure all unlicensed staff are trained to perform the services-Encourage parents to maintain immunizations and wellness visits-Audit immunization records and send reminders to parents to schedule appointments-Collaborate with school leaders and staff to maintain safety protocols (e. g. social distancing, daily symptom and temperature screenings)

-Continue to collaborate with parents and medical providers to receive medication and/or procedure orders -Schedule a meeting with parents to accept supplies and equipment needed at school- Continue to implement medical providers’ orders as written for the school setting-Continue to develop Individualized Healthcare Plan-Continue to provide health management to students with chronic health needs with written medical orders in virtual setting-Implement medical providers’ orders as written in the school setting-Ensure all unlicensed staff are trained to perform the services-Continue to collaborate with school leaders and staff to maintain safety protocols (e. g. social distancing, daily symptom and temperature screenings)-Establish staggered times to delivery health services to students in a safe manner keeping social distancing and wear appropriate PPE-Encourage parents to maintain immunizations and wellness visits

34


HEALTH SERVICES PHASE 1 PHASE 2 PHASE 3


Virtual Hybrid In-Person




Health ServicesProtocol

-Provide all necessary training on COVID-19, health and safety procedures

35


HEALTH SERVICES


High-Touch Surfaces

High-Touch surfaces (e. g., desks, handrails, light switches, door knobs, technology etc.) are cleaned before and after each group’s use.

Personal Hygiene

● Students and teachers should have a scheduled handwashing with soap and water or hand sanitizer every two hours as well as at the following times as found in CDC guidance at arrival, before and after eating, before and after using outdoor play equipment, and upon exiting.

● Students should wash their hands or use hand sanitizer after changing any classroom; Teachers in the classroom should wash their hands or use sanitizer every time a new

group of students enters their room.● Gloves are not necessary except for custodial staff or teachers cleaning their

classrooms.

IntensifiedDaily Cleaning Efforts

Evaluate school facilities’ fixtures, features, and equipment to determine what kinds of surfaces and materials comprise each area. Follow CDC guidance on establishing cleaning and disinfecting protocols for various surface types of materials. Considerations include outdoor areas and areas unoccupied for more than 7 days.

Face Coverings

"Facial coverings should be worn by all staff and students (3rd grade and up) at all times. Exceptions to face coverings must be made for those for whom it is not possible due to medical conditions, behavioral issues, disabilities, or other health and safety issues. While inside school facilities or school buses, students in grades pre-Kindergarten through 2 may wear face coverings but are not required to do so.

Symptom Monitoring

Assess student and staff upon arrival, and before entering the classrooms, for a temperature at or above 100.4 F and for COVID-19 symptoms. A sample procedure can be found here. Implement isolation measures if a student or staff becomes, sick. (Appendix K) Create an area that can be used to isolate a sick student. Ensure proper adult supervision and Personal Protective Equipment. The isolation room is clean and disinfect surfaces after the sick student has gone home. In the event, that a student, staff member or visitor to the school is or is presumed to be positive for COVID-19, the Regional 4 Office of Public Health or Opelousas Health Unit will be contacted to determine further guidance.

Signage Display COVID-19 informational signs in highly visible locations (e. g., school entrances, restrooms) that promote everyday protective measures and to describe how to stop the spread of germs, such as by properly washing hands and properly wearing a face covering.

Practicing Prevention: In accordance with the CDC’s strategies to encourage behaviors that reduce the spread of COVID0-19, and with input from medical professionals, schools will implement the following standards during each phrase of reopening.

36

https://www.cdc.gov/handwashing/when-how-handwashing.html

https://www.cdc.gov/handwashing/when-how-handwashing.html

https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/schools.html

https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/symptom-screening.html

https://www.cdc.gov/coronavirus/2019-ncov/communication/print-resources.html?Sort=Date%3A%3Adesc


PHYSICAL PLANT PHASE 1 PHASE 2 PHASE 3

Prior to Reentry

Inspect and prepare all buildings to determine readiness for re-entry and obtain other appropriate safety inspections such as:

● Fire code/safety inspections● Health department inspections of all cafeterias● HVAC/air quality inspections● Water quality inspections

Clean and disinfect all buildings including desks, equipment, and other surfaces prior to return of students, using approved CDC guidelines.

Survey and inventory buildings to improve prevention measures:● Ensure that all hand sinks are working properly● Determine how many bottle refilling stations will be needed● Determine how many portable hand washing stations will be needed● Ensure that there will be hand sanitizing stations available● Determine if there are adequate no touch trash receptacles available● Determine if there is a need for protective barriers in school building offices● Determine if there is a need for sneeze guards in the cafeterias● Ensure that HVAC filters are changed regularly to assist with air quality● Determine how hygiene products such as soap, paper towels, toilet paper, and

hand sanitizer are dispensed (no touch), and how frequently are items replenished.

School Level Admin Provide Guidelines for Custodial Staff

Establish a time schedule for daily cleaning and disinfecting buildings once students return.

● Clean and disinfect all work areas, countertops, restrooms, doorknobs, and stair railings several times daily.

● Create a plan to increase frequency during flu season and if there are spikes in incidents of COViD-19 exposure in the schools or in the community.

Buses Ventilate, clean, and disinfect all buses and other district vehicles.

Awareness Signage available and posted at all school sites.

37



Entry & Exit Points

Maintain maximum group sizes and physical distance recommendations to the maximum extent possible

Drop-off and Pick-up Processes

● Ask students to enter and exit in single-file lines to enable physical distance.● Establish one or two entry and egress points that enable the flow of students to

move in a single direction.● Do not allow visitors in the school building except under extenuating

circumstances; adults entering the building should wash or sanitize hands prior to entering.

● Establish hand hygiene stations at the entrance to the facility so students can clean their hands before they enter. If a sink with soap and water is not available, provide hand sanitizer with at least 60 percent alcohol and supervise its use.

● Encourage families to drive their children to school if possible. This will reduce student numbers on buses.

School Transition Considerations

● Provide additional time for transitions.● Designate areas of the hallway (i.e., lanes) as flow paths to keep students

separated and to minimize congregation of students.● Plan staggered class changes (e.g., by hall, odd/even room numbers,

grade/discipline) to decrease number of students in hallways at one time.

Safety protocols ● Remove unused desks and furniture in classrooms to maximize physical distance and minimize objects that must be cleaned.

● Establish distance between the teacher’s desk/board and students’ desks.● Identify and utilize large spaces (e.g., gymnasiums, auditoriums, outside

spaces) to enable physical distancing in Phases 2 and 3.● Teachers maintain social distancing guidelines and teach from one location in

the classroom if possible.

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Large Gatherings and extra-curricular activities

● Assemblies are limited to maximum group sizes and with appropriate physical distancing in place. For younger students unable to maintain physical distance, maintain static groups.

● All attendees must wear a face covering.● Students and teachers should wash hands before and after events.● Discontinue field trips as students may engage with vulnerable populations.● Afterschool programs may continue but must adhere to maximum group sizes

and physical distance protocols. For younger students unable to maintain physical distance, maintain static groups.

39


GOVERNANCE PHASE 1 PHASE 2 PHASE 3

Large Gatherings and Extra-Curricular Activities

These recommendations are feasible only during the appropriate district/state appropriate phase.

● Assemblies are limited to maximum group sizes and with appropriate physical distancing in place. For younger students unable to maintain physical distance, maintain static groups.

● All attendees should wear a face covering.● Students and teachers should wash hands before and after events.● Discontinue field trips as students may engage with vulnerable populations.● Afterschool programs may continue but must adhere to maximum group sizes and

physical distance protocols. For younger students unable to maintain physical distance, maintain static groups.

Compulsory Attendance Requirements

Students shall not miss more than 10 days of school. Attendance records shall be maintained in all phases of instruction.

Attendance Tracking

Staff will report to the base site as per usual

Student attendance will be taken using the chat feature and through visual checks throughout the lesson presentation

Staff will report to the base site as per usual in order to provide in-person or distance instruction.

In person - Student attendance will be taken in person when cohorts are present.

Virtual Learning - Student attendance will be taken using the chat feature and through visual checks throughout the lesson presentation

Staff will report to the base site as per usual in order to provide in-person or distance instruction.

Student attendance will be taken in person

Child Welfare and Attendance

Work permits will be distributed at the main office through the Child Welfare and Attendance Office and can be distributed at the high schools as well.

Work permits will be distributed at the main office through the Child Welfare and Attendance Office.

Work permits will be distributed at the main office through the Child Welfare and Attendance Office.

40



Static Group Guidance

N/A Younger Students (grade Pre-K through grade 4)● Students remain in a static group. To the

maximum extent possible, the composition of students in the group does not change. Teachers or students may rotate among classrooms. High touch surfaces (desk tops, door knobs/handles, etc.) must be cleaned before each new group of students enters the classroom. Face coverings must be worn by students in grades 3 - 4 as students transition between classrooms. Social distancing (6 feet) should be adhered to in classrooms, hallways, etc. to the maximum extent possible.

Older Students (grades 5 - 12)● The composition of student groups may change.

Social distancing must be maintained to the maximum extent possible and cleaning mandates must be adhered to. Staggered transitions may need to be incorporated into the school schedule to reduce congestion in the hallways and to maximize social distancing. Face coverings must be worn by students during transitions.

School Transition Considerations

• Provide additional time for transitions.• Designate areas of the hallway (i.e., lanes) as flow

paths to keep students separated and to minimize congregation of students.• Plan staggered class changes (e.g., by hall, odd/even

room numbers, grade/discipline) to decrease number of students in hallways at one time.

Change Student Drop-Off and Pick-Up Processes to Limit Contact

No transportation required ( only under special circumstances)

• Ask students to enter and exit in single-file lines to enable physical distance.

• Establish one or two entry and egress points that enable the flow of students to move in a single direction.

• Do not allow visitors in the school building except under extenuating circumstances; adults entering the

building should wash or sanitize hands prior to entering.

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Change Student Drop-off and pick-up processes to limit contact

No transportation required ( only under special circumstances)

• Establish hand hygiene stations at the entrance to the facility so students can clean their hands before theyenter. If a sink with soap and water is not available, provide hand sanitizer with at least 60 percent alcoholand supervise its use.• Encourage families to drive their children to school if possible. This will reduce student numbers on buses.

Environmental / School Protocols

1.High-touch surfaces are cleaned multiple times throughout the day, including bathrooms

2.Hand washing at arrival, at least every two hours, before and after eating, before and after using outdoor play equipment and at exit

3. Adults and students (3rd grade and up) must wear face coverings, as able, to the maximum extent possible. Any child over age two may wear a face covering. Face coverings should be worn in all areas of the school. This includes classrooms. Most importantly, face coverings should be worn during arrival, dismissal, and any other transition within the school building. Individuals with severe breathing difficulties should not wear face coverings.

Physical Standards

• Groups convene indoors in rooms enclosed by walls or partitions• High-touch surfaces (e.g., desks, doorknobs) are cleaned before and after each

group’s use• Groups are separated outdoors but do not require a physical barrier• Limit crowding at entry and exit points: maintain maximum group sizes and physical

distance recommendations to the maximum extent possible

Athletics Refrain from contact and high contact sports Contact / high risk sports are allowable within defined groups

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Physical Education and Health classes


Instructional delivery takes place live via virtual platform and with live instruction by the teacher of record. Students complete asynchronous learning (independent practice) as assigned by the teacher.

Teachers deliver instruction in person and through distance learning format following all safety and health guidance and protocols

Teachers deliver instruction in person following all safety and health guidance and protocols

Necessary Instructional Shifts

Health and Physical Education teachers should collaborate with the teachers of CORE curriculum. The goal is for CORE teachers to include one virtual lesson and at least one assignment, task, and/or assessment per week in Google Classroom that requires student use of technological resources that would be needed in the event of a temporary school closure. Physical Education teachers should assist in this endeavor.

Formal Assessment(graded assignments/assessments)

Assessments will be administered virtually.

Students may be formally assessed in-person or virtually..

Some assessments must be taken on the chromebook to ensure preparedness for a temporary school closure.

Assessments may be administered online and in –person.

COVID 19 Leave See Appendix C: Employee RightsSee Appendix D: Covid 19 Application

● COVID - 19 Leave Application is to be submitted to Supervisor of Personnel for eligibility determination.

● Employees have a responsibility to report any and all COVID - 19 related matters (ranging from suspected exposure to testing positive) to her/his immediate supervisor for guidance.

See Appendix E: Quarantine vs Isolation

School Board Policy

Appendix F: File EFA: Computer and Internet Usage Appendix G: GAMIA (Electronic Communication Between Employees and Students)

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CHILD NUTRITION PHASE 1 PHASE 2 PHASE 3

Group Size PK-12 Virtual PK-4 Traditional 5-12 Hybrid

PK-12 - Traditional and Virtual

School Breakfast Program (SBP) and National School Lunch Program (NSLP) Services

Breakfast and lunch will be available as a Grab & Go with curbside pickup at each school site.

The Transportation Department may assist with providing meals to students at each school site. Other delivery options may be available pending approval from the LA Department of Health.

The Child Nutrition Program (CNP) will provide meals to Traditional and Hybrid students while at school and to Virtual students as a Grab & Go with curbside service at a designated time. Meals for each student must be picked up at their base school.

Safety Guidelines and Meal Service

Grab & Go meals will be prepared by cafeteria staff only or pre-packaged from a school vendor.Meals will be offered to students at designated locations on each school campus.

Every Wednesday, breakfast and lunch will be provided for all students as a Grab & Go with curbside service.Virtual students can also receive Grab & Go meals when not at school.

Grab & Go meals will be provided daily at school and for curbside pick up to all virtual students.

Parent or guardian must provide signed documentation as verification for meal pick up to align with State Agency requirements.

•Students, teachers and staff must wash hands before and after every meal.•Student meals brought from home must be in compliance with USDA and State regulations. No fast-food meals are allowed. All schools remain seafood and nut-free. •School meals may be delivered to some classrooms.•All meal containers and utensils will be disposable.•Meal times must be staggered in the cafeteria adhering to physical distancing during meal service.•Ensure spacing between students for pick up and disposal. with designated entrances and exit flow paths.

Meals will be eaten in the classroom and/or designated area.● Breakfast-students proceed to the cafeteria to pick up

meal upon arrival.● Lunch-students proceed to the cafeteria as

designated by the principal to pick up meal.

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CHILD NUTRITION PHASE 1 PHASE 2 PHASE 3

Group Size PK-4 Virtual PK-4 Traditional 5-12 Hybrid

PK-12 Traditional and Virtual

Safety Guidelines for Child Nutrition Cafeteria Staff

•Standard operating procedures (SOP) are in place regarding preventative measures.•Wash hands properly and frequently with soap and water for at least 20 seconds. •Reinforce and closely monitor personal hygiene practices.•Routinely clean and disinfect high-touch nonfood-contact surfaces throughout the day. •Clean and sanitize food contact surfaces before and after each use.•Follow directions on cleaning product labels and wash hands after using.•Gloves will be worn when handling food. •Gloves are not required for workers who are not involved in food preparation.

Nationwide Waivers

Allow Meal Pattern Flexibilities---● Non-congregate Feeding- provide meals through alternate or non-traditional

methods.● Meal Times-removes standard serving times between meal service.● Parent/Guardian Meal Pickup- can pick up meals for children without the child

being present.● Offer Versus Serve (OVS)- high schools are not required to participate in OVS

during the school year 2020-2021; receive all meal components.

Safety Procedures for Head Start

•All children and staff must engage in hand hygiene at least every 2 hours.•Ensure children wash hands before and after eating.•Food prep sinks are only used for that purpose.

•Serve breakfast, lunch, & snack as a Grab & Go with curbside pickup on Monday-Friday.•Parents must sign a consent form to pick up meals.

•Serve meals in classrooms, rather than group settings.•Teachers must wash hands after helping children to eat.

Head Start Students may receive breakfast, lunch, and snack in the Child & Adult Care Food Program (CACFP).

Breakfast, lunch, and snack will be provided at each head start center following the above stated guidelines for safety and meal service.

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TRANSPORTATION PHASE 1 PHASE 2 PHASE 3

Group Size 25% Capacity 50% Capacity 75% Capacity

Capacity Plan

Phase I (25% capacity) - School bus passengers ride one per seat with every other seat empty-Members of the same household may sit in the same seat or adjacent seats, with an empty seat between household groups.-Buses will be used as a support mechanism. Bus Seating Chart● Assisting food service

with meal prep and delivery where allowable. Reassignment of some duties and responsibilities in lieu of transportation.

● Transporting students with special needs or possibly other at risk populations to designated school sites.

● Equip buses with hotspots and park them in neighborhoods so that families can have internet access.

● Pick-up/ drop off homework assignments, tests, or after school tutorial material to designated areas within neighborhoods.

Phase II (50% capacity) Hybrid Model- Function in the traditional sense; as well as transport students attending school on A and B days.● Using a combination of

geocoding, staff knowledge of students, and sibling consideration, a particular group of students will be assigned to buses on “A” days and a second group assigned on “B” days.

● In addition, a particular group of students (SPED or other at risk populations) will be transported every day as in the traditional mode.

● Highly encourage parents to transport their child or children to and from school where possible.

Phase III (75% capacity) -Student transport would operate in the traditional mode but at 75% capacity.

● CDC guidelines, state, and local guidance will be adhered to.

● Encourage parents to actively transport their child to and from school at this phase.

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https://docs.google.com/presentation/d/1wTZZBVgGC-fq4KLLv86aSrxLj6gih6unwuRQVWE65zw/view


TRANSPORTATION PHASE 1 PHASE 2 PHASE 3

Group Size 25% CapacityBuses would not be

operational for student transport

50% Capacity 75% Capacity

Symptom Monitoring and Personal Hygiene/Protective Measures

•All passengers should engage in hand hygiene upon entering the bus. Hand sanitizer should not exceed 80 percent alcohol concentration and containers should be securely closed, secured against shifting and protected from damage.•Facial coverings should be worn by all staff and students (3rd grade and up) at all times. Any child over age two may wear a face covering.•At bus stops, parents and students will be encouraged to maintain social distance in order to avoid congregating in groups while waiting for the bus.

Operational Standards

•Windows should be open at all times to facilitate air flow as weather conditions permit.•Stagger unloading of buses at school to minimize student group size as they enter school and to allow six feet of distance while entering.•Clean high-touch surfaces, including seats and handrails, after each group’s use. The bus should be cleaned at least once per day. See additional cleaning and disinfection guidance.Sanitation Log

Sanitation Procedures

1. Verify that there is sanitation solution inside the spray bottle. Sanitization is to be

completed daily by the bus driver after the AM and PM student drop off.

2. Ensure there is proper ventilation with all windows down on the school bus.

3. When using the spray bottle, simply spray the solution on the towel and quickly wipe

down all seats and high touch areas, such as handrails.

4. Allow at least five minutes of dwell time before students can be allowed on the school

bus.

5. Bus drivers will complete the School Bus Sanitation Log by documenting: Bus#,

Name, Signature, Date/time, Day of the week, AM or PM.

6. Seating Charts will be completed by each driver for contact tracing.

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COMMUNICATION/OUTREACH

DATE COMMUNICATIONS CHANNELS

PURPOSE Staff Members Responsible

2020-2021 School Reopening/Operations Landing Page

● District and school websites

● District and school FB pages

● Link to Reopening Plan sent via JCall

The purpose of this dedicated portion of our district website is to inform stakeholders of reopening and operation plan and updates.

Patrick JenkinsTricia FontenotSchool Leaders

School Reopening Dedicated Email Address

07/23/2020 [email protected] This email address (which could also be a hotline if your district has that capability) gives families and other stakeholders an outlet for questions about reopening/operations plans. This email/hotline wll stay active throughout the school year. Emails should filter to a staff member responsible for answering.

Tricia Fontenot

COVID-19 School Operation Resources FAQ

03/19/2020 ● District and school websites


● School/parents communication platforms

This frequently asked questions document will include an updated list of answers to common questions being asked by families and other stakeholders. It will live on the landing page and should be active and updated throughout the school year. Include a “last updated” date prominently on this document.

District Communication Team (DCT) - Tricia Fontenot/Dwanetta Scott

Communications Channels: District Website: www.slpsb.org - All schools link out from the district site. Go to the top right icon labeled “Schools.”Social Media accounts including Facebook and Twitter can be reached by typing in St. Landry Parish School Board.

Prior to the First Day of School

07/31/2020

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http://www.slpsb.org/apps/pages/STRONG_START_2020






mailto:[email protected]

http://www.slpsb.org/apps/pages/closure_FAQ





http://www.slpsb.org


COMMUNICATION/OUTREACHDATE COMMUNICATIONS

CHANNELSPURPOSE Staff

Members Responsible

Family & Stakeholder Survey Results



● Link to Reopening Plan sent via JCall

Share survey results with families and stakeholders, which will give them insight into challenges faced by the district and a basis for understanding future decisions.

Angela Cassimere

Employee Survey

06/10/2020 ● All Employee Email Along with surveying your families and community, it’s just as important to understand how the pandemic is specifically impacting employees. Use this as an opportunity to survey reopening preferences, employee well-being, effectiveness of internal communications so far during the pandemic and how communications can be improved.

Angela Cassimere

Family Webinars/Virtual Meetings



● JCall● School approved

communication platform

● Self - paced video tutorials

To assist parents and families with navigating the district’s/school’s learning management system or digital offerings.

DCT - Tricia Fontenot/Dwanetta ScottDesignated school-based staff members.

06/10/2020

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COMMUNICATION/OUTREACHCommunication Date Communication

ChannelsPurpose Staff

Members Responsible

Weekly Internal Message

● Site-based staff email

Keep employees informed of the latest developments with a regular weekly message. This can be done at the system and/or school level.

Principals

Weekly Family & Stakeholder Message

03/19/2020 ● School and District Websites

Keep families and other community stakeholders informed of the latest developments with a regular weekly message. This can be done at the system and/or school level.

DCT - Tricia Fontenot/Dwanetta ScottSchool based communication team

Student Communications





● Self - paced video tutorials

Along with using this regular (daily/weekly) social media post to continue spotlighting what schools are doing to keep kids safe, include helpful information like new school processes, online academic resources and any other information that would be useful to families during modified operations.

DCT - Tricia Fontenot/Dwanetta ScottDesignated school-based staff members.School safety teams

Student Tests Positive for COVID-19

● School letter sent home via school approved platform

● School administration contacts Claudia Blanchard (SLPSB Director of Operations) and Sylvia Brown (SLPSB Lead Nurse)

Plan how to communicate with stakeholders about a confirmed positive COVID-19 case of a student.

Sylvia BrownSchool based communication teamSchool Administrators

08/03/2020

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Members Responsible

Employee Tests Positive for COVID-19



Plan how to communicate with stakeholders about a confirmed positive COVID-19 case of an employee.

Sylvia BrownSchool-based communication teamSchool Administrators

Potential Case of COVID-19



Plan how to communicate with stakeholders about a confirmed positive COVID-19 case of an employee.

Sylvia BrownSchool based communication teamSchool Administrators

School Closure Announcement





Plan now for how to communicate if closure of a school is necessary.

Patrick JenkinsDCT (Tricia Fontenot/Dwanetta Scott)School AdministratorSchool based communication team

System Closure Announcement





● All Employees Email Notification

Plan now for how to communicate if closure of a school is necessary.

Patrick JenkinsDCT (Tricia Fontenot/Dwanetta Scott)School AdministratorSchool based communication team

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Members Responsible

COVID-19 Phase Change Announcement


As the COVID-19 phases in our state and your community change, so do the safety guidelines. Plan now for how to communicate this.

Patrick JenkinsSylvia BrownDCT(Tricia Fontenot/Dwanetta Scott)School based communication teamSchool Administrators

False School/System-Related COVID-19 Rumor Message





● All Employees Email

Whether they stem from a social media comment or word of mouth, false rumors are likely to spread. Should you decide an internal or external response from the system/school is necessary, plan for how you will correct this rumor with the appropriate audience.

Patrick JenkinsDistrict Communication Team (Tricia Fontenot/Dwanetta Scott)School AdministratorSchool based communication team

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COMMUNICATION/OUTREACHPHASE 1 PHASE 2 PHASE 3

District Communication

All SLP communication will be provided by 1st Point of Contact (Mr. Jenkins/Mrs. Cassimere/Superintendent Approved Appointee) to Tricia Fontenot, District Communications Contact.Tricia Fontenot will forward a JCall Message Headline to parents/students from P.Jenkins or district appointee. Communication/Messages will also be shared via SLP Facebook pages and district website by Tricia Fontenot, Communications Contact

● Tricia Fontenot (with Superintendent’s approval) will filter communication that needs to be provided to school leaders and share with Dwanetta Scott, Parent & Family Engagement Coordinator, prior to parent communication.

o Dwanetta Scott will provide school leaders with communication from district/superintendent in the form of a REMIND text

o Communication to school leaders will be titled “A Message from Mr. Jenkins” or “A Message from Mrs. Cassimere”

o School leaders may include up to two additional points of contact (AP, Secretary, Counselor, etc.) to receive district messages

o Communication/Message will include notice of shareable and non-shareable content. For example, “This message is for notification purposes only and not to be shared by the school.” (The purpose is to refrain from sending out unnecessary duplicate messages.)

School Level Communication

Each school will designate an individual to manage the school’s social media accounts. The name of each designee will be provided to Tricia Fontenot and Dwanetta Scott

● Administrators will be responsible for sharing the following information with faculty/staff/social media manager (Appendix B)

o All social media posts are approved by administration prior to postingo Avoid posting school-related information on personal FB pageso Employees sharing district or school level posts from the district or

school’s social media pages to their personal social media pages is acceptable

● All schools will utilize pre-drafted messages/approved messages when feasible● Schools will be provided with norms in communication (PD about communication)

- Concise and clear● Schools will utilize a district communication form to submit posts for the district

and school social media pages● Schools will use the communication/messaging platform that works for their site;

no more than 2 methods of messaging (ex Dojo/Remind and/or Dojo/JCall)● Schools will utilize a monthly calendar to be shared on the school website and

social media pages; hard copies will also be provided to parents.

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#



Parent & Student Outreach & Assistance

● Each school will establish a TEAM of persons at the school that reaches out at least once a week to each family. (Counselor, Librarian, AP, Principal, Secretary, Administrative Assistant, Parent Educators, etc.) The TEAM LIST will be submitted to the central office with a schedule of outreach times; All calls/issues/concerns must be documented; Any concern must be provided follow-up

● The teacher serves as the first point of contact for classroom instruction, participation/attendance, grades; document all contact (times; mode of contact, etc) and reports to their pre-designated communications school team leader

● Consider using a guided script or set of questions to assist in assessing needs or keeping families informed; for example:

o “ Hi, this is Mrs. Smith from ABC Elementary School. How are you today?”

o “Last week you told me you were having trouble in English. Did you find the extra ELA support helpful? ”

o “ Is there anything the school can help you with?”

o “ It was so good to talk to you. I’ll connect with you again around this time next week.”

Communication will follow typical outreach in regular school functioning.

Teacher Direct & & Whole Group Contact and Communication with Parents

● Email● Phone● Written Correspondence● Online conferencing● DoJo● Remind

Teacher Whole Group Communication with students

● Google Meet Attendance Log● Traditional Attendance Record Keeping

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Teacher Virtual Meeting with Students

Zoom or Google Meet - Use attendance log to document attendance and report “need to reach out” to team members that make parental contact.

Teacher Contact and Communication with ALL Students & Parents

Weekly Schedule of InstructionDaily/Weekly Feedback

Virtual Learning Etiquette Guidelines

Appendix I: Distance Learning Etiquette Guidelines Document

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BUDGETPHASE 1 PHASE 2 PHASE 3

Funding The following funding sources will be utilized to facilitate St. Landry Parish School District’s strong start for the 2020-2021 academic school year: Elementary and Secondary School Emergency Relief Fund (ESSER)- Cares Act Funding

● ESSER Formula Funds $6,651,283 (for public and non-public schools)● ESSER Incentive Funds $795,662 (for public and non-public schools)● Head Start Funds $748,744

Governor's Emergency Education Relief Fund (GEERF) - $183,819 - Cares Act Funding

The Cares Act funding above will cover the majority of the expenditures incurred for technology, instructional supplies and services, health supplies, and cleaning supplies. FEMA will reimburse us for some of the expenditures not covered by Cares Act funding. In addition federal, state and local funds may be utilized to cover some of these additional expenses.

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APPENDIX A: Assurance for Families

St. Landry Parish School District Assurance for Families

As we begin the 2020-2021 school year, the St. Landry Parish School District wants to assure you that we are working with the Louisiana Department of Health and the Louisiana Department of Education to ensure a safe and strong start to the 2020-2021 school year.

Based on information we have at this time, the St. Landry Parish School District has opened schools in a way that will maximize safety, including:

● Staff will receive education on COVID-19 symptoms, as well as preventive measures.● Students who experience symptoms of respiratory illness, including a fever of >100.4, cough, or

shortness of breath, should not attend school.

In the event that a student experiences symptoms of respiratory illness or is determined to have a fever of 100.4 or higher, the student must be picked up from school immediately by a parent or guardian. This is in order to ensure the safety of the students, faculty, and staff in the building.

By signing below, the parent or guardian of _________________________ (student name) agrees to immediately pick up their student from school should the school notify them that the student has a fever of 100.4 or higher or is displaying signs of respiratory illness.

_______________________________ _________________________________ ______

Parent Name Parent Signature Date

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https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html

https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/children.html#Children

SCHOOL LEADERS COMMUNICATION GUIDE-School leaders, please utilize the task list below to complete tasks requirements for the district’s communication plan. All steps should be completed by August 1. 2020.

MESSAGES BETWEEN SCHOOL LEADERS AND THE DISTRICT☐ Identify at least 2 additional individuals to receive messages from the district. Their

purpose is to ensure that the communication is expeditiously provided to the school leader in case he/she does not have immediate access to his/her phone. They must also be respectful of confidential information that may be deemed as “non-shareable”.

☐ The school leader and 2 additional individuals sign-up for Remind messages. The directions to sign-up for the Remind SLP Principals group/class will be provided to school leaders via email from Dwanetta Scott.

SOCIAL MEDIA ACCOUNTS☐ Designate a social media manager.☐ Provide the name of your social media manager to Tricia Fontenot and Dwanetta Scott

via email.

COMMUNICATION TEAM☐ Establish a school Communication Team. (Team members may include counselors, librarians,

assistant principals, parent educators, etc. Team members will be responsible for making contact with parents/students who present concerns such as grades, attendance, participation, technology, etc.)

☐ Submit list of Communication Team Members to Tricia Fontenot.

STUDENT DEMOGRAPHIC UPDATES☐ Appoint the responsibility of updating student demographics on a continual basis. This is

usually the school secretary or someone who has access to student demographics in JCampus.☐ Develop a system for parents to update contact information/student demographics that

does not require parents to report to campus. (Include a link on school’s website; share “how to update” for parents on social media)

MONTHLY CALENDAR☐ Develop your school’s monthly calendar template. (To be shared by the 1st of each month via

social media, websites and hardcopy; inclusive of major school/district events, deadlines, school holidays, etc.)


APPENDIX B: COMMUNICATION CHECKLIST

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APPENDIX C: Employee Rights

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APPENDIX D: COVID 19 Leave Application

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61



62



63



64



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APPENDIX E: Quarantine vs Isolation

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APPENDIX F: EFA Computer & Internet Use

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68



69



70



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APPENDIX G: Electronic Communications Between Employees & Students

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73



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APPENDIX H:

Dates for this PlanStart Date: End Date:

Plan Modification Date(s) End Date:

Student InformationName: 1. The purpose of this plan is to communicate how

IEP services will be delivered to students not receiving instruction in the traditional school setting or when modifications to the traditional school setting must take place due to the pandemic.

2. Special education services for your child will look different during a period of national and state public health emergency.

3. This is not an IEP amendment.4. As the school district continues to develop and

improve virtual/hybrid models of learning opportunities, this learning plan may be modified.

Phone/Email:

District/School Liaison to Family

Name:

Phone/Email

How Will My Child’s Special Educators and Other Service Providers Collaborate during Virtual Learning and/or Hybrid Learning?

Remote Learning Plan for Students with Diverse Needs

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APPENDIX H: Resources & Supports

Special education and related services provided remotely through assignments, projects and packets matched with regular and ongoing communication from special education team members

Generally, what kind of assignments, projects and packets can I expect to receive from my child’s teachers and other service providers?

● Your child’s teacher will individualize the content and add specific targets for your child's unique learning needs.

● Strategies, assignments, projects and packets might include:o A list of everyday things around the home your child can use for

exploration, hands-on projects, and/or use for related services o Reading assignments for background and contexto Reading, writing, mathematics, science, technology/engineering,

history, social studies, and social/emotional learning assignmentso Assignments provided through

____________________________________________________o Assignments related to television programming [WLPB, etc.]o Suggested physical activities and movement breakso Links to online learning activities including videos, games, art, music,

and other resourceso Due dates, picture scheduleso How to submit assignments for teacher feedback

● Younger students – may receive a visual daily schedule or we can provide information for you to set up a visual home schedule.

What should I expect in the way of regular and ongoing communication from my child’s special education team?

● Email to student from on each ● Student has [video] conference check-in for homeroom every at ● Student office hours with every at ● Email to parent each ● will call you ● will call you

Who do I contact if I need help?

● Give it time. This is new for you, your child, and the teachers. There is no perfect way to switch to virtual learning and/or hybrid learning and an adjustment period is normal.

● Discuss your concerns with your child’s teacher(s) and service providers. They are familiar with your child’s needs and will work with you to consider adjustments to schedules and assignments if needed. Contact Information for your child’s special education team is listed on Page 3 of this document.

● If you still have concerns, contact the school principal at:


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APPENDIX H: Services and Instruction

Special education and related services provided remotely through virtual, online or telephonic instruction

Which educators, related service providers, and/or other support staff will be providing services through virtual, online or telephonic instruction?

Teacher Role Contact Info

What, when and how will these services be provided remotely or in a hybrid setting? What is the duration of each service?

What: When?

How?

Monday Tuesday Wednesday Thursday Friday

What: When?

How?


What: When?

How?


What: When?

How?


What Assistive Technology will be needed to facilitate learning remotely or in a hybrid setting? (Use guide for AT considerations during virtual and/or hybrid learning)

☐Not Applicable


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APPENDIX H: What Else Do I Need to Know Know To Prepare My Child For Virtual Learning and/or Hybrid Learning?

● Try to set up a daily routine so your child is aware of the expectations for the day.● Encourage your child to engage in the classroom resources provided and make sure to praise. (Great

job!; I like that you are trying your best; Nice work!; So proud of you—aren’t you proud of your work too?; You finished your project, let’s call ____ to share!).

● Ask your child if he/she needs help or would like you to join in during structured activities.● Don’t try to do too much at once. Small bursts of structured activities are better than reaching the point

of frustration for you and your child.● Provide scheduled free time, movement breaks, art/craft breaks, snacks, technology, etc. Your child’s

teacher can help you with scheduling.● Find time each day to engage with your child in a preferred activity to encourage positive social

interactions. Your emotional health and the health of your family are important during this difficult time. Try to find moments each day to do something fun with your child.

● Don’t let COVID-19 rob you and your family of smiles, laughter, and joyous moments.


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APPENDIX H: Remote Learning Plan for Students with Diverse Needs

What about Confidentiality?

● The St. Landry Parish School System uses a variety of industry-standard security technologies and procedures, including encryption and authentication technologies, to help safeguard Personally Identifiable Student Information (PII) from unauthorized access, use, or disclosure. We also require a password to access student school accounts. Despite these measures, you should know that we cannot fully eliminate security risks associated with remote learning and mistakes can happen. Please be aware that no technology security measures are impenetrable.

● We cannot control the actions of other individuals with whom you may share information or may allow to access your child’s instructional content or other information. Please do not permit disclosure of your child’s account password or other PII to unauthorized individuals and outside sources.

● Some of our teachers, therapists, and other service providers may use a live video feed (such as Zoom or Google Meets) to interact with you and/or with students in individual or small group sessions.

● By joining a virtual video group, you agree to the virtual participation and acknowledge that your/your child’s name and other PII may be accessible to the other participants. We are also unable to control who else may be in listening or visible range when a student is receiving these services remotely. You have a right to refuse virtual services. If at any time, you are not comfortable with having your child participate in virtual/live video instruction, therapy, or other educationally-related services provided by the St. Landry Parish School System, please reach out to your child’s teacher or service provider to review other options of service delivery.

● At the beginning of any conversation we conduct through virtual means or by phone, we will go over these points and will ask for your verbal agreement to participate, along with your understanding of these limitations. We will consider your verbal agreement as verification that you understand what is about to occur virtually or by phone and that you are authorizing us to proceed. While this repeated security protocol may seem unnecessary for each session, we are doing what we consider reasonable to ensure virtual safety for all involved during these uncertain times.

● The St. Landry Parish School System expects all families to review and implement the following guidelines and expectations to ensure that the confidentiality rights of all students are protected when virtual learning is occurring:

● Parent or Guardian shall make every effort to ensure that no one other than the student scheduled to participate can see or hear the live virtual session.

○ No recordings will be made by the parent, guardian, or student of virtual live sessions.

○ If parental or other third-party involvement in a virtual live session is necessary to enable a student to participate, the individual assisting the student shall not re-disclose any personally identifiable information about any student participating.

○ Please be mindful of the educational environment and eliminate distractions that may divert the students’

attention away from learning.○

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APPENDIX I: Virtual Learning Etiquette Virtual Learning Etiquette

While virtual learning will be a reality for some of our St. Landry Parish School District it is important to note that students have many adjustments to make—including learning how to navigate a virtual classroom. Parents and teachers can help students adapt to virtual learning and avoid embarrassment or misunderstandings by preparing them in advance. Using the guide below should assist you in coaching students to become successful online school students.

Avoid using AcronymsHelp students understand that being clear by spelling things out will help them avoid confusion and misunderstandings with their teacher and classmates.

● Students must not use “text talk” and acronyms● Students must use correct grammar always, including when responding in the chat box of a virtual

live class session or in Google Classroom.

Stay on TaskDuring virtual classroom discussions:

●Students must keep their answers on topic. ●Students can answer by using the status indicators found in live sessions only when prompted to.●Student must raise “virtual hand” for assistance or before answering questions posed by the teacher.

Be CourteousCourtesy goes a long way in any setting, including in a virtual environment. Help students understand that their good manners should carry over to virtual classes too.

●Students must use use the chat feature for appropriate conversation.

●Students must raise their “virtual hands” and wait to be recognized when responding to a question or

comment.

●Students must address the teacher and other classmates in a respectful manner, even when

disagreeing.

●Students must avoid using all uppercase letters; this is often considered the equivalent of shouting.

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APPENDIX I: Virtual Learning EtiquetteVirtual Learning Etiquette

Minimize DistractionsBefore a virtual live session begins, parents or students should eliminate environmental distractions that may divert students’ attention away from virtual learning.

● Find a quiet spot in which to do school work or participate in a virtual class session.

● Ensure that your camera is turned on during li.

● Clear the room of playful pets or noisy siblings.

● Minimize background noise by turning off the TV and radio.

● Turn off cell phones. (No multitasking during class!)

● Remind students not to let the microphone broadcast unless they are asked to speak. (Use the

mute button)

Be PreparedIt’s important that virtual school students be prepared before class! They should test devices like microphones or video cameras before the lesson begins. If problems arise parents are encouraged to call the district technology helpline at 337-942-0222. Students should also exit other applications on their computers prior to launching the classroom software.

Maintain Focus Pay close attention. Students should:

● Focus on the classroom conversation and activities.

● Take notes on the information presented.

● Ask relevant questions to clarify the material covered or assignments given.

● Do not join sideline chats with classmates when the teacher is speaking.

Review this information with your students daily at the start of school. Many of these rules are simply the electronic versions of traditional classroom expectations. Within a few weeks, these guidelines will be second nature to students as they become familiar with this new way of communicating with teachers and classmates.

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APPENDIX J: Video & Teleconferencing Consent

[INSERT SCHOOL NAME] VIDEO AND TELECONFERENCING CONSENT FORM

Dear Parents and Guardians,

You are receiving this consent form because your student has the opportunity to participate in distance learning via video and/or audio conferencing.

As the parent/legal guardian of ________________, I give my consent for him/her to participate in video Child’s Name

and/or audio conferencing for the purposes of distance learning. Additionally, I have read the terms and

conditions set forth by ________________ services, and I agree to those terms. [ENTER NAME OF SERVICE e.g., Google Meet Conferencing]

______________________________________ ________________________________________ Signature of Parent/Legal Guardian My Full Name (please print)

______________________________________ ________________________________________Date My Child’s Full Name (please print)

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APPENDIX K: COVID-19 PROTOCOL

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Known cases of a positive or a presumptive positive cases will need to be reported to the principal or site-based supervisor (designee) who in turn will notify the district contact. The Regional Medical Director will be contacted and advise us on communication, quarantining practices, enhanced cleaning or disinfection processes, or school facility closure.

• The district site may be contacted by an LDH contact tracer, who will conduct contact tracing activities, including school-based contacts.

◦ Students and staff who are sick should stay home (regardless of illness).◦ Students and staff who have COVID-19 should stay home and remain isolated until they

have recovered and have been determined to no longer be infectious by their doctor.◦ Individuals who were in close contact of the student may be identified and contacted as part

of the Office of Public Health (OPH) contact tracing process.◦ Close contact of a case is a person who was less than six feet away from the student or

staff for more than 15 minutes, determined by the OPH contact tracing process.◦ Close contacts will be asked to stay home and monitor symptoms for 14 days.◦ Not every student and staff member in a school will need to stay home for 14 days, just

those who are identified as close contacts to a case.

• Any student or staff member living with someone who experiences any of the symptoms of COVID-19, whether they have a positive COVID test or not, should report to the principal or site-based supervisor.


APPENDIX L: Safe Learning Environment

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APPENDIX L:

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Safe Learning Environment


APPENDIX M: 2020-2021 District Calendar

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Documents

TABLE OF CONTENTS€¦ · provide distance learning including daily, synchronous, real-time, and asynchronous instruction. Teachers shall alter tasks that require collaborative student