Duluth Public Schools Academy (DPSA)
Dba Duluth Edison Charter Schools (DECS)
Distance Learning Plan 2020-21
During the 2020-21 school year, in light of the COVID pandemic, DECS will offer a distance learning program to any students whose family makes that request when the school is in an in person or hybrid model. Should local health conditions require it we will also move to this model in a quarantine or Level 5 situation.
Our plan addressing communication pathways with student families, community input on student and family needs and other outreach opportunities
DECS staff know that at the heart of students’ success are the relationships and connections between students and their teachers and support staff. To that end, our priority has been to reach every student and his/her family and, as needed, differentiate the instruction and support being offered to the student.
General communication includes emails to families, Facebook, and our website. Teachers utilize age appropriate technology tools (SeeSaw, Google Classroom, phone calls (often via Google Voice), Go Guardian and Schoology) and are communicating grades via Infinite Campus and Schoology. Administrators and teachers contact information has been shared with families and they have been encouraged to reach out if needs or questions.
Our academy principals are working with teachers and our attendance staff. We are tracking daily connections with students. When this is not occurring we are utilizing social workers, counselors, cultural liaisons or other staff who may be able to connect with the families. Our first focus is their basic needs and then we move on to what they can handle academically.
Our mission of academic and personal excellence for every student continues to be our focus as we do our best to connect with families and students each day.
Part A: Instructional Expectations
General Requirements: |
Provide a general summary of the teaching and learning structures and platforms to be utilized during distance learning. Include how the school ensures that all students will have equal access to the learning and required materials to successfully receive credit in their class, including technology. Include voluntary prekindergarten or school readiness plus programs, if applicable. |
K-5 instruction will happen for families through one of the three models identified below:
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If you are using an online learning system, outline the steps the school will take to ensure it can effectively support the district’s unique learning and teaching needs. |
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How will student learning and progress be: measured, monitored, and communicated to students and parent(s)/guardian(s)? |
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Describe programming options for school nurses, school counselors, school psychologists, school social workers, paraprofessionals, other school specialists and cultural liaisons. |
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All schools and districts that are required under the Every Student Succeeds Act (ESSA) to consult with Tribal Nations must also collaborate with the Tribal Nations Education Committee (TNEC) members regarding the formulation of their distance learning plans. If applicable, |
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Outline how attendance of students and staff will be tracked and how these expectations will be communicated to students, parents, and staff. Note: the school board attendance policy must accommodate the implementation of this distance learning model for attendance. If not, the board should consider revising the policy. |
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Outline the school’s plan for training staff, students and parents to ensure that your distance learning program can effectively be implemented. |
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Describe how your distance learning model is secure and will not allow for the release of protected student or staff information. |
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Special Education Requirements: State and Federal law requires a school to continue to meet the all requirements of the Individuals with Disabilities Education Act. |
Describe how the school will ensure supports identified on a student’s Individualized Education Program (IEP) or 504 Plan are provided. |
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Outline the school’s process for communicating with parents and guardians regarding their child’s services, which should include discussion regarding amending IEP’s to address how best to meet the student’s needs in a flexible learning model. This includes direct specialized instruction, related services, and accommodations |
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Describe the school’s protocol to communicate with administration and staff to prepare and support them in meeting the needs of students eligible for special education, child find activities, evaluations/reevaluations, and IEP implementation. |
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English Language Learner Requirements |
Describe how the school will fulfill Individual Learning Plans for English Language Learners. Include possible scaffolding methods available to support students in a distance learning environment. |
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Describe the school’s plan for communicating with families that do not use English as a primary language. |
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Protections for Students Experiencing Homelessness or Housing Instability |
Specify how the school will satisfy the Federal requirements of the McKinney-Vento Homeless Education Assistance Improvements Act of 2001, as amended by the Every Student Succeeds Act of 2015, to support homelessness students throughout this crisis and promote their full participation in their education throughout the duration of the distance learning period. |
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How will the school monitor participation and engagement of homeless students in distance learning (e.g., including both attendance and performance.); potentially resulting in your school needing to change its staffing/support)? |
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How will the school monitor the efficacy of distance learning plans and approaches for all students including homeless students, and be prepared to consider alternatives or additional support needs as part of that review. |
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Describe how the school will maintain regular contact with local public health departments, county or Tribal human services departments, and Continuum of Care planning bodies on ongoing or emerging needs and to connect to resources that can assist students and families experiencing homelessness. |
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Part B: Supplemental Services Expectations
Describe the school’s plan for providing meals to all children who need them. Include: how families access meals, staffing plan for preparing and distributing meals, and method of distribution that aligns with public health guidelines. |
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Describe the school’s plan for providing childcare for the elementary children of Tier 1 emergency and healthcare workers. Include: how families access childcare, a plan for staffing childcare, transportation of childcare participants, if you plan to include children of Tier 2 workers, and plans for following the CDC and Minnesota Department of Health’s guidelines. |
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How will the school maintain an awareness of, and be prepared to cope with, the potential impact these closures will have on the mental health and wellbeing of students, staff, and families. |
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Describe how the school will provide information related to ‘how to talk to children’ about what is happening to change their school day. |
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