SIOUX FALLS SCHOOL DISTRICT RETURN TO LEARN (R2L) PLAN

2020-2021 SCHOOL YEAR

DRAFT

Table of ContentsTable of Contents 2Return to Learn (R2L) 2020-2021 9Timeline of Events 10

Academic Year 2019-20 10Summer 2020 10

Organizational Structure 12Committee Members 12

Committee Participation 12Models of Instruction 13

Traditional Daily Instruction 14Modified On-Campus 14

Rolling Schedule 14Blended Models 14

Assignments of Students to Groups for Blended Models 14Short Term Individual School Closure 15

Remote Learning 15Sioux Falls School District Virtual Academy 15

Operations - Dr. Jamie Nold 17Child Nutrition Services 17

Traditional Learning 17Modified On-Campus Learning 18Remote Learning 18

Facility/Maintenance 18Traditional Learning 18Traditional Daily Cleaning 19Modified On-Campus 19Remote Learning (Partial Area Shut Down) 19Remote Learning (Full Shut Down) 19

Technology and Connectivity 20Traditional Learning 20Remote Learning 20Modified On-Campus 20

Building Practices 21Traditional Learning 21

SFSD Workplace and Employee COVID-19 Guidelines 20Screening For Illness 20Respiratory Hygiene 21Physical Workspace 22

Health Services 22Traditional Learning 22Modified On-Campus Learning 24Remote Learning 25

SFSD COVID-19 PPE GUIDANCE 26Transportation 28

Traditional Learning (Bus) 28Modified On-Campus Learning (Bus) 28Remote Learning (Bus) 28Traditional Learning (Cab) 29Modified On-Campus Learning (Cab) 29

Building Use 29Operational Information 29Partnerships for Student Success 29School Day Community Center Programs 29After School Programs 30Howard Wood Field 30Evening Activities at Community Centers 30Miscellaneous Building Use Items 30Use of School Facilities COVID-19 Prevention Checklist 31

Stakeholders/Communication - DeeAnn Konrad 32Guiding Principles 32

Students 36Parents 36Teachers/Staff/Substitutes 37School Board 37Union Leadership 38Community 38

Resources - Todd Vik 39Financial Resources 39Financial Expenditures 39

Instructional Core - Dr. Teresa Boysen 40Early Childhood Expectations and Guidance 40

Introduction for Birth - 3 and Early Childhood Staff: 40Guiding Principles 40Expectations by Role 40

Elementary Learning Expectations and Guidance 47Introduction for Elementary Staff 47Guiding Principles 47Expectations by Role 47

Middle School Learning Expectation and Guidance 64Introduction for Middle School Staff 64Guiding Principles 64Expectations by Role 64

High School Learning Expectations 78Introduction for High School Staff 78Guiding Principles 78Expectations by Role 78

Special Education Related Services and Professional Support Staff 90Introduction for Related Services and Professional Support Staff 90Guiding Principles 90Expectations by Role 90

Activities 95SFSD Athletics: Return to Play Game Plan Summer 2020 95SFSD Fine Arts: Return to Play Game Plan Summer 2020 130

Appendix 152South Dakota Department of Education Starting Well 2020 152Health Guidance- South Dakota Department of Health/ Centers for Disease Control (CDC) / American Acad-emy of Pediatrics (AAP) 152South Dakota High School Activities Association (SDHSAA) 152National Federation of State High School Associations (NFHS) 152

*Hyperlinks coming soon!

Return to Learn (R2L) 2020-2021The Sioux Falls School District continues to prepare for the start of the 2020-2021 school year. The Return to Learn (R2L) Plan was developed with the following goals:

1. Meet the educational needs of each student.

2. Ensure safe and secure learning/working conditions for all students and staff.

3. Provide accurate, timely internal and external communications through delivery methods specific to each stakeholder group’s needs, with special attention given to groups unengaged with traditional deliv-ery methods.

4. Partner with State and local officials including the South Dakota Department of Health, South Dakota Department of Education, local health care providers, and Sioux Falls coordinated emergency manage-ment response teams.

5. Access resources at the State and National level for COVID-19 related costs.

Timeline of Events

Academic Year 2019-20

January 24, 2020 Health Services communicated with School Nurses (SDDOH information on the Coronavirus history, signs and symptoms).

February 24, 2020 Health Services reached out to the City of Sioux Falls to create a COVID-19 collaborative work group.

February 26, 2020 Sioux Falls School District sent the first COVID-19 communication to all staff and families.

March 6, 2020 Health Services Coordinator and Risk Manager attended COVID-19 planning meeting coordi-nated by the City of Sioux Falls.

March 10, 2020 The first case of COVID-19 was identified in South Dakota.

March 12, 2020 In collaboration with local health officials and the SDDOH guidance, SFSD announced schools would remain open with restrictions.

March 13, 2020 South Dakota Governor Kristi Noem announced school closures across the state.

March 16-18, 2020 Sioux Falls Schools remained closed in preparation for Remote Learning.

March 23, 2020 Sioux Falls Schools began Remote Learning.

April 6, 2020The Sioux Falls School District announced Remote Learning to continue through May 20, 2020.

May 13 - May 26, 2020 School/student property returned and collected at all levels

May 18, 2020Office staff returned; offices were open to community by appointment only.

May 26, 2020School and District office opened for community access.High school students began course recovery.Teachers could return to buildings as part of planning and support.

Summer 2020

May 26, 2020 High School Summer Recovery Courses started virtually with on campus support. High School EL Summer School Courses started with remote learning.

June 1, 2020 Kids Inc. started summer programming.

June 13, 2020

ACT given at High School.June 15, 2020

Athletics and Fine Arts started summer small group programming.June 27 and 28, 2020

High School Graduation at Howard WoodJune 29, 2020

High School Summer Connections Middle School Running Start Drivers Education driving activities resumed

July 6, 2020Extended School Year (ESY) began.Birth to 3 implemented interventions according to State DOE guidelines.SFSD Early Childhood Screen and Evaluation office reopened for appointments.

July 6 - August 6, 2020 Summit Oaks school program began operating half day sessionsStructured Teach at Axtell Park in ESY sessionsReady to Start program began operatingHead Start part day sessions July 6th through July 30th pending federal approval

July 15, 2020 Phase 2 of Athletic and Fine Arts Return to Play

July 20, 2020 Jump Starts began for K-1 students in six elementary buildings Running Start began for 6th graders at five middle school buildings

August 3, 2020 High School Fall Activities will begin August 7, 2020 SFSD Virtual Academy Registration Deadline

Academic Year 2020-21

August 27, 2020 First day of 2020-2021 School Year

Organizational Structure The organizational structure was created to develop plans for the start of the 2020-2021 school year. The structure consists of a guiding team and four pillars that serve as committees under the guiding team. Each area is covered by an overarching Public Health umbrella.

Four Pillars: The four pillars have been identified as key operational teams that consist of multiple departments. The operational teams will work jointly to develop and implement plans for the 2020- 2021 school year.

The four pillars are: 1. Instructional Core/SEL – Assistant Superintendent of Academic Achievement (Dr. Teresa Boysen) 2. Operations – Assistant Superintendent of Administrative Services (Dr. James Nold) 3. Stakeholders/Communication – Community Relations Supervisor (Mrs. DeeAnn Konrad) 4. Resources – Business Manager (Mr. Todd Vik)

Committee MembersResponse Team: Brett Arenz, Dr.Teresa Boysen, Robert Bray, Becky Dorman, Andrea Grady, DeeAnn Kon-rad, Jeff Kreiter, Dr. Ryan Knutson, Patti Lake-Torbert, Dr. Brian Maher, Doug Morrison, Deb Muilenburg-Wil-son, Dr. James Nold, Molly Satter, Ben Schumacher, Dr. Jane Stavem, Carly Uthe, Todd Vik,

Additional Consultation: Avera, City of Sioux Falls, Emergency Response and Community Health, Sanford, Sioux Falls Education Association, School Administrators of South Dakota, South Dakota Department of Edu-cation, South Dakota Department of Health, South Dakota High School Activities Association

Committee Participation During the spring of 2020, in preparation for the 2020-2021 school year, the Sioux Falls School District created a Return to Learn Committee that began with teacher listening sessions and reviewing state and federal guid-ance and implementation strategies to return in the fall with full in-person instruction.

The Return to Learn (R2L) Plan was developed in collaboration with teachers, administrators, and commu-nity members. Additional information was gathered through staff and parent surveys. The following state and community organizations were consulted through the development of the R2L Plan: Avera, City of Sioux Falls, Emergency Response and Community Health, Sanford, Sioux Falls Education Association, School Adminis-trators of South Dakota, South Dakota Department of Education, South Dakota Department of Health, South Dakota High School Activities.

The following subcommittees were involved in the development of the R2L Plan:● Instructional Core Development● Operations● Remote Learning Teacher Listening Sessions● Resources● (R2L) Teacher Listening Sessions● Stakeholders/Communications● Virtual Academy Development

The subcommittees physically involved 210 early childhood through 12th grade classroom teachers, counsel-

ors, fine arts, librarians, physical education, related services, and special education teachers.

Models of Instruction

Traditional Learning Traditional instructional delivery occurs with facility and procedural modifications.

A. Teachers and students maintain a normal daily schedule.B. Modifications to courses and procedures per CDC guidelines where feasible and appropriate.C. Safety precautions are implemented to enhance staff and student safety.

Modified On-Campus

Multiple hybrid models of instructional delivery allow the SFSD to meet the educational needs through a variety of delivery models in response to resurgence of the coronavirus.

Rolling Schedule

A. All students on campus for in person instruction for 5 days followed by one to two weeks of remote learning.

Blended Models

A. ABCD Model (25% Attendance Model)a. Twenty-five percent of the students are on campus at a time to reduce contact risksb. Students are divided into Team 1 Rotation, Team 2 Rotation, Team 3 Rotation, Team 4

Rotation across all grade levels.c. Students report to school one full day a week at all levels (ECH, Elementary, Middle and

High) for four days. Students will be provided assignments to support their learning on the days in which they do not report to school that could include paper, pencil, remote learning, or a combination. A calendar will be created to account for days we do not have school.

d. Teachers will collaborate and prepare lessons on Fridays as well as making contacts with students virtually or by other means such as office hours.

B. AABB Model (50% Attendance Model)a. Fifty percent of students are on campus at a time to reduce contact risksb. Students are divided into Team A Rotation and Team B Rotation across all grade levels.c. Students report to school two full days a week at all levels (ECH, Elementary, Middle and

High) for four days. Students will be provided assignments to support their learning on the days in which they do not report to school that could include paper, pencil, remote learning, or a combination.

d. Teachers will collaborate and prepare lessons on Fridays as well as making contacts with students virtually or by other means such as office hours.

**See next page for Assignments of Students to Groups for Blended Models**

Assignments of Students to Groups for Blended Models

Students will be placed on Teams A-D Rotation or on the Team A or B Rotation based on their last name. If there are multiple students in the same Primary Household that do not have the same last name, the team will be determined by the oldest siblings last name to keep families on a consistent day. The names are divided as follows:

a. ABCD Model■ Team A: Last name starts with A-E ■ Team B: Last name starts with F-K ■ Team C: Last name starts with L-R ■ Team D: Last name starts with S-Z

b. AABB Model■ Team A: Last name starts with A-K ■ Team B: Last name starts with L-Z

Short Term Individual School Closure

C. See remote learning

Remote Learning

All instruction is provided off campus remotely through the use of technology.

Sioux Falls School District Virtual Academy

The Sioux Falls School District Virtual Academy (SFSDVA) is an educational delivery model that will benefit a significant number of students impacted by the COVID-19 Pandemic. Application can be submitted until Friday, August 7, 2020 for the fall semester.

Eligible Students: This educational opportunity will be made available to K-12 students enrolled or eligible to enroll in the Sioux Falls School District if their educational needs can be met in a virtual manner during the 2020-2021 school year.

Program Expectations and Guidelines● The parent/guardian will be an active participant in their child’s virtual academy experience.

SFSD certified teachers will make contact with students/families at least twice weekly to direct instruction, review pacing, provide feedback, and make instructional decisions regarding student progress.

● A Chromebook will be provided. Families/students will be responsible for damage and have the option to waive damage if they elect coverage through the Computer Damage/Loss Cooperative Program Application Form.

● Families will need Internet access.● Elementary and middle school instruction will be provided in the core content areas (Language

Arts, Math, Science, and Social Studies).● High School courses will be provided to meet all graduation requirements of the State of South

Dakota and the Sioux Falls School District.○ High School students are expected to complete 6 courses (3 credits) per semester to

maintain appropriate progress toward graduation.

○ Students must complete 4 courses (2 credits) per semester to maintain eligibility for participation in activities.

● Sioux Falls School District certified staff will connect with students and families, respond to questions, provide feedback, assess learning, and provide reports of progress.

● SFSD certified staff will be available during SFSDVA classroom hours. ● Students will be required to complete State summative assessments during the spring of 2021.

Parents/guardians will be responsible for transporting their child to and from the designated State assessment proctoring site located in the City of Sioux Falls.

● Students enrolled in the SFSDVA will be allowed to participate in school sponsored extracurricular activities. Students in the Virtual Academy will be required to meet all standards and maintain all established academic and activity participation requirements to participate in extracurricular activities at their current attendance center.

● A semester commitment is required when registering for SFSDVA. Students will be allowed to return to their current attendance center at the end of the semester. Requests to return to campus must be submitted in writing by December 1, 2020 for the second semester.

● If a student does not abide by the SFSDVA expectations and guidelines, truancy will be filed when applicable and/or be removed from the Virtual Academy.

● I have read and understand the SFSDVA Student/Parent Guidebook and understand if my child does not complete the weekly learning activities, make adequate progress, and/or course completion they will be removed from the SFSDVA, and truancy may be filed.

Operations - Dr. Jamie Nold

Child Nutrition Services

Traditional Daily Instruction

● Two hours required between breakfast and lunch meal services at all sites○ Breakfast periods - 7:30 am to 9:00 am

■ Breakfast: Goal is to reduce student numbers in one specific location● Meals served and/or eaten in lunchrooms/multipurpose rooms/classrooms● Breakfast in classroom programs continue

■ Lunch periods - 10:45 am to 1:15 pm (if able)● Lunch: Goal is to reduce student numbers in one specific location● If possible, meals served and/or eaten in lunchrooms/multipurpose rooms/

classrooms or other available locations● Lunchbox - Point of sale counts

○ Elementary card pouches used to minimize contact○ Scanners to replace keypads when and where able/feasible

■ Middle School ID’s for lunch lines■ Scanners for Middle School ID’s

○ Attempt for no cash accepted in general lines, only in designated locations● Plastic gloves, face coverings, aprons, and hair restraints, worn by all child nutrition staff● Meals served by servers with students using hard trays

○ No self-serve○ All trays are washed and sanitized daily○ Prewrapped utensils used by all sites○ Individual prepackaged condiments

● Milk coolers used with individual cartons● Only Individually wrapped items for self-serve, such as salads, sandwiches, fruits, and vegetables used

at middle school and high school levels● Snack and beverage sales TBD based on community touch impact● Printed menus served (options will be limited in comparison to previous years)

○ Special diets provided● Social distancing where possible in serving lines/serving areas/cafeterias/multipurpose rooms● Single fold paper towels with spray bottles● Only prepackaged, individually wrapped, fresh fruit and vegetable items for elementary program sites● School closures after three (3) days would have meals provided by entryway grab-and-go or buses

○ Fourth day - shelf stable kits○ Fifth day - shelf stable kits○ Sixth day - thaw and server kits

● Bleach solutions used for all sanitizing situations with ⅓ cup of bleach per gallon of water● Disposable towels used between each line for line cleaning and tables● All staff continue with Sanitation and Safety training● All managers and cooks are serve-safe certified● Staff who assist students with feeding will be provided appropriate PPE. See PPE guidance.

Modified On-Campus Learning

● Traditional meals will be served on-campus for students in attendance● Grab and go pick up meals will be provided at predetermined sites● Buses will deliver meals at predetermined sites

Remote Learning

● Food served after a minimum of three (3) consecutive days of school closure at the sites utilized in the spring of 2020 and on similar days of the week.

○ Food Sites: Laura B Anderson, Hawthorne, Hayward, Anne Sullivan, Terry Redlin, and Lowell Elementary (this may be altered as needed to fit the circumstances)

○ Food delivery busses will run on the routes identified in the spring of 2020○ If single or a limited number of school closings occur, feeding sites may be established at the

closed school○ All students will be eligible to eat meals at these sites regardless of free, reduced, or full pay

status pending state and federal waivers○ Meals distributed in 2 or 3 day quantities when needed○ District truck routes may be utilized as needed to supplement the food distribution process

● Point of Sale counts must be taken - checklist, wireless, scan cards● Shelf stable kits/lunches and breakfast required for any remote situations-planned or unplanned● Milk served with breakfast and lunch at elementary, available middle and high school● Special diets prepared for sacks● Shelf stable kits, thaw and serve kits, and sack lunches, will be offered● Face coverings, plastic gloves, Clorox wipes/bottles, sanitizer, plastic bags for packaging

Facility/Maintenance

Traditional Learning

● HVAC - Begin building earlier so temperatures are achieved for staff and to pre-flush the building. This will ensure multiple air-exchanges prior to the scheduled staff and activity start times.

● Operate HVAC systems during all scheduled student/staff activities. This will include music and athletic practices to ensure air-exchanges in occupied areas.

● Increase minimum outside air settings by 100% moving from a minimum of 10-20% settings to 20-40%. Continue to operate with CO2 monitors modulating the outside air if greater is needed.

● Change air-filters in August before the start of school to a higher efficient filter (Merv 14). Change filters in August, December and April in lieu of as needed. This may also be dependent on other HVAC modifications.

● Flush plumbing fixtures monthly during unoccupied periods.● Drinking fountains: Currently have 21 facilities with touchless bottle filler units, 17 without.

Work to have all schools with bottle filler units.● Install sneeze guards at main reception counters and MS/HS lunchroom cashiers

○ Elementary card pouches used to reduce direct contact for food services● Provide building check-in protocols, staff, students, and visitors.● Hand sanitation dispensers for community areas, lunchrooms, and multipurpose rooms.● Limit visitors, volunteers and activities involving groups. i.e.) Y-ball, volleyball leagues etc.

● Limit staff room occupancies● Support staff follow PPE established guidelines by health services● All classroom doors to remain open during passing periods and should be opened and closed

by the teacher to minimize common touch points● Control number of students in restrooms at one time when possible● Signage in all restrooms (handwashing)● No PE/Athletic showers● Long-Term: Install Electronic air devices (GPS) or UV light systems in all AHU units, that will kill

mold and viruses.

Daily Cleaning

Start of the School Year: ● Full deep summer cleaning will have been completed. Cleaning all furniture, fixtures, walls,

extracting carpets, waxing floors etc.Cleaning Program:

● EPA approved cleaning products will be used for all cleaning.● All staff will be responsible for routinely wiping down frequently touched surfaces in their work

area.● Staff will be provided appropriate PPE routine cleaning (See PPE).● Student desks and teaching aids to be wiped down at least daily or more often by teachers and/

or other staff with spray bottles and paper towels that will be provided for each classroom.● Custodians conduct their standard daily cleaning, except for dusting to gain time for additional

daily disinfecting.● Restroom floors, toilets, urinals, sinks and drinking fountains will continue to be disinfected daily.● Custodians will disinfect all common areas, door hardware and frequently touched surfaces on a

consistent basis.● Off days will be used for dusting, disinfecting, and extracting carpets.● Daily PM’s will be completed on non-school days. Daily time allocated for these tasks will be

used for disinfecting surfaces throughout the building.

Modified On-Campus

● Utilize the same procedures as the traditional learning protocols

Remote Learning (Partial Area Shut Down)

● Let area set unoccupied for 24 hours● Operate HVAC systems during this period to insure air-exchanges in area● Bring in the cleaning crew for a deep cleaning. This may need to be done with overtime and/or

moving custodians from other facilities based on status of building usage.

Remote Learning (Full Shut Down)

● Cleaning program would be the same as if it was opened in occupied areas of the building. ● Building custodial staff would be adjusted to cover occupied spaces or moved to building to

enhance cleaning and disinfecting efforts throughout the District.● Custodial staff would be used to cover grounds and maintenance tasks during these times.● Operate HVAC systems as outlined in the traditional day operation and operate non-occupied areas

during this period to ensure adequate air-exchanges in the building to maintain the building.

Technology and Connectivity

Traditional Learning

Device Repair and Maintenance● ITS staff will use proper cleaning procedures outlined by Operations Services and following

Health Service’s recommended processes for technology equipment. ● ITS staff will coordinate with local repair vendors to ensure timely repair schedules when factor-

ing in proper handling procedures.● All grade levels will work to ensure students can use the same device each day when possible.● 6th through 12th grade students will be allowed to take their Chromebook home daily.

Remote Learning

Devices and Connectivity● The consistent virtual communication tool the District will leverage is Google Meet as the stan-

dard classroom video conference solution.● ITS staff will begin the purchase of mobile devices for teachers via recommendation by mobile

device committee and based on resources available.● ITS staff will work with local partners to bridge the connectivity gap for students leveraging com-

munity Wi-Fi, Hotspot devices, and other local ISP offerings.● ITS staff will acquire iPads for Kindergarten and 1st grade students to achieve 1 to 1 devices

that will be deployed to each student upon arrival.● As under normal operations all 2nd through 12th grade students will have a Chromebook as-

signed.● ITS staff will enhance the check-in check-out process for devices through upgrade of the current

inventory control system.● ITS staff will prep mobile computing for teachers as available for remote learning.

Technology Support● ITS staff will centralize support for the district during remote learning leveraging existing staff

and in concert with additional support areas such as curriculum● ITS staff will establish a single source for online support materials● ITS staff will make available internal resources for external use during remote learning.● ITS staff will leverage consistent ticket tracking of remote learning issues for enhanced re-

sponse.

Modified On-Campus

● The Modified On-Campus model will require the distribution of devices to elementary students similar to remote learning.

Building Practices

Traditional Learning

Face Coverings In School

The Sioux Falls School District is committed to the health and safety of all students and staff. There are many reasonable and respectable viewpoints on face coverings, and the District is following the latest research, physician advice, and recommendations from the Centers for Disease Control and Prevention (CDC) released Thursday, July 23, 2020, specific to face coverings in schools.

Wearing a face covering allows our schools to stay open, our staff and students to stay healthy and supports collective community efforts to reduce the incidence of the virus.

The District expects students and staff to wear a face covering while on school property. Teaching and learning about prevention strategies will occur throughout the school day as we continue to practice healthy habits to keep students and staff in our schools.

• Staff members – wear their own face coverings or will be supplied with face coverings, including clear shields and cloth masks.

o Staff members in specific positions will be required to wear personal protective equipment (PPE) as directed by their supervisor.

o Staff will serve as role models and advocates for students in the wearing of face coverings.

• Students – wear their own face coverings and should have two (2) face coverings available for their use.

o Face coverings will be provided for any student who needs one.

o Students will work with their teachers and principals to learn about when face coverings are to be worn at school.

• If a student is not wearing a face covering, staff will encourage the student to wear one.• If a student is not wearing a face covering and does not have a face covering, staff will provide one for

them.• If a student does not wear a mask after being asked to do so, the principal, or designee, will make a

parent contact for verification.• Please review the student dress code to determine if your student’s face covering is appropriate and

aligns with school expectations. Bandanas will not be permitted.

Face coverings are most effective when all people wear them in public settings. This preventive measure becomes even more effective when hand washing, and social distancing are practiced together. When face coverings are worn by all staff and students, we protect ourselves and we protect each other.

We will use face coverings daily while:entering and exiting the school,working in classrooms,working in groups,traveling on the bus, andtransitioning in the hallways.

We will take breaks from the use of face coverings when 6 ft. social distancing can be maintained.

We will recognize face coverings are not an option for all students/staff.

We will work together to create a safe and healthy learning environment that balances respect for ourselves and for others.

*We will not require students to wear face coverings on the playground or during physical education (PE) class, as these are times the CDC recommends face coverings not be worn.

Possible Student Scenario

Cloth faceCoveringsexpected

Cloth facecoverings

may beconsidered

Students are seated less than 6 feet apart while riding a bus or carpooling XStudents are less than 6 feet apart while entering or exiting school (e.g., carpo-ol drop off/pick up) XStudents are seated at least 6 feet apart in the classroom XStudents are seated less than 6 feet apart in the classroom, or are engaging in learning stations or circle time that require close contact XStudents are less than 6 feet apart while transitioning between classes or to other activities during the school day XStudents are at recess or in physical education class. XStudents are in band, choir, or music class (see Fine Arts guidance for more details) XStudents during mealtimes in a common area XStudents participating in an assembly or event that requires close contact xStudent is receiving one-on-one services or instruction x

The CDC recognizes that wearing cloth face coverings may not be possible in every situation or for some peo-ple. In some situations, wearing a cloth face covering may exacerbate a physical or mental health condition, lead to a medical emergency, or introduce significant safety concerns. Adaptations and alternatives should be considered whenever possible to increase the feasibility of wearing a cloth face covering or to reduce the risk of COVID-19 spreading if it is not possible to wear one.

Face Coverings For Staff

Staff are being supplied with face coverings and some positions will be required to wear personal protective equipment (PPE). Staff are encouraged to be lead advocates and role models in the wearing of face coverings when social distancing is not possible and when situations call for it.

Face coverings are meant to protect other people in case the wearer is unknowingly infected but does not have symptoms. Cloth face coverings are not surgical masks, respirators, or other medical personal protective equipment (PPE).

SFSD Health Services will work with supervisors to determine job duties/work that requires PPE based on CDC guidance.

All staff who use PPE will be trained in proper use.

STAFF PPE• All Staff (other than what is outlined below). Expected to wear cloth face coverings• All Staff performing routine cleaning of frequently

used surfaces.Required to wear disposable gloves

• Public Facing Staff (i.e. receptionist/clerical) un-less plexiglass partition is in place.

Expected to wear cloth face covering

• Staff who MUST go into homes • Staff who are working hands on (less than 6 ft)

with a student continuously for 15 minutes or greater (i.e. B-3, therapists)

Required face shield OR procedural face mask Use both when possible.(work such as speech therapy, may not be condu-cive to wearing a procedural face mask)

Staff (i.e. Nurses and Clerical) who: • Care for COVID-19 symptomatic students and

staff• Perform asthmatic healthcare procedures (i.e.

nebulizers)

Required procedural face mask + face shield, gloves, gown

• Custodial staff who clean areas where persons with COVID-19 or person suspected of COVID-19 have been

Required procedural face mask, gown, gloves

Promote Social Distancing● Ensure that student and staff groupings are as static as possible by having the same group of

children stay with the same staff when appropriate.● Allow minimal mixing between groups as much as possible.● Follow the district requirements of any restrictions to nonessential visitors, volunteers, and activ-

ities involving other groups at the same time.● Space seating/desks as much as possible.● Turn desks to face in the same direction (rather than facing each other), or have students sit on

only one side of tables, spaced apart as much as possible.● Utilize signs to encourage social distancing as much as possible.

Limit Sharing● Keep each child’s belongings separated from others’ and in individually labeled containers, cub-

bies, or areas and taken home each day and cleaned, if possible.

● Ensure adequate supplies to minimize sharing of high touch materials to the extent possible (art supplies, equipment etc. assigned to a single student/camper) or limit use of supplies and equipment by one group of children at a time and clean and disinfect between use as much as possible.

● Avoid sharing electronic devices, toys, books, and other games or learning aids. Promote Healthy Hygiene Practices

● Teach and encourage washing hands and covering coughs and sneezes.● Determine scheduled handwashing times at elementary. Such as Upon arrival, during bathroom

breaks, after recess, before and after eating, prior to leaving.● Have tissues and hand sanitizer with at least 60 percent alcohol available for staff and students.

Younger students must be supervised when using hand sanitizer.● Students are encouraged (but not required) to use cloth face coverings. Face coverings may be

challenging for students (especially younger students) to wear in all-day settings such as school. Face coverings are not recommended for babies or children under the age of 2, or for anyone who has trouble breathing, or is unconscious, incapacitated or otherwise unable to remove the covering without assistance. Cloth face coverings are meant to protect other people in case the wearer is unknowingly infected (many people carry COVID-19 but do not have symptoms). Cloth face coverings are not surgical masks, respirators, or personal protective equipment.

SFSD Workplace and Employee COVID-19 Guidelines

Screening For Illness

● Staff who are ill MUST stay home and report the illness to their supervisor.● Staff must be able to answer “NO” to all screen questions upon entry to the building. Staff

should access the questions as advised by their supervisor (via Google Doc link, QR code scan, review paper posted at entry points).

● Staff who become ill during their shift should immediately be separated from other employees, students, and visitors, and be sent home.

● Staff must inform their supervisor if they have a sick family member at home with COVID-19 and to learn what to do if someone in their home is sick.

● Contact HR with any sick leave questions or concerns. Federal Family Leave may be available.● Vulnerable populations as defined by the CDC should contact their supervisor or HR about any

workplace accommodations that may be necessary.● If a positive case of COVID-19 is identified at work, Health Services will work with the SD De-

partment of Health to trace close contacts and communicate with employees as advised by the DOH.

● Return to school procedures for staff excluded for presumed or diagnosed with COVID-19○ Follow SD DOH and CDC If You Are Sick Guidance (See section- How to Discontinue

Home Isolation)○ Follow current federal, state, and local guidance CDC Return after illness

1. Symptom-based strategy:a) At least 10 days have passed since symptoms first appeared.b) No fever for 24 hours without the use of fever reducing medication.c) Other symptoms have improved such as cough and shortness of breath.

2. Test based strategy – test (if available) to determine if still contagious:a) Provision of results of two negative FDA Emergency Use Authorized tests in a row spaced 24 hours apart 3 Updated 5/15/2020

b) No longer has a fever without the use of fever reducing medicationc) Other symptoms have improved such as cough and shortness of breath Plan for acute respiratory treatment care using up to date standard of care.

3. A note from their health care provider.

Respiratory Hygiene

Wash hands often with soap and water for at least 20 seconds or to use hand sanitizer with at least 60% alcohol if soap and water are not available. Inform employees that if their hands are visibly dirty, they should use soap and water over hand sanitizer. Key times for employees to clean their hands include:

● Before and after work shifts● Before and after work breaks● After blowing their nose, coughing, or sneezing● After using the restroom● Before eating or preparing food● After putting on, touching, or removing cloth face coverings● Avoid touching their eyes, nose, and mouth with unwashed hands.

All Staff are strongly encouraged to wear their own cloth face covering.

● CDC recommends wearing a cloth face covering as a measure to contain the wearer’s respiratory droplets and help protect their co-workers and members of the general public.

● Cloth face coverings are not considered PPE. They may prevent workers, including those who don’t know they have the virus, from spreading it to others but may not protect the wearers from exposure to the virus that causes COVID-19.

● Wearing a cloth face covering, however, does not replace the need to practice social distancing.● Supervisors should accommodate staff who are unable to wear a mask. ● Cover their mouth and nose with a tissue when you cough or sneeze or use the inside of their

elbow. Throw used tissues into no-touch trash cans and immediately wash hands with soap and water for at least 20 seconds. If soap and water are not available, use hand sanitizer containing at least 60% alcohol. Learn more about coughing and sneezing etiquette on the CDC website.

Personal Protective Equipment (PPE) will be provided for staff whose job duties require PPE.

● See SFSD PPE guidance for further details.● If you have questions about the use of PPE for your job, please talk to your Supervisor and/or

the Health Services Supervisor.● If you are advised by your supervisor to wear PPE, you MUST review the instruction on proper

use located on the STAFF COVID WEBSITE https://sites.google.com/a/k12.sd.us/sfsd-covid-19-staff-resources/home/face-coverings

Physical Workspace

● Staff must practice routine cleaning and disinfection of frequently touched objects and surfaces such as workstations, keyboards, telephones, handrails, and doorknobs.

● Staff should avoid using other employees’ phones, desks, offices, or other work tools and equip-ment, when possible. Clean and disinfect them before and after use.

● Maintain social distancing, staying at least 6 feet from others.● Staff breakroom chairs and tables must be placed 6 ft apart.● Staff should not approach a coworker’s workplace without being able to maintain 6 ft distance

(i.e. stopping in front of someone’s desk/cubicle). Consider meeting in a space where 6 ft dis-tance can be maintained or calling the person.

● Staff should evaluate their own workspace and see if changes need to be made to allow for 6 ft distance.

● Consider removing personal items that may make it difficult to properly wipe down and clean your workspace.

● Use videoconferencing or teleconferencing when possible for work-related meetings and gather-ings.

● Cancel, adjust, or postpone large work-related meetings or gatherings that can only occur in-person in accordance with state and local regulations and guidance.

● When videoconferencing or teleconferencing is not possible, hold meetings in open, well-venti-lated spaces continuing to maintain 6 feet distance and wear cloth face coverings.

● Use verbal announcements, signage, and visual cues to promote social distancing. Posters can be found on the SFSD COVID-19 website.

● Operational Services will work with Administrators to install partitions at public entry points.● Operational Services to review ventilation in buildings and adjust as needed.● Use signs, tape marks, or other visual cues such as decals or colored tape on the floor, placed

6 feet apart, to indicate where to stand when physical barriers are not possible.

Health Services

Traditional Learning

Health Services to assist in determining health and safety practices required for all operations.

● Health Services to determine PPE required for staff in various educational settings and provide the necessary training for the PPE. See Staff PPE Guidance.

● Health Services will oversee the health screening practices for staff and students. Student and Staff Health Screening will be completed prior to coming into the building. Education will be provided to staff and parents regarding screens. (See Before School Screening sheet). Staff attestation, regarding adherence to the screening prior to reporting to work, will be required prior to the beginning of the school year.

● Health Services will assist in providing education on handwashing, respiratory hygiene, and social distancing.

● Health Services will determine health office safety guidelines:○ Limit the number of healthy students and staff in health office

■ Provide health information to teachers. (See Teacher document for healthy classrooms).■ Healthy supply kits for classrooms.

■ Teachers and all staff to observe for sick students and staff and notify the front office of sick students or staff immediately.

■ Nurses will be mobile when possible. Nurses may go to a classroom or elsewhere in the building to provide care.

■ Determine flow of office (in/out) to prevent close contact of students and staff.■ Daily medication at home if possible.■ Find another space for students who use the health office space as a relaxing/calming

space.■ Ice pack use for significant injuries only.■ Water bottles allowed in the classrooms.■ Teachers can call ahead or send a health office note when sending a sick child- thoroughly

explain symptoms.■ First aid supplies, medications, feminine supplies kept in “healthy space” away from

isolation space.Nurse, clerical, and principal to determine the healthy space and make changes and modifications, as necessary. (i.e. moving medications to a place in the main office area. This may mean obtaining a lock box, adding a lock to a cabinet, moving, and rearranging the space.

■ Establish protocols for students/staff demonstrating COVD-19 symptoms.■ Determine isolation space for students during wait period.

○ May need to use chairs instead of cots so more students can be in the isolation space.

○ Add partitions, curtains etc. as necessary.○ Utilize PPE needed for symptomatic students and staff caring for symptomatic

students.○ Symptomatic students must wear masks while in the isolation area. Staff must

follow the staff PPE guidance.○ Space sick students at least 6 ft apart in the isolation area.○ If sending a student or staff to a healthcare provider, emergency room, or contact

911 EMS – notify of COVID symptoms in advance.○ Sick students must be picked up as soon as possible. Educate parents on the im-

portance of having a contact person available to take a call and pick the child up.○ Inform parents that sick students will not be sent on the bus.○ If transportation assistance is needed for a symptomatic student, local transporta-

tion companies that have implemented safety procedures to transport ill persons may be used. This transportation would only be done with the request and approv-al of the parent.

○ Custodial staff will clean the isolation area and remove the garbage as needed pending use. Office staff or the nurse can call if additional cleaning is needed and when a sick student has been in the office. See Staff PPE Guidance for custodial PPE.

○ Health Services will work with DOH and advise on reports of COVID exposures and positive diagnosis.

■ Health Services will work with Building Administrators and Community Relations to provide appropriate persons notification (i.e. letters, email) of positive cases.

■ Health Services follow SD DOH health exclusion guidelines.■ Health Services will work with DOH on contact tracing and notification of

close contacts and other applicable student and staff groups.

Return to school procedures for students and staff excluded for presumed or diagnosed with COVID-19

● Follow SD DOH and CDC If You Are Sick Guidance (See section- How to Discontinue Home Isolation).

● Follow current federal, state, and local guidance CDC Return after illness.1. Symptom-based strategy:

a) At least 10 days have passed since symptoms first appeared.b) No fever for 24 hours without the use of fever reducing medication.c) Other symptoms have improved such as cough and shortness of breath.

2. Test based strategy – test (if available) to determine if still contagious:a) Provision of results of two negative FDA Emergency Use Authorized tests in a row spaced 24 hours apart [Updated 5/15/2020]b) No longer has a fever without the use of fever reducing medication.c) Other symptoms have improved such as cough and shortness of breath.d) Plan for acute respiratory treatment care using up-to-date standard of care.

Medically fragile students and students with special healthcare needs.

● Provide care in a location away from sick students.● Revise IHP’s to address current healthcare considerations.● Follow CDC guidance for nebulizer and other asthma treatments. See PPE guidance for staff.

○ If a nebulizer treatment or use of a peak flow meter is necessary at school for a student, the number of people present in the room should be limited to the student and the staff member administering the treatment or peak flow meter. If appropriate, based on the student’s age and level of maturity, the staff member could leave the room and return when the nebulizer treatment is finished. After the nebulizer treatment or use of a peak flow meter, the room should undergo routine cleaning and disinfection.

○ Consult with a healthcare provider for alternate asthma medication delivery systems.○ Work with interdisciplinary teams to address needs.○ Communicate with parents and healthcare providers to determine return to school sta-

tus.○ Assist in determining need for home/remote instruction.○ Assist and advise the IEP team (EEAP team, etc.) in determining the need for placement

changes.

Health Services will monitor data:

● Daily tracking of attendance & monitoring for trends.● Daily tracking of staff & students with symptoms of COVID-19 sent home,● Health Services will continue to uphold SD State law regarding vaccination requirements. ● Health Services will actively encourage routine healthcare.

Modified On-Campus Learning

The same procedures will be used as the procedures listed in the Traditional Learning Model.

Remote Learning

Health Services will continue to monitor and ensure compliance with CDC, DOH, and City Health guide-lines and requirements.

● Nurses will continue to connect with students with health needs.● Nurses will ensure medication supply at school and home is adequate.● Nurses will continue required health, Medicaid, and Special Education paperwork.● Health Services will implement and support ongoing disease prevention and safety measures at

work.● Health Services will assist with health and safety procedures for meal and school material distri-

butions.● Health Services will assist with health and safety procedures for essential home visits.● Health Services will assist in determining if/when staff work from home.● Health Services will assist with health and safety procedures for childcare.● Health Services will assist with health and safety procedures for face to face work that must

take place.● Health Services will continue to uphold SD State law regarding vaccination requirements. ● Health Services will actively encourage routine healthcare.● Health Services will work with DOH and advise on reports of COVID exposures and positive

diagnosis.● Health Services will attend Emergency Operation Centers meetings held by the City, and reg-

ularly scheduled meetings with the Superintendent and the COVID-19 Leadership Response Team.

SFSD COVID-19 PPE GUIDANCE

STAFF PPE• All Staff (other than what is outlined below). Expected to wear cloth face coverings• All Staff performing routine cleaning of frequently

used surfaces.Required to wear disposable gloves

• Public Facing Staff (i.e. receptionist/clerical) un-less plexiglass partition is in place.

Expected to wear cloth face covering

• Staff who MUST go into homes • Staff who are working hands on (less than 6 ft)

with a student continuously for 15 minutes or greater (i.e. B-3, therapists)

Required face shield OR procedural face mask Use both when possible.

(work such as speech therapy, may not be conducive to wearing a procedural face mask)

Staff (i.e. Nurses and Clerical) who: • Care for COVID-19 symptomatic students and

staff• Perform asthmatic healthcare procedures (i.e.

nebulizers)

Required procedural face mask + face shield, gloves, gown

• Custodial staff who clean areas where persons with COVID-19 or person suspected of COVID-19 have been

Required procedural face mask, gown, gloves

*Cloth face coverings are meant to protect other people in case the wearer is unknowingly infected but does not have symptoms. Cloth face coverings are not surgical masks, respirators, or other medical personal protective equipment. Surgical masks, respirators, or other medical personal protective equipment should be reserved for use by health care professionals. **Health Services will work with supervisors to determine job duties/work that requires PPE based on CDC guidance.***Per the SD DOH procedural face masks can be used for two days.

● All staff who use PPE must be trained in proper use. Training videos and documents can be found on the district COVID-19 website https://sites.google.com/a/k12.sd.us/sfsd-covid-19-staff-resources/home/face-coverings. The School Nurse can assist with training and questions.

● Routine/non-COVID-19 PPE is not outlined in this document but should continue as normal.● If you have any questions about PPE use, please contact Health Services.● Staff who request to use their own PPE, not outlined in this document, should consult with Health Ser-

vices for discussion regarding CDC recommended use.● Remember PPE is one safety measure in a hierarchy of safety measures.

Transportation

Traditional Learning (Bus)

Student Expectations● Students should wash hands for 20 seconds before leaving home each morning.● Transportation staff are expected wear cloth face coverings.● Students are expected to use cloth face coverings.● Hand sanitizer will be available on the bus for students and staff. All riders will be encouraged to

use hand sanitizer as they get on the bus.Transportation Staff Expectations

• SBI staff must complete the COVID questionnaire each day before starting their routes.o Staff must answer “NO” to all questions. o If they cannot, they must leave work.

• Disinfecting wipes will be available on the bus for SBI staff to wipe railings, if time, after each route.• At the end of the day, staff will wipe clean, spray, and let dry overnight.• Keep bus windows partially opened, when possible.• If a staff or student tests positive for COVID, the bus they were on will not be used again until

appropriate cleaning and disinfecting has occurred.o Wait 24 hours before cleaning and disinfecting.

• Toys on the bus for ECH, RISE students will need to be cleaned and disinfected after each route if it was touched by a student.

• No signatures required for SPED students at the drop off.o An adult will need to show ID to receive the child off the bus.

• Principals and school staff will develop assigned seating for students on buses with the goal of keeping family cohorts and classroom cohorts together, when possible.

Modified On-Campus Learning (Bus) ● The same procedures will be followed as listed in the Traditional Learning Model, except for

reduced ridership.

Remote Learning (Bus)

● SBI will coordinate with Food Service and Principals to run pre-established routes to deliver meals and homework.

● Jane Addams routes for EIC remain the same pick up/drop off times so meals and homework can be delivered.

Traditional Learning (Cab)

● Cab staff will wipe down all hard surfaces with disinfectant after each route.● Drivers are expected wear cloth face coverings.● Hand sanitizer will be available for drivers and passengers to use.● Drivers must complete COVID questionnaire each day before starting their routes. Must be able

to answer “NO” to all questions or will need to go home.● Keep windows partially opened for ventilation, when possible.● If a driver or passengers test positive for COVID, the cab they were in will not be used until after

cleaning and disinfecting has taken place.○ Wait 24 hours before cleaning and disinfecting.

Modified On-Campus Learning (Cab)

● Schools/Departments will indicate on the Cab Request Form what days students will be on cam-pus during modified learning.

● The same procedures will be followed as listed in the Traditional Learning Model.

Building Use

Operational Information

The District will suspend use of school facilities by outside organizations until the end of first quarter (October 28, 2020) to allow students and staff to establish new routines.

Organizations impacted include, but are not limited to:● LSS Mentor Program● TeamMates Mentor Program● Use by YMCA, EmBe, Boy/Girl Scouts, SDYSO and similar programs that use school facilities,

etc. (If organizations can meet outdoors after school, that access will be approved.)

District will review the tentative opening date of October 28 on or about September 30 to confirm that date or suggest a future date, if public health necessitates.

Partnerships for Student Success

The District relies on several community partners to deliver services essential to student success. These partners provide 1:1 and group counseling services for students who need additional support and WILL be permitted during the 1st quarter. Examples include, but are not limited to:

● Avera Behavioral Health● LSS PATH Program● Southeastern Behavioral Health● Children’s Connection● TRIO

School Day Community Center Programs

● Community Center activities that will continue while schools are open and in session are:○ Senior Walking Program at Morningside 8-10am○ Toddler Playtime 10am-Noon twice a week

● Patrons will follow the same protocols already established in that they enter through the doors and flow right into the Community Center and there is little/no contact with school staff or students.

● Cleaning protocols already in place, reviewed and mutually agreed upon by SFSD Health Services, Operations, Community Relations and City of Sioux Falls Parks and Recreation Department.

After School Programs

● Kids Inc. will run in elementary school buildings (daycare, essential need).○ The Community Centers (located at 5 elementary schools with shared gym space) will

continue to operate with limited capacity, from 3-6pm on school days (daycare, essential need).

○ Waivers will be required by the city for students to participate● Capacity will be determined by City of Sioux Falls staffing.● YMCA After-school Program will run in middle school buildings (teen supervision, essential

need).

Howard Wood Field

Outdoor events scheduled to occur at Howard Wood Field during the suspension will be considered on a case-by-case basis.

Evening Activities at Community Centers

The City of Sioux Falls determines the use of their gym space in the evenings at Community Centers.

Miscellaneous Building Use Items

● Community Relations will formally contact all organizations that use facilities between now and October 28 to inform them of the suspension.

● Community Relations will inform all groups that they will need to submit a COVID-19 Prevention Plan prior to their future use after October 28. (checklist template found on following page)

● Parent groups that support schools or programs could request to hold evening meetings that would typically be at the school at IPC during the time buildings are not able to be used. This allows school building custodians to focus on their increased daily cleaning regimens to ensure student and staff safety.

● Community Education classes for adults could be held at IPC, but not in school buildings, during the suspension.

● For all meetings/classes held at IPC, we will use ComEd registration to notify anyone who may have been in the building when there was a positive case. (Won’t likely be a close contact, but possible.) Boosters/PTOs, etc. that use the building would be asked to take roll at the meeting to allow for notification, if necessary.

Use of School Facilities COVID-19 Prevention Checklist

As a publicly funded entity, the Sioux Falls School District welcomes the use of school facilities by community organizations pursuant to Policy KF/KF-R.

While the District recognizes the significant benefit community activities play in enhancing the lives of students and adults, it is prudent to limit the community’s exposure to COVID-19 during the pandemic.

At such time that the District identifies organizations that can use school facilities again, organizations wishing to secure building use will be asked to submit a COVID-19 prevention plan.

COVID-19 Prevention Plan: complete the following checklist outlining your organizations plan to protect participants for your activities.

Organization Name:

Contact Person:

Contact Person Role:

Phone Number:

Email Address:

Mailing Address:

Social distancing and excellent respiratory hygiene remain key methods to decreasing exposure to COVID-19. With this said, please provide information as to how your organization will:

Player and Spectator Movement: How will you:Adjust scheduling of practices and games to allow for participants or teams to arrive and leave separately?Provide separate designated areas for warm ups, team gatherings, and spectators to maintain social

distancing (6’)?Educate and inform/communicate to participants and spectators restricted use of shared equipment and

other safety protocols?

Equipment: How will you:Require participants to bring their own water bottles and not rely on team or facilities provided?Establish protocols for sanitizing shared equipment?Provide supplies for participants, officials, and parents to sanitize their hands frequently?Regularly clean common use areas (i.e. benches)?

Activities: How will you:Communicate changes in participant behavior during activities (i.e. no shaking hands, high fives, and team

huddles)?Educate officials, players, and coaches around playing conditions and/or activity rules being modified to

support social distancing (for example – where officials stand, number of players in a dugout, coach’s meetings, and awards)?

Communication: How will you?Advise participants, officials, and parents to stay home if they are not feeling well?Address non-compliance for spectators, participants, and coaches?Provide signage instructing participants and spectators about the conditions that are required for your event

to take place? Please provide a list and example(s) of the verbiage.Communicate and enforce designated seating areas to increase social distancing between spectators and

social distancing between players?

Stakeholders/Communication - DeeAnn Konrad

Clear, consistent communication is key to reducing confusion and bringing a sense of calm when change is evident. SFSD believes two-way communication with, and between, internal and external stakeholders is essential to building trust and strengthening relationships. To that end, the Stakeholders/Communications Team established the following guiding principles:

Guiding Principles

C.1: Develop a communication plan that is adaptable, localized (SF or even school-specific)C.2: Provide accurate (facts over fear), timely communications in delivery methods specific to each stakeholder group’s needs, w/special attention to groups unengaged with traditional delivery methodsC.3: Inform stakeholders of timeline and create central location for information about SFSD planningC.4: Support communication needs of identified SFSD work and pillar groups

These guiding principles represent sound communication practices and must be considered flexible to meet the needs of stakeholders as information about COVID-19 and its impact on schools, staff, and students becomes more widely known.

Develop

Provide

Inform Support

Guiding Principal Strategies Who TacticsC.1 - Develop adaptable communications plan

❑ Determine the type, content, and frequency of internal communication (who communicates what, when, and to whom - this includes regular and intentional communication with the school board).

❑ Determine the type, content, and frequency of external communication (who communicates what, when, and to whom).

❑ Develop the following communication supports for the home-school connection:

● Parent Handbook

● Regular electronic communication and all-district phone, email, app, and text delivery

● Classroom Use Video/KLRN-TV Videos/Message Board

● Public address announcements at activities/events

● Traditional home-school communication (e.g., postal mail) when necessary

● Translation services are used when appropriate

● Use of a common platform for communication beyond email (e.g., Remind, Blackboard), and

❑ Report communication needs, progress, and results during COVID Response Team meetings in order to review, monitor efficacy of communication, and determine next steps.

Konrad/Stavem

· Comm/Stake Team

- Audiences include: staff, students, school board, non-profit and for-profit partners

Konrad/Stavem

· Comm/Stake Team

- Audiences include parents, students, community mem-bers

Konrad/Uthe/Schumacher

Konrad – overview

Uthe – report on social media

E-Newsletters containing Board Reports & Info

● Bi-weekly

District Dialogue

● Mondays

Supt Message

● As Needed, At Least Monthly

COVID-19 Resource Center (website)Smore Newsletter Updates

Superintendent’s Column

Healthy Habits 101 Videos (available on YouTube in Eng/Span) Posted on COVID-19 Resource Center and printed (available in Eng/Spanish)

ParentLink (phone, email, app)

Remind (text)

District News Minute

Positive Parenting

Reminders for printed programs and public address use

District’s Annual “Ignite” Publication

In-district translation when available, plus local translation services

Staff training during in-service

C.2 - Provide time-lines and processes for change in District deliv-ery models

❑ Work with the district emergency operations plan team to align communication processes/protocols.

Consider:

● The different audiences for communication and critical messages each require;

● Who is responsible for developing communication messages in the event of a change in district delivery model;

● How messages will be delivered (to who, in what order, with what support);

● Follow-up support needed for staff, students, and families (who, how, when, for how long); and

● Determine the efficacy of communication.

Konrad / Comm/Stake Team / Bob Bray

Parents/Students/Staff/Community

Konrad/Uthe/Schumacher

ParentLink, Remind, COVID-19 Resource Center, local media, Facebook, Twitter, daily school announcements/reminders/trainings for students and staff

Survey, As Needed

C.1 - Establish accurate internal and external communication process/protocols regarding health and safety.

❑ Support routine communication with parents and staff regarding steps the school is taking to promote health and safety of students and staff.

❑ Identify and address potential language, cultural, and disability barriers associated with communicating health and safety information to school community and staff.

❑ Consider having a centralized voicemail, email, or webpage to address incoming questions or concerns on COVID-19 topics, environmental health, and safety-related issues.

❑ Coordinate communications directly with:

● Local public health offices in the following circumstances:

Prior to releasing info on communicable disease outbreaks, include messaging regarding closure, dismissal, or event cancellation; and

School health service and risk management reviews, updates school emergency plans and provision of essential services (e.g., local public health, emergency management)

Konrad / Comm/Stake Team

Konrad / Comm/Stake Team (Patti LT/Demi/Barb AS)

Konrad / Comm/Stake Team

Konrad/Satter

Posters/School Announcements/ParentLink, Remind, etc.

Email created June, 2020: covid.sfsd@k12.sd.us

Phone line: Weather Hotline will be used: 9-330-5172

As needed

C.4 - Support Communi-cation needs of identified SFSD work and pillar groups

Konrad/Comm/Stake Team Ongoing

Students

Action/Task Strategies/Responsibilities Frequency/When?

Inform & Educate Signage to Support Expectations and New Practices

By August 15 (Principals rec’d in June; add’l can be picked up at General Admin)

Daily Announcement Reminders As Needed August 27 and Beyond

Video Series Filmed July 9, available July 16 - Youtube

Parents

Action/Task Strategies/Responsibilities Frequency/When?

Seek Understanding

Parent Survey June 18, 2020July 20, 2020Possible August 2020

Inform & Educate Parent Handbook August 15Video Series Filmed July 9, available July 16 - Youtube

Updates/Information from District Board Reports July 13, July 27, August 10, August 24

Updates from Schools/Principals August 2020 and Beyond

Teachers/Staff/Substitutes

Action/Task Strategies/Responsibilities Frequency/When?

Seek Understanding

Survey Staff July 17, 2020

Let’s Talk Tab on inSite/Website July 13, 2020 & Beyond

Inform & Educate District Dialogue Weekly Email Mondays beginning July 13, 2020Staff E-Newsletter Bi-Weekly / ongoing

Signage to Support Expectations and New Practices

By August 15 (Principals rec’d in June; add’l can be picked up at General Admin)

Communication from Principals Ongoing, beginning July 13, 2020

District Provided PowerPoint July 20, 2020 and Beyond

Information from HR Email, as needed - June 29, 2020 & Be-yond

Staff Handbook TBD

General Session August 20, 2020

Action/Task Strategies/Responsibilities Frequency/When?

Inform & Educate R2L Planning Report Board Meetings - July 13, July 27, August 10, August 24 and beyond

Regular Communication As needed

Union Leadership

Action/Task Strategies/Responsibilities Frequency/When?

Seek Understanding

June 29, 2020 Email Regarding Accom-modations

As needed

Meetings regarding MOU development July 2020

Public Comment at School Board Meeting July 13, 2020

As requested

Inform & Educate Meetings As requested

Community

Action/Task Strategies/Responsibilities Frequency/When?

Seek Understanding

Let’s Talk! Received and response sent in 48 hrs.

Inform & Educate Bill Zortman “It’s Your Business” - radioArgus Leader - newspaperKELOLand TV - televisionDakota News Now - televisionSD Public Radio - radio

As requested

Great Sioux Falls Area Chamber of Com-merce

July 22, 2020

Rotary Invitation/Presentation August 2020

Public service announcements on speaker and in programs at events

Beginning June 27/28 & Beyond

School Board

Resources - Todd Vik

Financial Resources

The District has identified five potential federal resources specifically to aid in funding COVID-19 related expenses. These resources are:

● ESSER Grant: Formula grant through the SD DOE for approximately $4.3 million available for a wide variety of SFSD COVID-19 expenses.

● Federal Health and Human Services Grant: Approximately $273,000 directly from the Federal Government for one-time actions or activities to prevent, prepare for, and respond to COVID19 in the early child setting - This is a non-competitive grant.

● Governor’s Emergency Education Relief Fund: Approximately $5.7 million available to public K-12 Schools on a competitive basis. Grant applications will prioritize quality remote learning as schools prepare for many possible scenarios this next school year, teacher professional development, and support of students as they come back from extended school closures.

● Coronavirus Relief Fund (Federal Aid to States): $1.25 billion allocated to SD to be spent on new activities related to the Coronavirus response as determined by the Governor. Funds are available to support counties, cities, and schools with expenses related to the pandemic. It is unknown how much, if any, funding will be available for public school districts.

● FEMA: Funding for response and mitigation to the effects of the Coronavirus are available through the State, then to Minnehaha County, and eventually to local governments within the County. Applications are made to the County, and it is uncertain how much will be allocated to schools.

Financial Expenditures

All working groups have identified over 100 line-items totaling approximately $7.8 million of potential Coronavirus related expenditures. The District Executive Team is reviewing and ranking the requests and approving requests where timeliness is critical. A detailed supplemental Coronavirus budget will be submitted to the Board in September.

Instructional Core - Dr. Teresa Boysen

Early Childhood Expectations and Guidance

Introduction to Birth - 3 and Early:

District early childhood staff have designed this plan as a precautionary measure in the event that we would need to move to alternate learning models. The intent of this plan is to provide educators with guidelines for learning models (remote, modified on-campus, and traditional) which will be used to continue to support the teaching and learning of our students. If you have questions about the expectations listed below, please contact your building leader.

Guiding Principles

1. Instruction will be consistent across the district using the district approved curriculum, programs, and resources.

2. Birth - 3 and Early childhood sites will have a consistent Learning Management System to deliver instruction.

3. Evidence of engagement will be monitored, documented, and communicated to families.4. Create cohesion between all stakeholders including, but not limited to, Gen Ed, SPED, and

Specialists for collaborative and instructional purposes.5. Develop relationships with families to support all instructional models.

Birth - 3 and Early ChildhoodRole Expectations Mode of Instruction FrequencyBirth - 3 Team Members

Staff will:

Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all PreK-5 teachers.

Develop an IFSP delivery for all learning environments allowing for pivoting without disruption and informing all stakeholdersDocument communication with parent/student as attempts to make progress on IFSP outcomes accountability document.

Hold IFSP meetings and initial eligibility meetings working closely with B-3 Coordinators.

Discuss with families the importance of developing a contingency plan for delivery of specialized instruction (FAPE) in the event there is an extended school closure.

Refer to the Special Education IFSP/IEP Guidance (state or district) for holding IFSP/IEP meetings during extended school closure.

As a team, define how we will continue to provide FAPE and track progress on the student’s IFSP outcomes in the event there is an extended school closure.

Utilize Seesaw to deliver synchronous and asynchronous instruction to families.

Develop relationships with children and families and determine family access to technology and Internet. Provide families access to the Seesaw.

Utilize Seesaw with families consistently to engage in synchronous and asynchronous activities.

Include all team members on necessary communication with families and other providers.

Coordinate team meetings 2x a month.

Develop weekly/monthly goals with families.

Develop family friendly activities with the use of common household items or ensure materials are available to families in the event of an extended school closure.

Provide families with regular feedback and support utilizing a preferred method (Face to Face, Seesaw, phone, email, letter, Google Meet, etc.).

Utilize a consistent data collection sheet.

Use the HELP Developmental Checklist to guide and support children and families with outcomes.

Make paper packets available for families that do not have access to technology. Must include step-by-step instructions and materials necessary for all lessons.

Document all contacts and attempts with families.

Utilize Seesaw, REMIND, Language Line, or A-Z to communicate with ELL families ensuring regular communication.

Online

All Modes

All Modes

All Modes

Remote, Modified

All Modes

All Modes

All Modes

All Modes

All Modes

All ModesAll ModesAll Modes

All Modes

Remote/Blended

All Modes

Remote/Blended

All Modes

All Modes

Multiple Sessions

Ongoing

Ongoing

Ongoing

Intermittently

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

OngoingOngoingOngoing

Ongoing

Intermittently

Ongoing

Intermittently

Ongoing

Ongoing

Expectations by Role

Early Childhood Teacher

Staff will:Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all PreK-5 teachers. Utilize Seesaw and Google Meet to deliver synchronous and asynchronous instruction to students.

Connect and build relationships with students and families during a virtual open house. This time will be used to welcome, share instructional models, learning platforms, learning expectations, and social emotional goals. Utilize the Seesaw consistently to engage students and families in synchronous and asynchronous activities. Plan and collaborate regularly with related service providers (speech, OT, PT, Interpreters) and support specialists (teacher coordinators, behaviors specialists, behavior facilitators, autism team leaders) to support student learning.

Develop weekly Learning Boards/lessons and make available to all families (posted on the website, Seesaw, printed, mailed).Link all activities and/or lessons to one or more of the 15 School Readiness Goals- (specific alignment documented in lesson plans).

Develop activities and/or lessons with the use of common household items or ensure materials are sent home in a take home packet.Include a schedule of activities for each day, EX: -Monday, 10:00AM and 2:00PM live Dialogic Reading lesson -Math sorting activity: using a crayon, draw a circle and cut it out - take a pic for your teacher and post to Seesaw.Delivery a minimum two Dialogic Reading and two Numbers Plus lessons, with differentiation, per week via Seesaw/Google Meet.Plan two additional 15 min /activities a week, with differentiation. Must include step-by-step instructions for students and families utilizing Seesaw (ex. motor, social emotional, pretend play, alphabetic knowledge, etc.).Suspend toothbrushing and family style meals. Provide families with regular feedback and support regarding student participation, engagement, and achievement (Seesaw, Google Meet, phone, email, letter, etc.).Collect COR notes in each area with a minimum of 1 note per week per child. (collection can be obtained through lesson delivery, parent report, photos, or other resources identified).Make paper packets available for families that do not have access to technology. Must include step-by-step instructions and materials necessary for all lessons.Coordinate with Administration determining how families will pick up or obtain printed materials and lessons.

Document all contacts and attempts with families on Insite.Utilize Seesaw, REMIND, Language Line or A-Z ensuring communicate with ELL families. Post weekly Learning Boards to Seesaw. Establish open office hours via Google Meet at least twice a week for one hour with varying times (to accommodate families). Respond to email correspondence from families within 48 hours of receipt (contracted time).

Online

All Modes

All Modes

All Modes

All Modes

Remote, Modified

Remote, Modified

Remote, Modified

Remote, Modified

Remote, Modified

Remote, Modified

All ModesRemote, Modified

Remote, Modified

Remote, Modified

Remote, Modified

All Modes

All Modes

Remote/Modified

Remote/Modified

Remote/Modified

Multiple Sessions

Ongoing

Ongoing

Ongoing

Ongoing

Intermittently

Intermittently

Intermittently

Intermittently

Intermittently

Intermittently

OngoingIntermittently

Intermittently

Intermittently

Ongoing

Ongoing

Ongoing

Intermittently

Intermittently

Intermittently

Early Childhood -Special Education

Develop an IEP delivery for all learning environments allowing for pivoting without disruption and informing all stakeholders.

Document communication with parent/student as attempts to make progress on IEP goals in IEP on accountability document.

Hold annual IEP meetings and eligibility meetings.

Create a contingency plan to provide FAPE and progress on IEP goals during remote and blended learning.

Refer to the Special Education IEP Guidance for holding IEP meetings during extended school closure.

Coordinate and develop a plan, with all IEP team members including related service providers, the plan to continue delivering FAPE in the event remote learning would occur.

Ensure students and families have access to all necessary communication structures such as picture schedules and/or assistive technology.

Document IEP progress and communication using the accountability form AND on Insite.

Work closely with IEP Facilitators and all other team members ensuring IEP timelines and eligibility meetings are met.

Develop a plan for how to make IEP copies or evaluation information available to families prior to when meetings must occur (email, mail, pick up at school).

Schedule virtual IEP meetings to the greatest extent possible.

Regularly monitor guidance disseminated by the Special Education Department.

All Modes

Remote/Modified

Remote/Modified

All Modes

Remote/Modified

Remote/Modified

Remote/Modified

Remote/Modified

All Modes

Remote/Modified

Remote/Modified

All Modes

Ongoing

Intermittent

Intermittent

Ongoing

Intermittent

Intermittent

Intermittent

Intermittent

Ongoing

Intermittent

Intermittent

Ongoing

Head Start Nursing

Nursing will:

Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purpos-es by all PreK-5 teachers.

Support Head Start families by providing ac-cess to district and community resources.

Online

All Modes

Multiple Session

Ongoing

Teacher Coordinators

Teacher Coordinators:

Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all PreK-5 teachers.

Utilize Seesaw consistently to engage and support teachers in the development of synchronous and asynchronous activities.

Plan and collaborate weekly with teachers/teams supporting student learning.

Support teachers in linking all activities and/or lessons to one or more of the 15 School Readiness Goals- (specific alignment documented in lesson plans).

Support teachers’ development of activities and/or lessons with the use of common household items or ensure materials are sent home in a take home packet.

Monitor and support teachers by providing feedback on the collection of COR notes in each area (collection can be obtained through lesson delivery, parent report, photos).

Online

All Modes

All Modes

All Modes

Remote/Modified

Remote/Modified

Multiple Sessions

Ongoing

Ongoing

Ongoing

Intermittently

Intermittently

School Leaders

School Leaders will:

Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all PreK-5 teachers.

Communicate expectations to staff regarding all models of learning and consistent use of the LMS.

Monitor and support staff in their planning and development of procedures for all mod-els of learning.Utilize the Seesaw to develop relationships and engage with families, send schoolwide messages, and monitor staff implementation

Online

All Modes

All Modes

All Modes

Multiple Sessions

Ongoing

Ongoing

Ongoing

Elementary Learning Expectations and Guidance

Introduction for Elementary Staff

District elementary staff have designed this plan as a precautionary measure in the event that we would need to move to alternate learning models. The intent of this plan is to provide educators with guide-lines for learning models (remote, modified on-campus, and traditional) which will be used to continue to support the teaching and learning of our students. If you have questions about the expectations listed below, please contact your building leader.

Guiding Principles

1. Plan will allow buildings to move fluidly between all models without a loss of learning.2. Instruction will be consistent across the district using the district approved curriculum, programs,

and resources.3. Elementary buildings will have a consistent Learning Management System to deliver instruction.4. Evidence of engagement will be monitored, documented, and communicated to families.5. Create cohesion between all stakeholders including, but not limited to, Gen Ed, SPED, and Spe-

cialists for collaborative and instructional purposes.6. Develop relationships with families to support all instructional models.

Grades K-5Role Expectations Mode of Instruction Frequency

Elementary Helpful Links:● Physical Education Shape Reentry Resource

Expectations by Role

Grades K-5Role Expectations Mode of In-

struction Frequency

Students and Fami-lies

Students and Families will:

Commit to engagement and effort during all modes of learning.

Commit to completing tasks assigned via Seesaw.

Establish routines and procedures for all modes of learning.

Utilize provided materials and devices.

Utilize resources provided by district (internet, meals, device, interpreters, social workers, counselors).

Access Seesaw daily.

Continuous communication between all stakeholders.

Utilize the district provided platform, Seesaw, for learning and instruction.

Complete assignment/tasks in a timely manner to demonstrate understand-ing.

Understand that students will be held accountable for completing assigned tasks and feedback and grades will be provided.

Understand students will be engaged in learning, which could possibly cause frustration and struggle, therefore students/families should ask for help when needed.

Participate in classroom meetings and synchronous learning.

All Modes Ongoing

General Education Teacher

Teachers will:

Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all K-5 teachers.

Connect and build relationships with students and families during a virtual or small group format open house. This time will be used to welcome, share instructional models, learning platforms, learning expectations, and social emotional goals.

Utilize Seesaw to provide communication regarding assignments, tasks, class meetings or live instruction links to students and families.

Follow the district designed and approved Instructional Framework of core content programs (CCC and Investigations) to provide instruction.

Engage students in an instructional loop of teaching, learning, and feedback. The instructional loop will include a variety of instructional delivery techniques (small group, whole group, recorded, live, etc.) within all instructional models.

Establish clear expectations using I Can statements to be a part of the instructional framework and instruct students on technology etiquette and use during learning.

Utilize asynchronous and some synchronous instruction during the first month of school to build familiarity with the learning platform.

Utilize asynchronous instruction to deliver instruction daily.

Utilize synchronous instruction at least once per day for ELA and Math.

Awareness of students and understanding of the plan for those students who require accommodations through an IEP, 504, EL, and/or related services.

Collaborate with support specialists (SIPPS, ELL, SPED) on a weekly basis to meet the needs of students who require specialized instruction, language support, accommodations, and/or interventions specific to missed learning opportunities.

Participate in a weekly collaboration model with a focus on student achievement. Teachers will coordinate efforts to plan for and analyze student work as well as determine interventions needed.

Provide families with weekly feedback (written or verbal) regarding student engagement, participation, and academic achievement. The communication should be seen as an opportunity to build relationships with families.

Establish open office hours via Google Meet at least twice a week for one hour with varying times (to accommodate families).

Collect data-based evidence, per guidance in instructional framework, of student engagement and assignment completion.

Create opportunities via Google Meet for students to gather as a learning community to support social emotional learning goals.

Respond to email correspondence from families within 24 hours of receipt (contracted time).

Online

All Modes

All Modes

All Modes

All Modes

All Modes

All Modes

Remote, ModifiedAll ModesAll Modes

All Modes

All Modes

All Modes

Remote, ModifiedAll Modes

Remote, Modified

All Modes

Multiple Sessions

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Weeks 1-4

Intermittent

OngoingOngoing

Ongoing

Ongoing

Ongoing

Intermittent

Ongoing

Intermittent

Ongoing

Special Education Teacher

IEP Support Practices For all Learners:Develop an IEP delivery for all learning environments allowing for pivoting without disruption and informing all stakeholders.

Document communication with parent/student as attempts to make progress on IEP goals in IEP on accountability document.

Hold annual IEP meetings and eligibility meetings

Create a contingency plan to provide FAPE and progress on IEP goals during remote and blended learning.

Refer to the Special Education IEP Guidance for holding IEP meetings during extended school closure.

Instructional Practices For all Learners:Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all K-5 teachers.

Utilize the LMS (Seesaw) to provide synchronous and asynchronous instruction to students.

Post a minimum of 2 live/recorded video lessons per service area per week.

Collaborate with general education teachers to connect and build relationships with students and families during a Parent Learning Academy.

Establish open office hours via Google Meet at least twice a week for one hour with varying times (in an attempt to accommodate families).

Respond to email and other communications from families within 24 hours during contracted work week.

Coordinate with general education to implement appropriate accommodations within remote and modified learning.

Collaborate with families to provide SEL support for students in remote and modified learning.

Connect and build relationships with students and families during a virtual open house. This time will be used to welcome, share instructional models, learning platforms, learning expectations, and social emotional goals.

1.) ResourceParticipate in a weekly collaboration model with a focus on student achievement. Teachers will coordinate efforts to determine interventions needed.

Coordinate and collaborate with grade level team/general education to include support staff and specialists, as appropriate, to coordinate instruction and instructional supports for students (to include all related service providers, autism specialists, behavior specialists, and assistive tech specialists).

2.) Tier II (general education and special education students)Coordinate and collaborate with grade level team/general education to include support staff, facilitators, and specialists, as appropriate, to coordinate instruction and instructional supports for students (to include all related service providers, autism specialists, behavior specialists, and assistive tech specialists).

Facilitate small group instruction to support students utilizing SEL strategies.

3.) Bridges Follow the district designed and approved scope and sequence of core content programs (CCC and Investigations) to provide instruction.

Coordinate and collaborate with support staff and specialists, as appropriate, to coordinate instruction and instructional support for students (to include all related service providers, autism specialists, behavior specialists, and assistive tech specialists).

Facilitate small group instruction to support students utilizing SEL strategies.

4.) RISEFollow the district designed and approved scope and sequence of core content programs utilizing the core content connectors to provide instruction.

Coordinate and collaborate with support staff and specialists, as appropriate, to coordinate instruction and instructional support for students (to include all related service providers, autism specialists, behavior specialists, and assistive tech specialists).

All Modes

Remote/Modified

All Modes

Remote/Modified

Remote/Modified

Online

All Modes

Remote/Modified

All Modes

Remote/Modified

All Modes

All Modes

Remote/Modified

All Modes

All Modes

All Modes

All Models

All Modes

All Modes

All Modes

All Modes

All Modes

All Modes

Ongoing

Weekly

Ongoing

One Time

Intermittent

Several Sessions

Ongoing

Weekly

Ongoing

Weekly

Ongoing

Weekly

Weekly

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

EL Teacher English Learner instruction is a civil right that will be provided to all ELs in all modes of instruction.

Create individual accounts in Learning A-Z for all students. Utilize this resource to enhance speaking, listening and reading skills in traditional instruction to ease the transition to and from remote learning.

Assign practice opportunities using Learning A-Z to keep students speaking and listening to English.

Follow the curriculum companion guides written for each grade level. Students will receive pre-teaching exposure for the upcoming week of Collaborative Classroom instruction.

Provide opportunities to practice all domains of language acquisition each week.

Use Seesaw to organize and facilitate learning activities.

Provide a minimum of one synchronous session each week to maintain relationships with students and provide additional practice of speaking and listening. Each student in the session will have the opportunity to speak and listen to academic English in each session.

Synchronous sessions will be recorded, and links posted to Seesaw for students to re-watch or for absent students to learn from.

All new learning should be presented in asynchronous videos and posted to Seesaw for students.

Maintain communication with liaisons in order to best serve families.

Participate in Seesaw training.

Collaborate with classroom teachers to maintain pacing and cohesion with lessons. Communicate about student data and interventions needed.

Communicate with families/students on a weekly basis.

All Modes

All Modes

Remote

All Modes

All Modes

Remote

Remote

Remote

Remote

All Modes

All Modes

All Modes

Remote

Daily

Daily

Weekly

Weekly

Weekly

Daily

Weekly

Weekly

Weekly

Weekly

As Provided

Weekly

Weekly

Counselor Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS) to be utilized for teaching, learning, and assessment purposes by all K-5 teachers and counselors.

Collaborate with general education teachers and administrators for counselor incorporation into the Parent Learning Academy.

Collaborate with staff and families to identify, provide, and monitor additional supports to students who are struggling socially, emotionally, behaviorally, or academically.

Design virtual system for delivery of counseling curriculum.

Follow established protocol when working with programs within Avera Behavioral Health, SEBH, LSS PATH to assist families with mental health needs.

Follow regular office hours to instill boundaries and professional expectations for students/families.

Respond to parent and student emails within 24 hours.

Collaborate with classroom teachers for implementation of Career and SEL curriculum.

Participate in collaboration meetings at building/district levels and with counselors within Triads.

Create and maintain counselor websites/smores.

Follow CDC and district guidance on cleaning and sanitizing materials, furniture, and office space.

Online

All Modes

Remote/Modified

Remote/ModifiedAll Modes

All Modes

All Modes

All Modes

All Modes

All Modes

All Modes

Several Sessions

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

School Home Liaisons

Use texting groups, WhatsApp, and Talking Points to communicate with families.

Communicate with school staff regarding student/family issues that will impact a student’s education.

Attend collaboration meetings.a. These will be via Google Meet if in Remote Learning.

Use facemask and shield when doing home visits.

Use personal abilities or support services to translate important information with families.

Support EL staff with coordination of IEP or LAP meetings or conferences.

Assist families with connections to community resources.

All Modes

All Modes

All Modes

All Modes

All Modes

All Modes

All Modes

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Social Workers

Participate in professional development to prepare for use of Learning Management System (LMS) to be utilized with students and families.

Participate in social work collaboration meetings.

Follow regular office hours to instill boundaries and professional expectations for students/families.

Conduct home visits following SD DOH, CDC, and Health Services protocol.

Collaborate with staff and families to identify, provide, and monitor additional supports to students who are struggling socially, emotionally, behaviorally, or academically.

Coordinate with community service providers to match families with wrap around services for but not exclusive to homeless and crisis intervention needs.

Provide services as intermediary with school and court as needed for truancy.

Participate in SPED evaluations, continue to serve as SPED team member.

Follow CDC and district guidance on cleaning and sanitizing materials, furniture, and office space.

All Modes

All Modes

All Modes

All Modes

All Modes

All Modes

All Modes

All Modes

All Modes

Ongoing

Weekly

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

OngoingBehavior Facilitator

Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all PreK-5 teachers.

Coordinate and collaborate with special education teachers in supporting students’ instruction.

Participate in training to support social/emotional learning (Zones of Regulation and/or Trauma Informed).

Reinforces instructional/behavioral objectives for students.

Support students in completing tasks and accessing general education instructional content within the online platform.

All Modes

All Modes

All Modes

All Modes

Remote/Modified

Multiple Sessions

Ongoing

Ongoing

Ongoing

Weekly

Specials Teachers

(Music, PE, Art, Lib., etc.)

Specialists will:Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all K-5 teachers. Utilize Seesaw to provide synchronous and asynchronous instruction to students.Follow the district designed and approved scope and sequence of standards based on curriculum to provide instruction.Engage students in an instructional loop of teaching, learning, and feedback. The instructional loop will include a variety of instructional delivery techniques (small group, whole group, recorded, live, etc.) within all instructional models. Participate in a monthly collaboration model with a focus on student achievement. Teachers will coordinate efforts to support the instructional framework and determine instruction to support.Provide families with feedback regarding student engagement, participation, and academic achievement as needed and in coordination with gen ed teachers. The communication should be seen as an opportunity to build relationships with families.Collaborate with classroom teachers to design lessons that can be integrated into core content OR delivered as stand-alone lessons within the gen ed classroom environment.Establish open office hours via Google Meet at least twice a week for one hour with varying times (to accommodate families). Respond to email correspondence from families within 48 hours of receipt.Library - quarantine books for 3 days (gloves, masks) when checking in books; signage in library reminding proper hygiene and distancing. Guides on floor to encourage distancing when checking out books, etc. Hand sanitizer available and used prior to going to shelves.From NAEA remote learning and back to school toolkit Link:

● Create individual student kits. If possible, provide each student a kit of “high-touch” supplies - such as pencils, erasers, drawing materials, and brushes—that can be carried with them.

● Develop a “minimum, better, best” list of art supplies that can be used for each project. Work as one unified school community. Coalesce whole-school supplies to create individual student kits and only order to fill existing gaps. Work with the administration to align resources throughout the school so that students receive one “education kit” that will encompass all courses.

● Follow CDC and district guidance on cleaning and sanitizing tools, materials, furniture, and spaces. Wash/sanitize all shared tools for students after each use. Create designated areas in the classroom that are for specific purposes in order to separate sanitized tools and resources, etc. Tables and stools should be wiped down several times per day. See: Reopening Guidance for Cleaning and Disinfecting Schools and Workplaces.

● Be nimble with the curriculum. Favorite lessons and units may need to be modified or postponed based on concerns related to collaboration, shared-supplies, and high-touch materials. Be prepared to think through new ways to explore your curriculum.

Instrument Hygiene:● Instruments should not be shared.● If shared, proper and thorough cleaning should occur between each

use -see NFHS cleaning guidance.● Percussion or Orchestra students must not share mallets without

properly disinfecting them--or students can wear gloves.● Students should not play recorders in school until further notice.● If necessary, general music teachers should provide each student

with a personal music kit that includes common classroom instruments (rhythm sticks, mallets, etc.). Students should not share mallets or other instruments without disinfection.

Music Classroom/Ensemble Classroom:● Measure classrooms to determine the best setup for each class to

adhere to social distancing requirements. Straight rows may allow for more space between students than the traditional arch shape.

● Consider use of larger facilities as available, and measure and pre-set these spaces as well.

● Face to face group sessions should adhere to district guidelines for social distancing.

● Teachers and students are expected to wear masks when singing.● Create a template of the desired length that will meet guidelines for

social distancing, and mark spaces on your floor where chairs and stands will be placed.

Online

All Modes

All Modes

All Modes

All Modes

All Modes

Remote, Modified

Remote, ModifiedAll Modes

Remote, Modified

Traditional

1 Time

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Intermittent

Intermittent

Ongoing

Intermittent

Ongoing

Band/Orchestra

● Prepare for how students enter and exit the classroom, along with how materials such as instruments, sheet music, and stands are used. Proper planning can help reduce person to person contact outside of the recommended social distancing.

● Students should be seated in rows facing the same direction rather than in arcs.

Physical Education● Prepare for how students will enter and exit the gymnasium. ● Consider the use of outdoor space, when available. ● Define spaces and boundaries to ensure physical distancing (tape,

rope, signs). ● Tiered color-coded systems have been created to help guide

staff, students and parents on how physical education will be taught. Below are the classroom expectations of the teaching staff depending on the color for the day.

○ Green = Traditional Physical Education Environment. This○ students in the classroom.○ Yellow = Small groups with equipment sharing. This level

would allow small groups of students to share different equipment but not with the whole class.

○ Orange = Individual work with individual equipment. The students could use a piece of equipment only and no sharing or working with other classmates.

○ Red = Individual work but no equipment will be used. The students would be able to be in the gym with all social could include students sharing equipment and space with all distancing and personal space being practiced.

● Staff will be provided sanitizing equipment and hand sanitizing stations. Staff will be trained and expected to follow the CDC Guidelines for sanitizing the gym space and equipment.

● Hand sanitizer when entering and leaving the gym.● Students should wear masks when appropriate. ● Students will not be allowed to use water fountains or restrooms

until administration allows. ● Sanitize equipment between classes by staff.

Beginning Instrumental InstructionFollow relevant mitigation guidelines as determined by District

● Use blended learning strategies that include classroom demonstra-tions followed by live online sessions in instrument groupings to teach students to properly care for instruments, create beginning sounds, set proper position, etc. in the event of remote learning being required.

● Create and record weekly lessons using video for each lesson group or instrument family that appropriately matches each group’s abilities and needs. Include an assessment for students to upload, preferably video, and provide feedback where possible. Move stu-dents along in curriculum pacing as best as possible.

● Create a group video check in or office hours to create relationships and answer questions.

● Face to face group sessions should adhere to district social distanc-ing guidelines.

● Students must not share music stands.● Students must not share sheet music.● High denier nylon bell covers required.● Face masks with slits for band mouthpieces are recommended.● Absorbent disposable pads on floor for spit valves required.● Face masks required for singing.● Prepare for how students enter and exit the classroom, along with

how materials such as instruments, sheet music, and stands are used. Proper planning can help reduce person to person contact outside of the recommended social distancing.

Instrument Hygiene:● Instruments should not be shared.● If shared, proper and thorough cleaning should occur between each

use. See NFHS cleaning guidance.Possible strategies to keep students engaged in music-making until instrumental instruction begins include:

● Teaching music fundamentals including note-reading, terminology, etc.

● Incorporating an introduction to each instrument through virtual means (videos, easy initial beginning embouchure exercises, etc.).

● Exploring other modes of music learning including composition, music technology, popular music, etc.

School Performances:● If school performances are permitted, they may be streamed online with or

without live audiences.● Social distancing protocols, as directed by local and state health depart-

ments, should be followed for student performers and good instrument hygiene practices.

All ModesRemote, Blended Remote, Blended

Remote, Blended

Weekly Weekly Weekly

Interven-tionist (SIPPS)

Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all K-5 teachers.

Utilize Seesaw to provide communication regarding assignments, tasks, and/or live instruction links for the SIPPS program to students and families.

Engage assigned students in an instructional loop of teaching, learning, and feedback.

Utilize asynchronous and some synchronous instruction during the first month of school to build familiarity with the learning platform.

Utilize recorded SIPPS protocols for students/families to practice independently.

Participate in a weekly collaboration with classroom teachers with a focus on student achievement. Teachers will coordinate efforts to plan for and analyze student work.

Provide families with weekly feedback (written or verbal) regarding student engagement, participation, and academic achievement. The communication should be seen as an opportunity to build relationships with families.

Collect data-based evidence of student engagement and assignment completion in SIPPS program.

Establish open office hours via Google Meet at least twice a week for one hour with varying times(accommodate families).

Respond to email correspondence from families within 24 hours of receipt (contracted time).

All modes

All modes

All modes

Remote, Modified

Remote, Modified

All modes

Remote, Modified

All modes

Remote, Modified

All modes

1 time

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Intermittent

Ongoing

Intermittent

Ongoing

Education-al Assis-tants

SPEDOEELLunchLibrary

Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all K-5 teachers.

Coordinate and collaborate with special education teachers in supporting students’ instruction.

Participate in collaboration and/or training to support social/emotional learn-ing (Zones of Regulation and/or Trauma Informed).

Reinforces instructional/behavioral objectives for students.

Support students in completing tasks and accessing general education instructional content within the online platform.

Collect data on student performance as directed by the teacher or case manager.

All Modes

All Modes

All Modes

All Modes

Remote/Mod-ified

All Modes

Several Sessions

Ongoing

Ongoing

Ongoing

Weekly

Ongoing

School Leaders

School Leaders will:

Participate in a professional development course to prepare for Seesaw, a Learning Management System (LMS), to be utilized for teaching, learning, and assessment purposes by all K-5 teachers.

Create space/time in the back to school schedule to communicate expecta-tions to staff.

Create space/time at the beginning of the year to support a virtual or small group open house to be held.

Create space/time for a Family Academy to support families with academ-ics, technology, expectations, etc.

Support and monitor the district designed and approved Instructional Framework of core content programs (CCC and Investigations) to support the instructional loop (teaching, learning, and feedback) in their building.

Communicate pertinent information to all stakeholders, utilizing the bank of messages within Parentlink or utilize Seesaw.

All Modes

All Modes

All Modes

All Modes

All Modes

All Modes

Multiple Sessions

1 Time

1 Time

Ongoing

Ongoing

Weekly

Instruc-tional Coaches

Coaches will:

Participate in professional development to prepare for the Learning Man-agement System (LMS) Seesaw which will be utilized for teaching, learning, and assessment purposes by all K-5 teachers.

Support teachers in utilizing Seesaw as they design synchronous and asyn-chronous instruction for students.

Design the district approved instructional framework of core content pro-grams (CCC and Investigations) along with general education and special education teachers.

Participate in a weekly collaboration model with a focus on student achieve-ment. Coaches will coordinate efforts to support the instructional framework and determine interventions needed.

Collect qualitative evidence regarding the effectiveness of Seesaw and the instructional framework.

Respond to email correspondence from staff within 24 hours of receipt.

Establish a schedule of a minimum of 1 hr. a day for open office hours via Google Meet.

All Modes

All Modes

All Modes

All Modes

All Modes

All Modes

Remote, Blended

1 Time

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Intermittent

SPED In-structional Coaches

Respond to staff needs by:a. Provide feedback on remote teachingb. Supporting appropriateness of assignments c. Designing strategies for effective remote learning instruction and

LMS d. Creating assessmentse. Creating and collecting data

Continue to mentor and coach new teachers.

Provide training for effective strategies in:a. Synchronous teaching

Remote/Mod-ified

All Modes

All Modes

Ongoing

Ongoing

Ongoing

Special-ized Sup-port Staff

(AT, Autism integration-ist)

Collaborate with classroom teachers to support students.

Collaborate with classroom teachers to provide trainings.

Collaborate with classroom teachers to provide strategies.

Provide training to parents.

Provide training to students.

Create and maintain resource list for teachers.

Create and maintain resource list for parents.

All Modes

All Modes

All Modes

All Modes

All Modes

Remote/Mod-ified

Remote/Mod-ified

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Elementary Helpful Links:● Physical Education Shape Reentry Resource

Middle School Learning Expectation and Guidance

Introduction for Middle School Staff

District staff have designed this plan as a precautionary measure in the event that we would need to move to alternate learning models. The intent of this plan is to provide educators with guidelines for all modes of instruction, which will be used to continue to support the teaching and learning of our stu-dents. If you have questions about the expectations listed below, please contact your building adminis-trator.

Guiding Principles

1. Plan will allow buildings to move fluidly between all models without a loss of learning.2. Instruction will be consistent across the district using the district approved curriculum, programs,

and resources.3. Middle schools will use Schoology as a consistent Learning Management System (LMS) to

deliver instruction.4. Evidence of learning will be monitored, documented, and communicated to families.5. Create cohesion between all stakeholders including, but not limited to, Gen Ed, SPED, and Spe-

cialists for collaborative and instructional purposes.

Middle SchoolRole Expectations Mode FrequencyClassroomTeacher

1. Use Schoology as the Learning Management System to manage daily classroom instruction and integrate digital assignments, resources and instruction. This will allow for better social distancing and smoother transitions between instructional methods.

a. Professional development on alternative instructional methods will be provided.

2. Post overview of upcoming weekly learning plan for each class by Friday at 4:00 pm. Links for individual assignments, assessments, etc. may be opened throughout the following week as appropriate.

3. Due dates for all assigned student work during a given week will be the following Monday at 8am. (If Monday is a holiday, the due date will be the first student contact day of that week.)

4. Use screencasting software to post asynchronous2 instruction videos for all new learning.

5. Two synchronous1 instructional sessions per class period will occur in a 4-5 day week. These sessions/discussions will expand on new learning provided in asynchronous instruction.

a. All synchronous1 instructional sessions will be performed via Google Meet.

b. All synchronous1 instructional sessions will be recorded and the link posted for students immediately after the live session for students that are unable to attend.

c. All synchronous1 instructional sessions will occur during scheduled class times and can last up to 30 minutes.

6. When planning lessons, plan for students to spend an average of 30 minutes of student work per class period per day.

a. This is an approximation of time. Some students may spend more or less time depending on the assignment.

7. A minimum of two hours of “office hours” per prep should be held each 4-5 day week. (Please consider hosting one of these hours outside of the traditional school schedule and flex your time.)

8. Missing assignment emails will be generated by the district via Infinite Campus and sent to parent email on Friday at 5:00 pm.

9. Reply to all email communication within 24 hours on contracted work days.

10. Teachers may not require students to print materials at home.11. Teachers will identify students in need of interventions within the current

curriculum and offer opportunities for reteaching.12. Opportunities to fill gaps in learning should be embedded in the current

curriculum guide (pacing) as appropriate.13. Utilize Dreambox to address gaps in math curriculum.14. Grading will again align with SFSD Middle School Grading practices

and reflect student understanding and success on the identified priority standards in each course.

15. Learning behaviors will be evaluated and posted at the end of each quarter in Infinite Campus.

16. High school credit-bearing courses will follow High School guidelines.17. Collaboration in job-alike teams will occur a minimum of 2 times/week

using the PLC model.18. Participation in Team collaboration will occur a minimum of 3 times/

week.19. District-wide Encore collaboration will follow the schedule on the DCM

guide either face-to-face or remotely using Google Meet.20. Staff responsible for students must use classroom seating charts and

accurate record-keeping in the case that contact tracing is necessary.Definitions:Synchronous Instruction1 are lessons/meetings that will be taught in real time during scheduled class period. (i.e. Google Meet sessions)Asynchronous Instruction2 are lessons that are recorded by the teachers and shared with the students. (i.e. Screencastify recordings)

All

Re-moteRe-moteRe-moteRe-mote

Re-mote

Re-moteAll All AllAllAllAllAll

AllAllAll

AllAll

Trad

Daily

Weekly

Weekly

WeeklyWeekly

Weekly

Weekly

WeeklyWeeklyDailyDailyDailyDailyAs Assessed

QuarterlyDailyWeekly

WeeklyQuarterly

Daily

Teachers of EL stu-dents

1. English Learner instruction is a civil right that will be provided to all ELs in all modes of instruction.

2. Sheltered Core Content teachers and English Language Development teachers will follow the guidelines for Classroom Teachers above.

3. Maintain communication with liaisons in order to best serve families.

All

All

All

Daily

Daily

Weekly

PE Teacher 1. PE teachers will follow the guidelines for Classroom Teachers above.2. Prepare for how students will enter and exit the gymnasium. 3. Consider the use of outdoor space, when available. 4. Define spaces and boundaries to ensure physical distancing (tape,

rope, signs). 5. Tiered color-coded systems have been created to help guide staff, stu-

dents and parents on how physical education will be taught. Below are the classroom expectations of the teaching staff depending on the color for the day.

a. Green = Traditional Physical Education Environment. This could include students sharing equipment and space with all students in the classroom.

b. Yellow = Small groups with equipment sharing. This level would allow small groups of students to share different equipment but not with the whole class.

c. Orange = Individual work with individual equipment. The stu-dents could use a piece of equipment only and no sharing or working with other classmates.

d. Red = Individual work but no equipment will be used. The stu-dents would be able to be in the gym with all social distancing and personal space being practiced.

6. Staff will be provided sanitizing equipment and hand sanitizing stations. Staff will be trained and expected to follow the CDC Guidelines for sani-tizing the gym space and equipment.

7. Hand sanitizer when entering and leaving the gym.8. Students should wear masks when appropriate. 9. Students will not be allowed to use water fountains or restrooms until

administration allows. 10. Sanitize equipment between classes by staff.

All Daily

Band, Orchestra and Choir Teacher

1. Music and Art teachers will follow the guidelines for Classroom Teach-ers above

Middle School Music Instruction• Face to face group sessions should adhere to district guidelines for

social distancing. Currently three feet.• Create a template of the desired length that will meet guidelines for

social distancing, and mark spaces on your floor where chairs and stands will be placed.

• Prepare for how students enter and exit the classroom, along with how materials such as instruments, sheet music, and stands are used. Proper planning can help reduce person to person contact outside of the recommended social distancing.

• Students should be seated in rows facing the same direction with at least three foot spacing, rather than in arcs.

• Students must not share music stands.• Students must not share sheet music.• High denier nylon bell covers required.• Face masks with slits for band mouthpieces recommended.• Absorbent disposable pads on floor for spit valves required.• Face masks recommended for choir students

Instrument Hygiene:

• Instruments should not be shared.

• If shared, proper and thorough cleaning should occur between each use. See NFHS cleaning guidance.

• Chairs and Stands and Shared Equipment should be wiped down sever-al times per day. See: Reopening Guidance for Cleaning and Disinfect-ing Schools and Workplaces

• Percussion students must not share mallets without properly dis-infecting them. Students should each have their own mallets. For large mallets such as bass drum mallets these must be disinfected between students

School Performances:

• School performances will follow the SFSD Activities guidance.

• Music and Art teachers will follow the guidelines for Classroom Teachers above.

• From NAEA remote learning and back to school toolkit Link.

Create individual student kits. If possible, provide each student a kit of “high-touch” supplies—such as pencils, erasers, drawing materials, and brushes—that can be carried with them.

Follow district guidance on cleaning and sanitizing tools, materials, furni-ture, and spaces. Wash/sanitize all shared tools for students after each use. Create designated areas in the classroom that are for specific purposes in order to separate sanitized tools and resources, etc.

Tables and stools should be wiped down several times per day. See: Re-opening Guidance for Cleaning and Disinfecting Schools and Workplaces.

Be nimble with the curriculum. Favorite lessons and units may need to be modified or postponed based on concerns related to collaboration, shared-supplies, and high-touch materials. Be prepared to think through new ways to explore your curriculum.

All

All

Daily

Counselor Participate in a professional development to prepare for use of Learning Management System (LMS) to be utilized with students and families (Schoology).

Collaborate with staff and families to identify, provide, and monitor additional supports to students who are struggling socially, emotionally, behaviorally, or academically.

Participate in collaboration meetings at building and district levels.

Follow established protocol when working with programs within Avera Behavioral Health, SEBH, LSS PATH to assist families with mental health needs.

Follow regular office hours to instill boundaries and professional expectations for students/families.

Respond to parent and student emails within 48 hours.

Coordinate with classroom teachers for Career and SEL curriculum instruction.

Design virtual system for delivery of counseling curriculum.

Participate in SPED evaluations and serve as SPED team member.

Maintain counseling office social media sites.

Follow CDC and district guidance on cleaning and sanitizing materials, furniture, and office space.

Mod/Re-mote

All

All

All

Mod/Re-moteMod/Re-moteAll

Mod/Re-moteAll

All

All

As appropriate

Ongoing

Weekly/Monthly

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Instruc-tional Coach

1. Respond to staff needs:a. Provide feedback on remote teachingb. Appropriateness of assignments c. Strategies for effective remote learning instruction and LMS d. Creating assessments

2. Continue to mentor and coach new teachers.3. Provide training for effective strategies in

a. Synchronous teachingb. Asynchronous teaching

4. Facilitate and participate in curriculum study meetings.5. Participate in teacher collaboration meetings.6. Participate in professional development and trainings.7. Establish office hours.

All

All Re-mote

AllAllAllRe-mote

Daily

WeeklyDaily

OngoingWeekly Ongoing Weekly

SPED In-structional Coach

1. Respond to staff needs:a. Provide feedback on remote teachingb. Appropriateness of assignments c. Strategies for effective remote learning instruction and LMS d. Creating assessmentse. Creating and collecting data

2. Continue to mentor and coach new teachers.3. Provide training for effective strategies in:

a. Synchronous teachingb. Asynchronous teaching c. Leading IEP meetings (remote)d. Attending IEP meetings (remote)

4. Facilitate and participate in curriculum study meetings.5. Participate in teacher collaboration meetings.6. Participate in professional development and trainings.7. Establish office hours.

All

AllRe-mote

AllAll All Re-mote

Ongoing

WeeklyOngoing

Ongoing 2x a weekOngoing Weekly

Special Education Teacher

1. Overall Teacher Guidance: Resource, RISE, and Tier II refer to specific guidance from MS core instruction teacher).

2. General Education Classroom/Team Taught/Co-teaching:a. Collaborate with content teacher regarding standards and skills

to be taught b. Design and provide learning that is aligned to the IEP goals

i. Provide guidance to content area teacher on implementing instruction on goals

ii. Host small group instruction for students with shared goals

iii. Meet individually to provide instruction on goalsc. Utilize progress monitoring for students IEP goal area using the

district created accountability document or teacher generated document

i. Collect and record all specialized instruction opportunities

1. Provide training to content area teacher if neededii. Provide this information to the case manager on a

weekly basis3. Resource Class/Tier II Class:

a. Develop lesson aligned to standardsi. Determine power standards.ii. Utilize district-adopted materials.

b. Design and provide learning that is aligned to the IEP goals:i. Host small group instruction for students with shared

goals.ii. Meet individually to provide instruction on goals.

c. Implement accommodations when appropriate for remote learning (i.e., preferential seating would not apply however, read out loud would apply to remote learning.

d. Utilize progress monitoring for students IEP goal area using the district created accountability document or teacher generated document.

i. Collect and record all specialized instruction opportunities.

ii. Provide this information to the case manager on a weekly basis.

4. RISE Class:a. Develop lesson aligned to standards

i. Determine power standards.ii. Utilize district-adopted materials.

b. Design and provide learning that is aligned to the IEP goals:i. Host small group instruction for students with shared

goals.ii. Meet individually to provide instruction on goals

c. Implement accommodations when appropriate for remote learning (i.e., preferential seating would not apply however, read out loud would apply to remote learning).

d. Utilize progress monitoring for students IEP goal area using the district created accountability document or teacher generated document.

i. Collect and record all specialized instruction opportunities.Provide this information to the case manager on a weekly basis.

5. Case Management:a. Ensure that student learning is aligned with IEP goals OR

provide learning that is aligned to the IEP goals. i. Provide guidance to content area teacher on

implementation of instruction related to the goal.ii. Host small group instruction for students with shared

goals.iii. Meet individually to provide instruction on goals.

b. Collaborate with content area teachers, resource teachers, and RISE teachers to ensure that student is receiving instruction, accommodations and/or modifications outlined in the IEP.

c. Collect and maintain all progress monitoring and learning opportunities aligned with IEP goal areas.District created accountability document.

i. Teacher created material.d. Document parent outreach/contacte. Follow all IEP timelines and procedures for annual IEPs and

evaluations.f. Collaborate and communicate with related service providers.

i. Offer input on how to embed services if applicable to remote learning.

g. Collaborate and connect with teachers and students to support completing tasks and accessing materials.

h. Involve specialized support staff when applicable (i.e., AT team, Autism interventionist, instructional coach).

i. Manage EAs by scheduling their time with individual students or teachers.

All

All

All

All

Weekly

Daily to once a week (see IEP)Each time serv are deliveredSee Gen Ed expectationsDaily to once a week (See IEP)Ongoing Each time serv are delivered

See Gen Ed expectations2-3 times/weekOngoing Each time serv are delivered

Ongoing

Minimum 1x a week

WeeklyOngoing Ongoing Weekly Ongoing Weekly

Education Assistants

1. Collaborate with Case Managers and building admin to organize support to students.

a. Scheduled support timeb. Virtual support availabilityc. Small group guidance

2. Connect with individual students to support accessing materials. 3. Complete daily progress monitoring tools and provide to Case Manager.4. Meet with Case Managers, Special education department, or building

admin.5. Check email for communication and assignments.

All

All

All

All

All

Weekly

Daily

Daily

Minimum 1x/wk

Minimum 2x/dayTier II Behavior Facilita-tors

1. Collaborate with Tier II Teacher, Case Managers and building admin to organize support to students.

a. Scheduled support timeb. Virtual support availabilityc. Small group guidance

2. Connect with individual students to support accessing materials. 3. Complete daily progress monitoring tools and provide to Tier II teacher

or Case Manager.4. Participate in professional development and trainings.5. Meet with Tier II Teacher, Case Managers, Special education depart-

ment, or building admin.6. Check email for communication and assignments.

All Weekly

DailyDaily

Ongoing Minimum 1x/wk

Minimum 2x/day

Social Workers

Participate in professional development to prepare for use of Learning Man-agement System (LMS) to be utilized with students and families (Schoolo-gy).

Participate in social work collaboration meetings

Follow regular office hours to instill boundaries and professional expecta-tions for students/families.

Conduct home visits following SD DOH, CDC, and Health Services protocol.

Collaborate with staff and families to identify, provide, and monitor additional supports to students who are struggling socially, emotionally, behaviorally, or academically.

Coordinate with community service providers to match families with wrap around services for but not exclusive to homeless and crisis intervention needs.

Provide services as intermediary with school and court as needed for truan-cy.

Participate in SPED evaluations, continue to serve as SPED team member.

Follow CDC and district guidance on cleaning and sanitizing materials, furni-ture, and office space.

All

All

All

All

All

All

All

All

All

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Education Assistants

1. Collaborate with Case Managers and building admin to organize support to students.

a. Scheduled support timeb. Virtual support availabilityc. Small group guidance

2. Connect with individual students to support accessing materials. 3. Complete daily progress monitoring tools and provide to Case Manager.4. Meet with Case Managers, Special education department, or building

admin.5. Check email for communication and assignments.

All

All

All

All

All

Weekly

Daily

Daily

Minimum 1x/wk

Minimum 2x/dayTier II Behavior Facilita-tors

1. Collaborate with Tier II Teacher, Case Managers and building admin to organize support to students.

a. Scheduled support timeb. Virtual support availabilityc. Small group guidance

2. Connect with individual students to support accessing materials. 3. Complete daily progress monitoring tools and provide to Tier II teacher

or Case Manager.4. Participate in professional development and trainings.5. Meet with Tier II Teacher, Case Managers, Special education depart-

ment, or building admin.6. Check email for communication and assignments.

All Weekly

DailyDaily

Ongoing Minimum 1x/wk

Minimum 2x/day

Social Workers

Participate in professional development to prepare for use of Learning Man-agement System (LMS) to be utilized with students and families (Schoolo-gy).

Participate in social work collaboration meetings

Follow regular office hours to instill boundaries and professional expecta-tions for students/families.

Conduct home visits following SD DOH, CDC, and Health Services protocol.

Collaborate with staff and families to identify, provide, and monitor additional supports to students who are struggling socially, emotionally, behaviorally, or academically.

Coordinate with community service providers to match families with wrap around services for but not exclusive to homeless and crisis intervention needs.

Provide services as intermediary with school and court as needed for truan-cy.

Participate in SPED evaluations, continue to serve as SPED team member.

Follow CDC and district guidance on cleaning and sanitizing materials, furni-ture, and office space.

All

All

All

All

All

All

All

All

All

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Librarian 1. Librarians provide instruction in the classroom rather than the library when there is no need for students to go to the shelves to look for books.

2. Only one class in the library at a time.3. Support teachers and students in accessing eBooks and using online

information sources.4. Support teachers and students in using Noodle Tools for research.5. Develop book talks both in person and recorded or via Google Meet to

encourage reading.6. Quarantine books for 3 days.7. PPE (gloves, masks) when checking in books. 8. Signage in the library reminding proper hygiene and distancing. 9. Guides on floor to encourage distancing when checking out books, etc. 10. Hand sanitizer available and used prior to going to shelves.

Trad/BlendTrad/BlendAll

AllAll

TradTradTradTradTrad

Ongoing

Ongoing

Ongoing

OngoingOngoing

OngoingOngoingOngoingOngoingOngoing

School Home Liaisons

1. Use texting groups, WhatsApp, and Talking Points to communicate with families.

2. Communicate with school staff regarding student/family issues that will impact student’s education.

3. Attend collaboration meetings.a. These will be via Google Meet if in Remote Learning.

4. Use facemask and shield when doing home visits.5. Use personal abilities or support services to translate important infor-

mation with families.6. Support EL staff with coordination of IEP or LAP meetings or confer-

ences.7. Assist families with connections to community resources.

All

All

All

AllAll

All

All

Ongoing

Ongoing

Ongoing

OngoingOngoing

Ongoing

Ongoing

School Leaders

1. Work with staff at ITS to set up missing assignment reports to be sent once per week to parents.

2. Provide professional development for teachers on the use of Schoology as the approved LMS for grades 6-8.

3. Provide professional development for teachers on the use of Google Meet as the approved video conferencing platform for grades 6-8.

4. Provide professional development for teachers on the use of screencast-ing software.

5. Provide professional development for math and science teachers on the use of iPads and interactive whiteboards and screen recording.

6. Provide professional development for teachers on the pedagogy of on-line lesson design, instruction and learning.

7. Provide professional development for teachers on video conferencing etiquette.

8. Provide all teachers with a mobile device.9. Integrate all available resources into the Schoology platform.10. Allow all teachers to keep their existing desktop computers until their

cycle sunsets.11. Acquire Remind to allow for unidentified callback numbers and two-way

texting for teachers.12. Opt out of NWEA MAP and the RI between October and February if in

remote learning.13. Create an approval process for parents of students requesting a paper

packet of assignments during remote learning. Approval must be given by the building principal and must be due to a lack of internet access or disciplinary action.

All

All

Re-moteRe-moteAll

All

Re-moteAllAllAll

All

Re-mote Re-mote

Weekly

August

August

August

August

August

August

DailyDailyDaily

Daily

Quarterly

Daily

High School Learning Expectations

Introduction for High School Staff

District staff have designed this plan as a precautionary measure in the event that we would need to move to alternate learning models. The intent of this plan is to provide educators with guidelines for learning models (remote, modified on-campus, and traditional) which will be used to continue to support the teaching and learning of our students. If you have questions about the expectations listed below, please contact your building administrator.

Guiding Principles

1. This plan will allow buildings to move fluidly between all models without a loss of learning.2. Instruction will be consistent across the district using the district approved curriculum, programs,

and resources.3. High schools will use Google Classroom as a Learning Management System to deliver

instruction.4. Evidence of engagement will be monitored, documented, and communicated to families.5. Create cohesion between all stakeholders including, but not limited to, Gen Ed, SPED, EL, and

Specialists for collaborative and instructional purposes.

Classroom Teacher

Complete training for effective online teaching (google meet, screencastify, etc)

Utilize the LMS (google classroom) to provide instruction to students.

Participate in a weekly collaboration model with a focus on student achievement. Teachers will coordinate efforts to determine interventions needed.

Establish office hours each day. (These times should vary from day to day with sometimes in the morning and some in the afternoon and may be held outside the traditional school day and teachers may flex that time).

Use Google Meet for instructional sessions. These lessons should be recorded with a link posted.

Provide (two) instructional sessions in a regular school week. Those sessions should be recorded and posted for students unable to attend.Plan for 30 minutes of work for students per class period per day.

Post a weekly schedule of assignments for each class by 4pm on Friday or the last day of the week school is in session.

Respond to emails within 24 hours during the contracted work week.

Fill in gaps in learning as needed in the current curriculum.

Follow established grading guidelines.

Identify students in need of interventions within the current curriculum and offer opportunities for reteaching.

Contact parents/guardians (using email or Remind) if students are falling behind.

Remote

All

All

Remote

Remote

Remote

Remote

Remote

All

All

All

All All

Before school & OngoingOngoing

Ongoing

Weekly

Weekly

Weekly

Weekly

Weekly

Ongoing

Ongoing

Ongoing

OngoingOngoing

Band, Choir Orchestra, Theater, Art

Follow guidelines from HS classroom teachers (listed above)

High School Music and Theater InstructionFace to face group sessions should adhere to district guidelines for social distancing which is currently three feet.

Create a template of the desired length that will meet guidelines for social distancing, and mark spaces on your floor where chairs and stands will be placed.

Prepare for how students enter and exit the classroom, along with how materials such as instruments, sheet music, and stands are used. Proper planning can help reduce person to person contact outside of the recommended social distancing.

•Students should be seated in rows facing the same direction with at least three foot spacing, rather than in arcs.•Students must not share music stands.•Students must not share sheet music.•High denier nylon bell covers required.•Face masks with slits for band mouthpieces recommended.•Absorbent disposable pads on floor for spit valves required.•Face masks recommended for choir students.

Instrument Hygiene:

•Instruments should not be shared.•If shared, proper and thorough cleaning should occur between each use. See NFHS cleaning guidance.•Chairs and Stands and Shared Equipment should be wiped down several times per day. See: Reopening Guidance for •Cleaning and Disinfecting Schools and Workplaces.•Percussion students must not share mallets without properly disinfecting them. Students should each have their own mallets. •For large mallets such as bass drum mallets these must be disinfected between students.

School Performances:

•If school performances are permitted, they may be streamed online with or without live audiences.

HS Art Instruction

From NAEA remote learning and back to school toolkit Link.

•Create individual student kits. If possible, provide each student a kit of “high-touch” supplies—such as pencils, erasers, drawing materials, and brushes—that can be carried with them. •Follow CDC and district guidance on cleaning and sanitizing tools, materials, furniture, and spaces. Wash/sanitize all shared tools for students after each use. Create designated areas in the classroom that are for specific purposes in order to separate sanitized tools and resources, etc.•Tables and stools should be wiped down several times per day. See: Reopening Guidance for Cleaning and Disinfecting Schools and Workplaces. •Be nimble with the curriculum. Favorite lessons and units may need to be modified or postponed based on concerns related to collaboration, shared-supplies, and high-touch materials. Be prepared to think through new ways to explore your curriculum.

EL Teacher English Learner instruction is a civil right that will be provided to all ELs in all modes of instruction.

Sheltered Core Content teachers and English Language Develop-ment teachers should follow the guidelines for Classroom Teachers above.

Maintain communication with liaisons in order to best serve families.

All

All

All

Daily

Daily

Weekly

Special Education Teacher

Overall Teacher Guidance:(Follow guidelines listed above for high school classroom teachers)General Education Classroom/Team Taught/Co-teaching:

● Collaborate with content teacher regarding standards and skills to be taught.

● Design and provide learning aligned to the IEP goals.○ Provide guidance to content area teacher on

implementing instruction on goals.○ Host small group instruction for students with shared

goals.○ Meet individually to provide instruction on goals.

● Utilize progress monitoring for students IEP goal area using the district created accountability document or teacher generated document.

○ Collect and record all specialized instruction opportunities.Provide training to content area teacher if needed.

○ Provide this information to the case manager on a weekly basis.

Resource Class/Tier II:● Develop lesson aligned to standards:

○ Determine power standards○ Utilize district-adopted materials

● Design and provide learning aligned to the IEP goals:○ Host small group instruction for students with shared

goals.○ Meet individually to provide instruction on goals.

● Implement accommodations when appropriate for remote learning (i.e., preferential seating would not apply however, read out loud would apply to remote learning).

● Utilize progress monitoring for students IEP goal area using the district created accountability document or teacher generated document:

○ Collect and record all specialized instruction opportunities.

○ Provide this information to the case manager on a weekly basis.

RISE Class:● Develop lesson aligned to standards:

○ Determine power standards○ Utilize district-adopted materials.

● Design and provide learning aligned to the IEP goals:○ Host small group instruction for students with shared

goals.○ Meet individually to provide instruction on goals.

● Implement accommodations when appropriate for remote learning (i.e., preferential seating would not apply however, read out loud would apply to remote learning).

● Utilize progress monitoring for students IEP goal area using the district created accountability document or teacher generated document:

○ Collect and record all specialized instruction opportunities.

○ Provide this information to the case manager on a weekly basis.

Case Management:● Ensure student learning is aligned with IEP goals OR provide

learning aligned to the IEP goals: ○ Provide guidance to content area teacher on

implementation of instruction related to the goal.○ Host small group instruction for students with shared

goals.○ Meet individually to provide instruction on goals.

● Collaborate with content area teachers, resource teachers, and RISE teachers to ensure student is receiving instruction, accommodations and/or modifications outlined in the IEP.

All WeeklyDaily to once a week (See IEP)Each time services are deliv-eredSee HS teacher ex-pectationsDaily to once a week (See IEP)Ongoing

Each time services are deliv-eredSee HS teacher ex-pectations 2-3/week

Ongoing

Each time services are deliv-ered

Ongoing

Minimum 1x a weekWeekly

Ongoing

Instructional Coach

● Collect and maintain all progress monitoring and learning opportunities aligned with IEP goal areas:

○ District created accountability document.○ Teacher created material.

● Document parent outreach/contact.● Follow all IEP timelines and procedures for annual IEPs and

evaluations.● Collaborate and communicate with related service providers:

○ Offer input on how to embed services if applicable to remote learning.

● Collaborate and connect with teachers and students to support completing tasks and accessing materials.

Involve specialized support staff when applicable (i.e., AT team, Au-tism interventionist, instructional coach).

● Manage EAs by scheduling their time with individual students or teachers.

Provide support for training in LMS (Google Classroom).

Continue to support and mentor new hires.

Provide support with lesson development.

Provide training for effective strategies for both synchronous and asynchronous learning.

Facilitate curriculum study meetings.

Establish office hours to assist teachers.

Collaborate with teachers on appropriateness of assignments.

Collaborate with teachers on common & formative assessments.

Collaborate with teachers on effective, remote instruction.

Participate in teacher collaboration meetings.

All

All

All

All

All

Remote

All

All Blended/RemoteAll

OngoingOngoingWeekly

Ongoing

Ongoing

Weekly

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Weekly

OngoingOngoing

Ongoing

SPED ● Respond to staff needs:○ Provide feedback on remote teaching.○ Appropriateness of assignments. ○ Strategies for effective remote learning instruction and

LMS. ○ Creating assessments.○ Creating and collecting data.

● Continue to mentor and coach new teachers.● Provide training for effective strategies in:

○ Synchronous teaching.○ Asynchronous teaching.Leading IEP meetings (re-

mote).○ Attending IEP meetings (remote).

● Facilitate and participate in curriculum study meetings.● Participate in teacher collaboration meetings.● Participate in professional development and trainings.● Establish office hours.

All Ongoing

WeeklyOngoing

Ongoing Ongoing 2x a week

Counselor Participate in a professional development course to prepare for Learning Management System (LMS).

Collaborate with staff and families to identify, provide, and monitor ad-ditional supports to students who are struggling socially, emotionally, behaviorally, or academically.

Follow established protocol when working with programs within Avera Behavioral Health, SEBH, LSS PATH to assist families with mental health needs.

Design virtual system for post-secondary needs by students, this will include scholarship, college search, job, and career information.

Maintain credit checks.

Coordinate with English teachers for SEL/Career curriculum instruc-tion.

Follow regular office hours to instill boundaries and professional ex-pectations for students/families.

Respond to parent and student emails within 48 hours.

Participate in collaboration meetings at department/building/district levels.Maintain Counseling Office social media sites.

Follow CDC and district guidance on cleaning and sanitizing materi-als, furniture, and office space.

All

All

All

Blended/Remote/Virtual

All

All

Blended/Remote

Blended/RemoteAll

All

All

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Weekly/MonthlyOngoing

Ongoing

School Home Liaisons

1. Use texting groups, What’sApp and Talking Points to communi-cate with families.

2. Communicate with school staff regarding student/family issues that will impact student’s education.

3. Attend collaboration meetings.a. These will be via Google Meet if in Remote Learning.

4. Use facemask and shield when doing home visits.5. Use personal abilities or support services to translate important

information with families.6. Support EL staff with coordination of IEP or LAP meetings or con-

ferences.7. Assist families with connections to community resources.

All

All

All

All All

All

All

Ongoing

Ongoing

Ongoing

OngoingOngoing

Ongoing

Ongoing

Social Workers

Participate in professional development to prepare for use of Learning Management System (LMS) to be utilized with students and families.

Collaborate with staff and families to identify, provide, and monitor ad-ditional supports to students who are struggling socially, emotionally, behaviorally, or academically.

Participate in social work collaboration meetings.

Follow regular office hours to instill boundaries and professional ex-pectations for students/families.

Conduct home visits following SD DOH, CDC, and Health Services protocol.

Coordinate with community service providers to match families with wrap around services for but not exclusive to homeless and crisis intervention needs.

Provide services as intermediary with school and court as needed for truancy.

Participate in SPED evaluations, continue to serve as SPED team member.

Follow CDC and district guidance on cleaning and sanitizing materi-als, furniture, and office space.

All

All

All

All

All

All

All

All

All

Ongoing

Ongoing

Weekly

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Librarian Librarians provide instruction in the classroom rather than the library when there is no need for students to go to the shelves to look for books.

Only one class in the library at a time.

Support teachers and students in accessing eBooks and using online information sources.

Support teachers and students in using Noodle Tools for research.

Develop book talks both in person and recorded or via Google Meet/Zoom to encourage reading.

Trad-Blended

Trad-BlendedAll

All

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Tier II Behavior Facilitators

● Collaborate with Tier II Teacher, Case Managers and building admin to organize support to students:

○ Scheduled support time○ Virtual support availability○ Small group guidance

● Connect with individual students to support accessing materi-als.

● Complete daily progress monitoring tools and provide to Tier II teacher or Case Manager.

● Participate in professional development and trainings.● Meet with Tier II Teacher, Case Managers, Special education

department, or building admin.● Check email for communication and assignments.

All Weekly

DailyDaily

Ongoing Minimum 1x/wkMinimum 2x/day

Educational Assistants

● Collaborate with Case Managers and building admin to orga-nize support to students:

○ Scheduled support time○ Virtual support availability○ Small group guidance

● Connect with individual students to support accessing materi-als.

● Complete daily progress monitoring tools and provide to Case Manager.

● Meet with Case Managers, Special education department, or building admin.

● Check email (2x/day) for communication and assignments.

All Weekly

Daily

Daily

Minimum 1x/wkMinimum 2x/day

Physical Education

● Prepare for how students will enter and exit the gymnasium. ● Consider the use of outdoor space, when available. ● Define spaces and boundaries to ensure physical distancing

(tape, rope, signs). ● Tiered color-coded systems have been created to help guide

staff, students and parents on how physical education will be taught. Below are the classroom expectations of the teaching staff depending on the color for the day.

○ Green = Traditional Physical Education Environment. This could include students sharing equipment and space with all students in the classroom.

○ Yellow = Small groups with equipment sharing. This level would allow small groups of students to share different equipment but not with the whole class.

○ Orange = Individual work with individual equipment. The students could use a piece of equipment only and no sharing or working with other classmates.

○ Red = Individual work but no equipment will be used. The students would be able to be in the gym with all social distancing and personal space being practiced.

● Staff will be provided sanitizing equipment and hand sanitizing stations. Staff will be trained and expected to follow the CDC Guidelines for sanitizing the gym space and equipment.

● Hand sanitizer when entering and leaving the gym.● Students should wear masks when appropriate. ● Students will not be allowed to use water fountains or re-

strooms until administration allows. ● Sanitize equipment between classes by staff.

Helpful Links (High School Level):● Google Classroom cheat sheet Cheat Sheet slides● Adding Assignments to Your Google Classrooms● Adding Materials to Your Google Classrooms● Screencastify https://www.screencastify.com/welcome ● Beginner’s Guide for Educators● 50 ways to use Screencastify in the classroom● E-learning 50 E-Learning Activities, Templates, and Tutorials● Physical Education Shape Reentry Resource

Special Education Related Services and Professional Support Staff

Introduction for Related Services and Professional Support Staff

District staff have designed this plan as a precautionary measure in the event that we would need to move to alternate learning models. The intent of this plan is to provide related service providers and pro-fessional support staff with guidelines for learning models (remote, modified on-campus, and traditional) which will be used to continue to support the teaching and learning of our students. If you have ques-tions about the expectations listed below, please contact your building administrator.

Guiding Principles

1. Plan will allow buildings to move fluidly between all models without a loss of learning.2. Instruction will be consistent across the district using the district approved curriculum, programs,

and resources.3. Early Childhood and Elementary programs will use Seesaw; Middle School will use Schoology;

and High schools will use Google Classroom as a Learning Management System to deliver instruction.

4. Evidence of engagement will be monitored, documented, and communicated to families.5. Create cohesion between all stakeholders including, but not limited to, Gen Ed, SPED, EL, and

Specialists for collaborative and instructional purposes.

Kindergarten through Gr. 12 Special Education Related Services and Professional Support Staff

Role Expectations Mode of Instruction FrequencySpeech Therapist

IEP Support Practices For all Learners:● Develop or provide goals for IEP delivery

for all learning environments allowing for pivoting without disruption and informing all stakeholders

● Document communication with parent/stu-dent as attempts to make progress on IEP goals in IEP on accountability document.

● Hold or participate in annual IEP meetings and eligibility meetings

● Create a contingency plan to provide FAPE and progress on IEP goals during remote and blended learning.

● Refer to the Special Education IEP Guid-ance for holding IEP meetings during ex-tended school closure.

Instructional Practices For all Learners:Complete training for effective teletherapy

Utilize the LMS (Seesaw) to provide synchro-nous and asynchronous instruction to students. Those who have caseloads in MS, the LMS (Schoology) is used and those with caseloads in HS, the LMS will be (Google Classroom).

Post weekly plan on Monday to LMS which in-cludes 1 live/recorded video lessons per service area.

Collaborate with general education teachers to connect and build relationships with students and families during a Parent Learning Academy.

Respond to email and other communications from families within 24 hours during contracted work week.

Coordinate with general education to implement appropriate accommodations within remote and blended learning.

All modes

Remote

All

Remote/Blended

Remote

Online

Remote/Blended

Remote

All

All

Remote/Blended

Ongoing

Weekly

Ongoing

1x; beginning of year or at annual IEPOngoing

1x beginning of year

Ongoing

Weekly

Ongoing

Ongoing

Ongoing

Occupational and Physical Therapists

IEP Support Practices For all Learners:● Develop IEP goals for delivery in learning

environments Document communication with parent/student as attempts to make progress on IEP goals in IEP on accountabil-ity document.

● Participate in annual IEP meetings and eligi-bility meetings

● Provide input into a contingency plan to pro-vide FAPE and progress on IEP goals during remote and blended learning

● Refer to the Special Education IEP Guid-ance for holding IEP meetings during ex-tended school closure.

Instructional Practices For all Learners:Complete training for effective teletherapy

Utilize the LMS to provide synchronous and asynchronous instruction to students. Those who have caseloads in MS, the LMS (Schoolo-gy) is used and those with caseloads in HS, the LMS will be (Google Classroom).

Post weekly plan on Monday to LMS which in-cludes 1 live/recorded video lesson per service area.

Collaborate with general education teachers to connect and build relationships with students and families during a Parent Learning Academy.

Respond to email and other communications from families within 24 hours during contracted work week.

Coordinate with general education to implement appropriate accommodations within remote and blended learning.

Remote

All

Remote

Remote

Online

Remote

All

All

Remote/Blended

Ongoing

Ongoing

Ongoing

Ongoing

1x at beginning of year

Weekly

Ongoing

Ongoing

Weekly

Interpreters (sign language)

Participate in a professional development course to prepare for a Learning Management System (LMS) that will be utilized for teaching, learning, and assessment purposes by all K-5 teachers.

Collaborate with grade level team/general ed-ucation to coordinate instruction and supports including embedding ASL videos.

Follow other guidance from the special educa-tion department.

Online

Remote/Blended

All Modes

1x at beginning of year

Ongoing

Ongoing

Itinerant Teachers (DHOH, Vision)

● Develop an IEP delivery for all learning environments allowing for pivoting with-out disruption and informing all stake-holders.

● Document communication with parent/student as attempts to make progress on IEP goals in IEP on accountability document.

● Hold annual IEP meetings and eligibility meetings.

● Create a contingency plan to provide FAPE and progress on IEP goals during remote and blended learning.

● Refer to the Special Education IEP Guidance for holding IEP meetings during extended school closure.

● Utilize the LMS (Seesaw) to provide syn-chronous and asynchronous instruction to students.

● Collaborate with classroom teachers to support students and integrate information into accessible formats with American Sign Language Screencast, Google, See-Saw).

● Collaborate with classroom teachers to provide strategies for meeting the needs of deaf/hoh and or students with visual impairments students including remotely.

● Create and maintain resource list for teach-ers.

● Create and maintain resource list for par-ents.

Remote/Blended

Remote/Blended

All

All

All

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

School Psychologists

● Evaluate students for initial eligibility or ongoing eligibility for special education services.

● Participate in annual IEP meetings and eligibility meetings.

● Participate in Manifestation Determination meetings.

● Respond to email and other communica-tions from families within 24 hours during contracted work week.

All

All

All

All

Ongoing

Ongoing

Ongoing

Ongoing

IEP Facilitators ● Enters and maintains IEP databases:○ Building caseload information○ Evaluation dates○ Annual IEP dates

● Communicates and collaborates with spe-cial education teachers and related service providers regarding:

○ IEP drafts○ Scheduling meetings○ Filing○ Routing and disseminating infor-

mation● Communicates with parents to schedule

meetings.● Communicate and develop a system for

teachers to access to IEP paperwork.

All

All

All

All

Daily

Daily

Daily

Daily

Specialized Support Staff (AT, Autism inte-grationist)

● Collaborate with classroom teachers to support students.

● Collaborate with classroom teachers to provide trainings.

● Collaborate with classroom teachers to provide strategies.

● Provide training to parents.● Provide training to students.● Create and maintain resource list for teach-

ers.● Create and maintain resource list for par-

ents.

All

All

All

AllAllRemote/Modified

Remote/Modified

Ongoing

Ongoing

Ongoing

OngoingOngoingOngoingOngoing

Activities

SFSD Athletics: Return to Play Game Plan Summer 2020

Appendix

South Dakota Department of Education Starting Well 2020

This document is designed to assist South Dakota schools as they plan for the fall of the 2020-21 school year. The challenge of reopening school buildings will require an unprecedented level of preparation, coordination, and communication.

SD DOE Starting Well Website Find more specific resources and guides related to considerations for starting back to school in Fall 2020.

Health Guidance- South Dakota Department of Health/ Centers for Disease Control (CDC) / American Academy of Pediatrics (AAP)

• SD DOH Symptom Checker Sign• CDC “Stop the Spread” Poster• SD DOH COVID-19 Mitigation in Schools• SD DOH COVID-19 School Scenarios• SD DOH Reopening Schools Checklist• SD DOH Initiating a Case Investigation in a K-12 School• SD DOH What If . . .• SD DOH Guidelines for School Buses • CDC’s Considerations for Schools• CDC’s School Decision Tree

SD DOH What should I do flowchart

American Academy of Pediatrics COVID-19 Planning Considerations: Guidance for School Re-entry

South Dakota High School Activities Association (SDHSAA)

South Dakota High School Activities Association (SDHSAA)

National Federation of State High School Associations (NFHS)

National Federation of State High School Associations (NFHS)

*Hyperlinks coming soon! Please remember this is a working document. All documents are subject to change pending new information.