This web page is intended to share practices utilized by Vermont supervisory unions/districts (SUs/SDs), culled from Continuity of Learning Plans received from around the state, and to provide support for SUs/SDs as they monitor implementation of continuity of learning and plan for a healthy, strong start to the 2020-2021 school year. These practices are organized under each of the Essential Elements identified under the four Design Pillars for Continuity of Learning. Click on the element to view example practices from around the state.
Communication
Structures for Student Success
5. Describe how you will monitor and evaluate the effectiveness of your remote learning plan.
Instruction and Feedback
Ensuring Accessibility
9. Describe how you will ensure the provision of FAPE.
10. Describe how you will address adherence to FERPA
11. Describe how you will address equitable access to instructional materials and experiences.
1. Description of communication plans/routines for student to teacher, teacher to student, staff to staff, and staff to family/community.
Summary
Districts around the state have created in-depth communication plans to ensure the dissemination of information and the well-being of their staff and students. Districts have been creative in the use multiple means of communication to connect with learners and families throughout their communities, and to support those that may have limited or no access to technology and/or the internet.
Commonly Identified Strategies
- Multiple modes of communication
- Weekly newsletters -- digital and analog
- Calls for all families
- Leveraging existing digital platforms and LMS
- Clear and specific communication plans for all stakeholders (staff-student, staff-staff, staff-admin)
- Strategies to provide communication to families with limited or no connectivity
Highlights from the Field
Central Vermont SU
In addition to communicating through multiple platforms during a variety of meeting times, CVSU schedules office hours to meet the needs of students and families and provides around-the-clock opportunities for students and families to ask questions that are answered by the central office via Google Forms.
Read Central Vermont SU Continuity of Learning Plan excerpt.
Lamoille North SU
At the supervisory union level, the LNSU superintendent sends weekly letters to the community and staff with information from the Vermont Department of Health, information about remote learning opportunities and any other relevant news. The SU has also used partnerships to help successfully communicate at this time. The SU nursing and guidance teams are communicating with families about physical and mental health issues and are keeping track of children who are not engaged. By teaming with DCF and Lamoille County Mental Health, they can reach out to students who are having a more difficult time being engaged in remote learning. Additionally, the SU has had two community-wide Zoom meetings to discuss community concerns. At the school level, principals have provided all families with contact numbers, deliver a weekly message to highlight learning and offer support, post regular updates on Facebook pages, and send voice messages to all parents whenever there is new guidance. Staff and administration are sending postcards and letters to students weekly, and are implementing techniques to capture student interest and create an online learning community (e.g., joke of the day, online town halls, etc.)
Read Lamoille North SU Continuity of Learning Plan excerpt.
Montpelier Roxbury SD
MRPS has established a communication tracking system (shared among staff and using a common format) that documents contact and outreach to families. High risk students and families are prioritized for consistent check-ins and communication by school staff including principals, assistant principals, social workers, guidance counselors, and classroom teachers. The district also established a website for easy access to all PreK-12 learning for families.
Read Montpelier Roxbury SD Continuity of Learning Plan excerpt.
Rutland Northeast SU
RNESU will provide "Distance Homeroom" at preK-6 and "Distance Classroom/Advisory" at 7-12, where every student can be accounted for each day, assessed for general health and welfare. This information can be directed to the school's administration as needed. For students who are not able to connect virtually, a phone call or email will be planned. Additionally, the district utilizes the Let's Talk application, which allows all members of the community (students, families, staff) to pose questions, concerns, and communicate with district leadership, and allows the district to track questions and concerns and respond more rapidly than an email system.
Read Rutland Northeast SU Continuity of Learning Plan excerpt.
South Burlington SD
Each developmental level (i.e., elementary, middle, high) has established family & staff versions of a school handbook specially designed to provide clear expectations, strong procedures, and useful resources in order to maintain their educational mission during the COVID-19 crisis, including a Family Technology Support document as a first line of help for technology issues at home.
Read South Burlington SD Continuity of Learning Plan excerpt.
2. Description of how you will establish consistent expectations of teachers, in terms of providing learning opportunities for their students. These expectations should include regular office hours/check-ins and feedback loops for students.
Summary
Districts have worked diligently to create consistent expectations for teachers around planning and supporting their students. By clearly defining the roles that educators will play in a remote learning environment and ensuring that all levels of district staff communicate and support one another, districts have worked to set both their students and educators up for success.
Commonly Identified Strategies
- Clearly defined roles for educators
- Guidelines for checking in with students
- Provide both synchronous and asynchronous learning opportunities
- Teacher expectations around formative feedback, office hours, and synchronous and asynchronous learning
- Identified types of communications that educators will utilize to connect with students
- Administrative teams have set up plans to support and communicate often with educators
Highlights from the Field
Orange East SU
OESU developed a list of expectations for its educators that were screened by their director of student services, superintendent, and members of a Continuity of Learning team. Their established expectations include daily check-ins with students and families, flexible learning time and no penalties for lake work or work that is partially completed.
Read Orange East SU Continuity of Learning Plan excerpt.
River Valley Technical Center
In addition to its educators conducting daily meetings with students, RVTC conducts morning meetings with its staff every morning to check in and ensure that information is disseminated correctly. Teachers are expected to provide one synchronous, weekly seminar to their students and develop subsequent asynchronous activities to, at minimum, maintain student proficiency.
Read River Valley Technical Center Continuity of Learning Plan excerpt.
Windham Northeast SU
WNESU has made student safety, equity and relationships a major component of their educator expectations. They require their educators to take daily attendance as a way for students to have visual contact with a teacher, providing a sense of stability, predictability, community and belonging in mind. Educators are given ownership in their planning and decision making as they are reminded to let their professional judgement and creative instincts guide them and their planning.
Read Windham Northeast SU Continuity of Learning Plan excerpt.
Windsor Central SU
WCSU has required educators to provide both asynchronous and synchronous learning opportunities, with synchronous learning methods being an option for students. Both recorded synchronous learning sessions and asynchronous learning opportunities will be included on a weekly learning plan, that is submitted to families each week. In addition, the weekly plan will also include the allocated learning time per subject area and educator office hours for the week.
Read Windsor Central SU Continuity of Learning Plan excerpt.
3. Description of your system/structure for ensuring that all students, especially those struggling, get support (academic, social/emotional, or technology/material needs) in a timely fashion.
Summary
A priority for all districts has been addressing the academic, social/emotional, and technological support needs of students in a remote learning environment. Districts have utilized their support staff to ensure clear communication protocols are followed when determining and meeting student and family needs.
Commonly Identified Strategies
- Connecting with students and families in multiple ways to determine their needs
- Technology hotlines for families
- Distribution of devices
- Leveraging existing EST, departmental teaming structures, and teletherapy
- Leverage support staff (nurses, interventionists, coaches, mentors, admin, special educators, etc.) when connecting and supporting students.
- Creation of a clear and easily followed schedule and protocol when contacting families and students
Highlights from the Field
Caledonia Central SU
CCSU special educators are collaborating with classroom teachers to make sure students are provided with the appropriate accommodations for success in a remote environment. Interventionists have weekly check-ins with families to assist and support students as they complete their work, and if any physical supplies are needed to complete assignments, they are distributed on the bus route or mailed.
Read Caledonia Central SU Continuity of Learning Plan excerpt.
Milton Town SD
The expectations for MTSD’s structure of support vary from PreK through elementary, middle and high school. However, each grade band follows the same general guidelines for its MTSS and EST teams, including outlining specific guidance and requirements for its interventionists, school counselors, special educators and support staff. In addition, MTSD is leveraging its high school advisory program to check in on students’ social and emotional needs, provide general remote learning support (time management, executive functioning) and document a family’s preferred mode of communication.
Read Milton Town SD Continuity of Learning Plan excerpt.
Rivendell Interstate SD
Rivendell ISD has set up a variety of academic and social/emotional supports for its students. Students who receive special education services are being contacted several times a week by their case managers and teachers and have access to learning coaches and special education support when online in virtual classrooms. Students who have been identified as the most at-risk academically have additional support through an academic mentoring program where they receive intensive 1:1 daily support.
The school is also continuing to use its contracted and outside services to provide all families with social/emotional resources and counseling support. To ensure families get the support that they need, a family point person reaches out and connects with their assigned family at least three times a week, then reports any needs or concerns at grade level team meetings.
Read Rivendell Interstate SD Continuity of Learning Plan excerpt.
Slate Valley Unified Union SD
Each school in SVUUSD has established a support team that will review students and families that may be or at risk. That team will arrange for any supports and resources a student and family will need, including access to meals and food programs, essential worker childcare, and social/emotional support from school liaisons, SAP counselors, school nurses and counselors. In addition, each school has created a “support center” for students to access interventionists or instructional assistants for academic support, mindfulness activities or as a check in with a trusted adult.
Read Slate Valley Unified Union SD Continuity of Learning Plan excerpt.
White River Valley SU
In addition to educators and support staff connecting with students, building administrators and school counselors at WRVSU schools are working with the families of students that are having trouble engaging in a remote environment. The goal is to establish supports for those students in order to make learning successful. WRVSU schools are also sending guidance newsletters home to families and students with resources around social and emotional wellbeing.
Read White River Valley SU Continuity of Learning Plan excerpt.
4. Description of how you will structure student learning that is flexible enough (e.g., asynchronous to synchronous interactions, weekly vs. daily planning, etc.) to meet student needs and provides predictability for students, families, and educators.
Summary
Districts have begun leveraging personalized learning to develop flexible learning options for students in remote environments. By emphasizing asynchronous learning opportunities, as well as providing guidelines for synchronous learning, districts are providing equitable opportunities for families and students that may not have access to resources or whose schedules do not allow for the more rigid structures of traditional schooling.
Commonly Identified Strategies
- Personalized learning planning to support student agency in learning
- Weekly planning versus daily planning
- Focus of student learning is on asynchronous interactions, shifting control and responsibility of learning from the educator to the student, allowing educators to personalize support
- Communication with families and students to determine schedule needs when planning for synchronous learning opportunities.
Highlights from the Field
Greater Rutland County SU
GRSU educators have been directed to create weekly learning menus that include choice activities and passion projects for students to demonstrate their learning. Teachers have been encouraged to connect often with their students yet be flexible and accept learning in ways a student and/or family can accommodate.
Read Greater Rutland County SU Continuity of Learning Plan excerpt
North Country SU
Educators in NCSU remember the inequities students face at home (basic needs, responsibilities, inconsistent internal connectivity, academic support) when designing and planning remote learning opportunities. Emphasis is placed on assignments that can be provided at the beginning of each week, as opposed to daily, allowing students and families the flexibility to complete the work based on their needs.
Teachers have been encouraged to provide opportunities for students to interact with their environment when learning, reducing student screen time. Learning menus and choice boards have been created consisting of both online, offline, and hybrid choices in learning. NCSU will be creating a website to share ideas and examples by teachers.
Read North Country SU Continuity of Learning Plan excerpt
Orleans Southwest SU
OSSU created a Learner Agency Teacher Rubric, which provides a self-assessment tool for educators to see where they fall along a continuum when teaching in a remote environment. Learning in OSSU is primarily focused on asynchronous opportunities to develop learner agency. If educators engage in synchronous learning, much of the time is spent checking in with students and making meaning of new learning.
Read Orleans Southwest SU Continuity of Learning plan excerpt
Rutland City SU
Staff at RCSU have worked with families to create realistic individualized learning plans, which include contact with an educator through computer or phone. Students have a choice to work on their learning either through a paper/pencil format or online, as discussed with their teacher. Both synchronous and asynchronous lessons and assignments are being planned for each grade band, with some lessons utilizing online platforms such as Khan Academy and IDX.
Read Rutland City SU Continuity of Learning plan exceprt
Windham Southeast SU
Windham SE staff are offering blended synchronous and asynchronous learning opportunities to it’s elementary, middle and high school students. The district has been requesting its staff to slow down their pace and use this learning time as an opportunity to increase capacity for differentiation, modification and student personalization.
Read Windham Southeast SU Continuity of Learning Plan exceprt.
5. Description of how you will monitor and evaluate the effectiveness of your remote learning plan.
Summary:
To ensure the effectiveness of their plans for continuity of learning, districts have begun implementing a variety of monitoring strategies. Most include gathering data and input from multiple stakeholders, including students and parents. Regular and timely review of this data by teams of administrators, staff and educators then inform a revision of the plan to quickly and effectively meet the academic and social/emotional needs of students.
Commonly Identified Strategies
- Regularly scheduled administrative meetings to discuss feedback received
- Leveraging their MTSS and EST teams to collect and evaluate data
- Informal and formal information-gathering from students, families and teachers such as surveys and teacher report mechanisms that roll up to building and district leadership
- Plans for improvements, changes and revisions to existing plans based upon gathered information
Highlights from the Field
Addison Northwest SD
The administrative team for ANWSD plans to meet daily to address student, teacher and family feedback, both anecdotal and formalized. Quantitative and qualitative information will be collected in a variety of ways and be used to monitor both the academic and social/emotional sides of their continuity of learning plan.
Read Addison Northwest SD Continuity of Learning Plan exceprt.
Battenkill Valley SU
Educators at both FES and AMHS will be meeting with small groups of students, weekly, to collect feedback on how the continuity of learning plan is working for them. An assigned administrator will meet with staff on a weekly basis to discuss the effectiveness of the CLP and, with input from educators, make appropriate and personalized adjustments.
Read Battenkill Valley SU Continuity of Learning Plan excerpt.
Essex North SU
In addition to administrative teams working to monitor activities related to supports and services, grade band teams (Prek-3, 4-6, 7-12) will meet with an interventionist every two weeks to review the needs and progress for every student. During this time, it will be determined if an intervention is needed, and how to personalize it for the student. Special education staff will meet bi-weekly to reassess paraprofessional placements for supports.
Read Essex North SU Continuity of Learning Plan excerpt.
Kingdom East SD
KESD will be collecting a variety of different data from parents, educators and students. The collection of student data will take many different forms, including 1:1 conferencing and interviews, journals, logs, etc., as well as contact/attendance logs and documentation of student participation in learning opportunities.
Read Kingdom East SD Continuity of Learning Plan excerpt.
6. Description of how you will identify critical proficiencies for the remainder of the year and how you will design learning activities that support students to meet these critical proficiencies [appropriate for each grade level cluster (PreK, primary, intermediate, middle and high school).
Summary
Districts realize that focused and narrow learning objectives during this time is key and have identified those critical proficiencies to be addressed and assessed for the remainder of the school year. Students are given a choice in how they meet learning expectations, consistent with Vermont’s personalized, proficiency-based approach to education. The expectations for meeting any critical proficiency, as well as course or grade-level requirements, are clearly articulated.
Commonly Identified Strategies:
- Focus on the critical proficiencies that are crucial for ensuring student success in future learning
- Variability in how students demonstrate meeting learning expectations, taking into consideration current learning environments
- Description of what will be assessed and how it will be reported
Highlights from the Field:
Champlain Valley SD
CVSD set up weekly expectations for different grade levels that allow synchronous and asynchronous time for instruction. Grade levels will identify common learning targets and accessible content and skills for all students. From these, students are given a menu of learning opportunities to explore new learning. Feedback on student work, including both progress and engagement, will be provided at least weekly.
Read Champlain Valley SD Continuity of Learning Plan excerpt.
Colchester SD
CSD will review and establish highest priority concepts and skills to meet CSD proficiencies and curriculum maps, and courses will be trimmed and prioritized. Teachers are building learning plans and weekly work menus that reflect those trimmed down maps and courses. Local assessments will be revised for K-12, determining appropriate ways to assess high priority learning in a remote environment.
Read Colchester SD Continuity of Learning Plan excerpt.
Two Rivers SU
At TRSU, each grade level and content area will identify critical indicators from which they set goals, gather evidence, and report status, with the overarching philosophy of less is more. Reporting to parents will be narrative around limited learning aligned to the critical indicators. The SU will emphasize that assessment is necessary, grading is not. Graduation requirements will be modified so that seniors are only expected to be proficient in graduation requirements that were taught and assessed prior to April 13th, with students able to work with teachers and counselors to fulfill any requirements that were not proficient at time of school closure.
Read Two Rivers SU Continuity of Learning Plan excerpt.
Windham Southwest SU
Critical indicators and approaches to learning are established for each grade or academic area, while focusing on keeping children emotionally and physically safe, fed, and engaged in learning. Grading and assessment focus on the continuation of learning and prioritize the connectedness and care for students and staff. Accountability should take the form of descriptive statements about participation and engagement for elementary students, as well as where the student is on critical indicators at the time of reporting for high school students.
Read Windham Southwest SU Continuity of Learning Plan exceprt.
Winooski SD
At WSD Pre-K teachers will be checking in with families to gather observations about growth and development they are seeing in their children. Their elementary school grade level teams are working collaboratively to develop consistent learning and assessment opportunities to engage students in the identified critical standards. The middle and high school teachers are working in PLCs that focus on specific Graduation Proficiencies (GPs) to make individual goals for each student in order to support their growth from one GP level to the next. Additionally, teachers are developing “proficiency snapshots” for each student that determine which GPs should be focused on most and assessed during the remote learning period.
Read Winooski SD Continuity of Learning Plan excerpt.
7. Description of your process to create opportunities for teachers and staff to work collaboratively or in teams around curricular design and support of students, and to ensure continuity in case of staff illness.
Summary
Districts and SUs establish or continue to utilize Professional Learning Communities (PLCs) and other grade level or content specific teams to provide opportunities for collaboration around remote instruction. Where appropriate, support staff have been assigned to help educators plan and assist their students. Districts have also established protocols in the event that an educator falls ill for an extended period.
Commonly Identified Strategies
- Continue district PLCs and team meetings virtually, focusing on successes and challenges of remote teaching
- Establish collaborative team planning time, inclusive of support staff (interventionists, paraeducators, coaches, etc.)
- Educators have identified or been assigned a colleague (interventionist, principal, paraeducator, peer, etc.,) to help if they fall ill
- Require emergency plans for up to two weeks
Highlights from the Field
Addison Central SD
Teacher teams at ACSD will continue working collaboratively with appropriate grade bands (elementary, middle, high school). ACSD elementary schools are sharing a common Week-at-a-Glance template for Monday morning communication with families. The principal will assign an individual to manage the ill teacher’s Google Classroom, virtual meetings, and other learning engagements (including providing feedback on student learning).
Read Addison Central SD Continuity of Learning Plan excerpt.
Harwood Unified Union SD
Across all HUUSD schools, weekly grade level and department meetings will be used to support improvement of instruction, coordination of curricula, review of student work and identification of student intervention needs. Collaboration among grade level and department teams will help to ensure equity among grade level classes and subject areas. In the case of staff illness, each school has created a “3-Deep” plan that outlines how learning can continue with the help and support of other staff.
Read Harwood Unified Union SD Continuity of Learning Plan excerpt.
Maple Run Unified SD
Maple Run provided in-service to support distance teaching and learning. Topics covered included: technology tools, best practices, team planning, and use of planning templates. Each teacher has an identified colleague and/or grade-level team member who are aware of the content and lesson planning in the event the other colleague becomes ill and can no longer teach; for CTE there are three lab supervisors who can fill in for their colleagues. High school and technical center teachers have an hour and half each morning with planned collaboration time in different teams. Special educators are meeting regularly to discuss plans for all students on their caseloads to be able to fill in for each other if needed. Additionally, team meetings include special educators, general educators, and education support professionals in order to plan for continuity in goal attainment.
Read Maple Run Unified SD Continuity of Learning Plan excerpt.
Mill River Unified Union SD
At MRUUSD grade level and department PLCs will meet every two weeks for an hour via various online platforms (Google Hangouts, Zoom, etc.) to share strategies and practices that individual teachers have found successful within their context. The focus of these meetings will be around sharing success stories and to discuss specific student support needs between teachers that share students. Paraeducators & interventionist will be assigned to and partnered with individual teachers to provide support or fill in when teachers are out for sickness or other issues. The district Instructional Vision Team (IVT), representing district administrators, school principals, instructional coaches, and classroom teachers, will continue to meet virtually to provide input and guidance on the continued implementation of PBL, among other district initiatives. Their current focus is on determining the professional learning needs of teachers to ensure consistent implementation of online learning.
Read Mill River Unified Union SD Continuity of Learning Plan excerpt.
8. Description of your plan to support and provide professional learning opportunities for teachers, counselors, and staff around effective remote (including virtual) instructional design, delivery and practice.
Summary:
Teaching in a remote learning environment requires a new set of skills while also relying on proven classroom-based instructional strategies. In order to support the needs of their educators, districts have leveraged the expertise of their district technology directors, technology integration specialists and tech support staff. Districts have recognized that targeted support and professional learning lead to better online teaching and learning.
Commonly Identified Strategies
- Using technology directors, technology integration specialists, or other "champions” to provide support to teachers with online and remote learning pedagogy, application or software usage, and/or other supports as needed
- Streamline and support consistent educator expectations specifically around remote learning
- Utilize faculty meeting time, and other existing meetings, to deliver professional learning in online instructional practices
- Technology teams provide vetted resources to teachers
Highlights from the Field
Bennington Rutland SU
On slack.com, teachers access the #learningresources channel to share ideas and links to remote learning tools; many of these resources have built-in tutorials for informal learning, teacher support, and other resources. Additional support is provided by the technology integrationist, who is also a certified VTVLC instructor and provides support for teachers using Google classroom. In some schools, there is a designated technology expert on each team to support colleagues with questions and other needs.
Read Bennington Rutland SU Continuity of Learning Plan excerpt.
Missisquoi Valley SD
MVSD has adapted their professional development plan for the year to focus on building teacher skills in remote learning instructional design, delivery, and practice. Technology integrationists are available as support for teachers, data teams, and departments, are also vetting any new tools and resources teachers would like to use to ensure compliance with student data privacy requirements.
Read Missisquoi Valley SD Continuity of Learning Plan excerpt.
Springfield SD
Each school has a Teacher Tech Team as a first point for technology support, primarily for applications, software and pedagogies. The technology integration coach engages in frequent large and small group meetings and holds regularly scheduled office hours. Specific tech support email accounts have been created. Professional and support staff have been initially trained in the use of online learning platforms (Google Classroom and Google Hangouts). This training will be ongoing and supported by a technology integration specialist. Additionally, SSD created a website to offer asynchronous tutorials on essential G. Suite tools designed to get teachers’ remote learning classrooms up and running.
Read Springfield SD Continuity of Learning Plan excerpt.
Washington Central Unified Union SD
Each school has an identified Infinite Campus work group member to support teachers using the platform. Media specialists and the IT department are vetting resources and have created a list of vetted resources for teachers. In addition, the curriculum director and instructional coaches have created a remote learning site for teacher resources. Teachers are adding to and curating this site from what they are learning and using during this time.
Read Washington Central Unified Union SD Continuity of Learning Plan excerpt.
Windham Central SU
One afternoon per week will be dedicated to professional learning for all staff provided by teachers, Trauma Catalyst Group members, information technology personnel and others. Content for professional learning opportunities will be determined based on the adopted WCSU philosophy and the feedback from the survey “Remote Learning: Professional Learning Needs” sent to all staff. Links to professional learning opportunities, including other identified online opportunities will be organized in Google and shared with all staff.
Read Windham Central SU Continuity of Learning Plan excerpt.
9.Description of how you will ensure the provision of FAPE
Summary
Ensuring remote learning opportunities meet IDEA requirements is crucial to equitable learning outcomes for all students. Districts have taken steps to certify FAPE provisions are met by encouraging both students and families to advocate for their needs as well as offering training and resources for parents when coordinating services for their children.
Commonly Identified Strategies:
- Remind families of their parental rights and to advocate for themselves and their student
- Provide services to collaborate with students, including consultations and training for parents
- Ensure that students are included when writing a Distance Learning Plan
Highlights from the Field
Essex Westford SD
Essex Westford has outlined very specific and detailed special education procedures to ensure their students and families are able to access resources and supports. Components include recommendations on IEP referrals during this time of school closure, the organization and implementation of parent trainings, consultations and supports, and the protocols in place if a family either denies a Distance Learning Plans (DLP) or needs to decrease direct instructional support and related services for their student.
Read Essex Westford SD Continuity of Learning Plan excerpt.
Franklin Northeast SU
Protocols set forth in Franklin NE’s plan to address FAPE rely heavily on parental and family involvement. FNESU is providing families multiple options to support a student’s Distance Learning Plan, including parent/family consultation and training, asynchronized learning opportunities with videos that accompany learning materials, and direct instruction with video conferencing with staff.
Read Franklin Northeast SU Continuity of Learning Plan excerpt.
Mount Abraham Unified SD
MAUSD has developed an IEP amendment process which modifies IEPs to reflect changes to student services that occur when learning in remote learning environments (duration, frequency, and location of student services). The process of amending an IEP includes collaboration between families, general educators and support staff. Additionally, the district has designed distance learning plans with alternative programs and programs that serve out-of-district students. MAUSD anticipates using each IEP team to evaluate individual students for extended or compensatory services once school starts in SY20-21.
Read Mount Abraham Unified SD Continuity of Learning Plan excerpt.
Southwest Vermont SU
Staff at SVSU will be collaborating with parents, students, and general education teachers to create DLPs. Activities on the DLP will be linked to student goals as well as SVSU general curriculum and prioritized standards. In addition, the DLP will inform weekly learning plans for students that are provided direct instruction.
Read Southwest Vermont SU Continuity of Learning Plan excerpt.
Windsor SE SU
Windsor SE will look at each student’s options for communication and virtual contact and work with the IT department to optimize their situation, with parental permission. Accommodations in IEPs and other support plans will be followed to the degree possible, with coaching for parents who may be supporting their student’s learning. For example, WSESU utilize and support the use of text to speech and speech to text, and designate staff to assist with implementation.
Read Windsor SE SU Continuity of Learning Plan excerpt.
10. Description of how you will address adherence to FERPA
Summary
Districts are providing overviews of federal FERPA requirements and providing links to either local plans to address privacy or direct to the federal websites. They recognize that remote learning requires a different lens than perhaps previously applied and are providing guidance to apply these federal guidelines. To help ensure adherence, districts are providing their educators with lists of approved technology products and online instructional strategies that can ensure student privacy, often leveraging their existing membership in the Vermont Student Data Privacy Alliance.
Commonly Identified Strategies
- Reference the federal guidelines, or provide links, on FERPA
- Provide guidance regarding confidentiality in a remote learning environment
- Use of district-sanctioned platforms in the delivery of instruction and receiving of student work
- Referencing the VT SDPC site
Highlights from the Field
Burlington SD
At BSD all staff participated in mandatory FERPA trainings at the commencement of the school year. This standard continues and principals will include a reminder statement in staff updates. Any new online resources will be vetted to protect student privacy. Administrators, faculty, and staff will continue to communicate through school email, text, and all other means of typed communication about specific students by using abbreviations and/or student ID numbers assigned through PowerSchool so as not to identify students by name.
Read Burlington SD Continuity of Learning Plan excerpt.
Grand Isle SU
GISU reminded their teachers of the need to be mindful of infringing on copyright when posting material online. They have provided a copyright statement to be used by all teachers when posting recordings of copyrighted materials which details the notice of rights of the copyright holder and reminds students and/or parents/guardians that this material is for GISU student use only and will be removed at the end of the school year. Guidance has been provided to teachers regarding the distribution of links directly from YouTube to students. All teachers must use safeyoutube.net in order to distribute any link or content from YouTube.
Read Grand Isle SU Continuity of Learning Plan excerpt.
Hartford SD
Hartford SD provided specific instruction for sharing documents via Google Docs, stating that the item must be shared directly to the recipient’s Google Account with the option checked off that disables options to download, print or copy the document. All staff completed the SafeSchools FERPA Training at the start of the 2019/2020 school year and are being provided with written directions on FERPA compliant digital communication aligned with that training. All teachers were provided access to a form indicating guardians that have opted out of having their student audiotaped, videotaped, or photographed for instructional purposes and public display. Before students participate in small-group instruction via video conference, the guardian of the students will complete a permission form.
Read Hartford SD Continuity of Learning Plan excerpt.
St. Johnsbury SD
SJSD has reminded their staff that a recorded video is part of the student’s educational record and have provided guidelines in order to maintain compliance. The district is encouraging that all synchronous videos have a minimum of two adults present. They have also informed instructors that if they see something that is in violation of their student conduct and discipline policy via video, they must report it following district policy and/or report it to the Agency of Human Services/DCF and if video is recorded, it must be kept.
Read St. Johnsbury SD Continuiity of Learning Plan excerpt.
11. Description of how you will address equitable student access to instructional materials and instructional experiences
Summary
Districts have made great efforts to remove barriers for historically marginalized students to ensure equitable access for students in terms of educational experiences and resources, including technology. Bus routes and drivers are routinely used to deliver food and educational materials to students where digital access and/or transportation are issues. For families with limited or no access to online resources, many are being provided with internet connections and devices when necessary.
Commonly Identified Strategies
- Ensure access for all impacted students, both those with disabilities and without disabilities
- Delivery plan for distribution of analog materials
- Provide devices to families that have none or resolve connectivity issues
Highlights from the Field:
Barre Unified Union SD
BUUSD has had their homeless liaison assistant reach out to families on a regular basis to offer support. Their ELL teachers are scheduling multiple meetings per week to ensure that ELL students are able access their learning. The special educators at the Central Vermont Career Center are maintaining connections between the technical center teachers and their students’ sending schools.
Read Barre Unified Union SD Continuiity of Learning Plan exceprt.
Franklin West SU
All families will have the option of receiving educational packets via daily lunch delivery, mail, or electronic lessons, and will also have virtual or telephone check ins from teachers. They are utilizing their lunch delivery method or mail to provide materials and to return formative feedback work. Special educators will complete a review of those general education activities and worksheets, determine what accommodations and modifications are necessary for students with disabilities. Additionally, they are utilizing the Vermont AOE’s Equity Lens Protocol to ensure access for all students.
Read Franklin West SU Continuity of Learning Plan excerpt.
Lamoille South Unified Union SD
LSUUD is relying on platforms, tools, and resources that were already in practice, used in classrooms, and familiar to teachers and students. All students in grades K-5 were provided with a personal computing device prior to school closure. All students in grades 6-12 have had 1:1 device access on an ongoing basis. They are also working to help families obtain high speed internet access at low or no cost.
Read Lamoille South Unified Union SD Continuity of Learning Plan excerpt.
Mount Mansfield Unified Union SD
MMUUSD has a system to provide replacement devices when repairs on a current device is needed. They have also created hotline for families to call when they have technology issues. Wireless mobile hotspots have been purchased by the district and are being supplied to families in need of internet access.
Read Mount Mansfield Unified Union SD Continuity of Learning Plan excerpt.
Orleans Central SU
All schools in OCSU provide open wireless Internet to all students from parking lots and other areas if needed. OCSU also uses a variety of methods to advertise other public hotspots, as well as providing information for parents on possible home Internet access. Their Teaching and Learning team is providing guidance documents and resources for teachers to help ensure equitable access to materials and experiences for students. PLCs and other collaborative time are being provided to educational staff in order to build and refine equitable instructional experiences.
Read Orleans Central SU Continuity of Learning Plan excerpt.