Supports For All Students

How will we identify and meet the needs of target subgroups (e.g., students with IEPs, English learners, At-Risk, gifted and talented)?

• Identify students in the following subgroups: students with IEPs, English learners, At-Risk, talented and gifted.

• Create a list of the identified students mentioned above.

• Share the students identified on the list with the individuals who will be working with these students most closely. (Special Education Teachers, ELL Teachers, Student Success Team, TAG Teacher)

How will we identify learners who might be considered generally “at-risk” for limited participation and/or engagement, independent of subgroup membership?

• Each teacher/grade level will have a class list with students identified for the following risk factors.

  • Families that do not have any, or have limited adequate access to necessary hardware and connectivity;

  • Families who are impacted by chronic health conditions and those recently impacted by COVID-19 related needs

• Leadership team will be responsible to add students to the list as needed throughout the year.

How will we ensure quality instructional opportunities for learners generally considered “at-risk” due to any number of factors?

• Creation of "one stop shop" for assignments and resources for students.

• Survey parents, especially of the students who have been identified as At-Risk, to get an understanding of how those parents best like to be communicated with (e.g., phone calls, text messages, parent portal, Facebook, Twitter).

• Make all parents aware of the Zoom and office hour schedules.

• A case manager for students At-Risk will be an individual from the Student Success Team.

• Case managers will contact parents to have a conversation with them about how to meet their child’s learning needs

How will we ensure engagement of all learners across the sections, grades, and buildings?

• Staff who are responsible for differentiating instruction (Sp. Ed., ELL, TAG, At Risk) will make accommodations and modifications.

• The case manager will track interactions with each identified student for whom they are responsible.

• To allow staff who are differentiating to look at original activity, a lesson plan ‘due date’ will be Wednesday and visible to parents on Sunday.

• Case managers will assist teachers with tools that might be used to carry out the differentiated lesson plans.

Equity for Students On IEPs

How will we ensure appropriate access to—and equity of—Iowa’s Academic Standards and other needs as the result of the disability?

• A case manager for students with IEPs will be the Special Education teacher.

• Case managers will contact parents to have a conversation with them about how to meet their child’s learning needs.

• Student services will be discussed by the IEP team to determine changes to instruction.

• Create an FAQ for parents to use/access the available assistive technology.

• Assistive technology would be available for pickup at the school.

• This IEP meeting process will be followed (INSERT COVID-19 IEP TRAINING LINK HERE)

• Service provider will monitor student access, participation, and progress in educational services.

• Service provider would activate the Remote Learning Plan if it becomes necessary.

• Meetings and data monitoring will continue to ensure the learning for all students.

Equity for English Learners

How will we ensure English learners and their families have access to communications and distance learning materials?

• A case manager for English language learner will be the ELL instructor.

• Case managers will contact parents to have a conversation with them about how to meet their child’s learning needs.

  • Contact person will contact parents to have a conversation with them about how to meet their child’s learning needs.

    • Communications to families in this group should be offered in their first language.

  • Post communication in languages aligned to family needs.

  • Post in multiple methods (e.g., phone calls, text messages, parent portal, Facebook, Twitter), and use translation software.

How will we establish methods for delivering instruction to support English learners?

• Case manager will teach students and families how to use the tools for language support.

• ELL instructor will provide opportunities for Language instruction.

Equity for Talented and Gifted

How will we ensure the Social-Emotional-Behavioral Health needs of talented and gifted learners are addressed?

• A case manager for gifted and talented students will be the TAG teacher.

• Case managers will contact parents to have a conversation with them about how to meet their child’s learning needs.

• TAG teacher will collaborate with classroom teachers to offer enrichment activities for K-3.

• TAG teacher will have Zoom sessions offered to 4-8.

  • Zoom will be used to engage learners in the formative assessment process by having them help develop goals and expectations, engaging in the feedback cycle and recognizing accomplishments.

How will we establish accelerated/enriched learning opportunities?

• Enrichment opportunities will be on the one stop shop document for students and families to access

• Contact person will contact parents to inform them about the enrichment opportunities

• Current model of college courses for 9-12 will continue