Option B: Enrichment and Review

For LEAs considering Enrichment and Review activities, what options are available?

• Online/digital learning opportunities

• Virtual Instruction

• Non-digital learning opportunities (e.g., materials sent home with students)

LEAs that choose to use this option are providing students with activities to maintain or extend current status of academic skills. These activities are to reinforce and practice skills but are not mandatory for students to complete and not counted towards credit or official academic performance.

The resources can mirror the planned course of instruction from before the closure. The expectation is that LEAs will act in good faith to make sure the students that choose to participate can access and participate in enrichment and review as appropriate in light of these new student circumstances. LEAs must consider how to make optional enrichment and review materials accessible to and meaningful for non-English speaking students.

Even though the legal requirements are less, LEAs should take into account the following questions and considerations to make sure they are providing their students with the best possible education under the circumstances:

1. How will the LEA address access to technology to ensure all students have access to and can participate in instruction?

• Description: Given the fact that the majority of the instruction provided with Continuity of Education will be offered via a combination of various online formats, questions of access to technology need to be addressed first to determine initial feasibility (see the Technology Access and Resources page for more information): .

• Within the question of access to technology the following considerations need to be taken into account:

  • • General technology considerations - internet access, costs logistics etc.

    • Availability and compatibility of hardware

    • Cyber education programs provided through IU partners

    • Instructional options with associated costs

    • Scaling up for districts already participating in online education

    • Accessibility options for hardware and software

• There are collections of resources available for LEA consideration.

  • • Resources for internet/broadband access

    • Resources for remote collaboration

2. How will the LEA address the instructional needs for the overall student population?

• Description: The LEA needs to determine what instruction will look like for the general education student population. What broad systems are going to be in place to meet the needs of students based on age/grade level.

• Within the question of overall educational program the following considerations need to be taken into account.

  • • Guidance on Continuity of Education

    • Teacher Created Instructional Content: Best Practices, Hybrid Models

    • Paper and Pencil Instruction, Activities, and Assessments: Requirements and Considerations

    • Guidance on Social Distancing

    • Considerations to Comply with Social Distancing Realities

    • Guidance on Hour/Day Requirements

    • Guidance on Transportation for Non-Public Students

    • Guidance on State Assessments

    • COVID-19 and Issues Relating to Family Education Rights and Privacy Act (FERPA)

    • Returning to School

3. How will the LEA address the instructional needs for the students receiving special education services?

• Description: The LEA needs to determine what instruction will look like for students receiving special education services. How is the LEA planning on providing Enrichment and Review that addresses students’ participation in chosen activities as well as those designed to meet the individual needs of a child? Providing a Continuity of Education, within the context of the current environment, that includes Enrichment and Review is important for students with IEPs in order to maintain the student’s skill and knowledge and work to diminish the impact of regression.

• Within the question of overall programming for students eligible under IDEA, the following considerations need to be taken into account (see the Special Education resource and related pages for more information):

  • • Building the Schedule and Routine

      • • Student’s needs and current program (see IEP)

        • Need for transitions and breaks (attention and adult interventions)

        • Transition Planning

        • Specially Designed Instruction

        • Instruction towards IEP goals

        • Core Curriculum

    • Students who participate in general education courses

      • • Considerations for Accommodations and Modifications

        • Considerations for Student Access to Instruction and Materials, Utilizing Technological Accommodations or Support

        • Considerations Based on Age/Ability of Student

        • Specially-Designed Instruction

    • Students who receive individualized instruction

      • • Considerations for Accommodations and Modifications

        • Considerations for Student Access to Instruction and Materials, Utilizing Technological Accommodations or Support

        • Considerations Based on Age/Ability of Student

        • Specially-Designed Instruction

        • Students who need replacement instruction

        • Considerations for Provisions of Students Receiving Information/Instruction

        • Considerations for Provisions for Students Responding to Assignments/ Interacting with Teachers and Peers

    • Students who receive related services

      • • Considerations for Accommodations and Modifications

        • Considerations for Student Access to Instruction and Materials, Utilizing Technological Accommodations or Support

        • Considerations Based on Age/Ability of Student

        • Specially-Designed Instruction

    • Students who have more complex learning needs

      • • Considerations for Accommodations and Modifications

        • Considerations for Student Access to Instruction and Materials Utilizing Technological Accommodations or Support

        • Considerations Based on Age/Ability of Student

        • Specially-Designed Instruction

        • Students who need replacement instruction

        • Considerations for Provisions of Students Receiving Information/Instruction

        • Considerations for Provisions for Students Responding to Assignments/ Interacting with Teachers and Peers

    • Students who are in out of district placements

      • • Communication with providers

        • Considerations for Provisions of Students Receiving Information/Instruction

        • Considerations for Provisions for Students Responding to Assignments/ Interacting with Teachers and Peers

    • Additional Considerations

      • • Relevant Definitions Within Special Education

        • United States Department of Education and Pennsylvania Department of Education Guidance

        • IEP Processes

        • Special Education Timelines

        • LEA Considerations

    • Resources to Consider

      • • IU TaC staff

        • PaTTAN website and staff

        • Online free resources

        • Paper and pencil

        • Federal Department of Education - OSEP Guidance and Updates

        • PA Department of Education - COVID-19 Guidance and Resources

        • CEC - Council for Exceptional Children (resources)

        • Michigan guidance

        • Your local attorney(s) and counsel

4. How will the LEA address the instructional needs for the English Learner (EL) student population?

• Description: The LEA needs to determine what instruction will look like for the EL student population. How is the LEA planning on modifying the systems established for the general education student population to meet the various needs of EL students?

• Within the question of the EL program the following considerations should be taken into account. While voluntary enrichment does not require many of these considerations, they are considered best practices for keeping EL students engaged and participating in their education (see the EL Development page for more information): .

  • • Definition of ELD Program

    • Requirements for Educating English Learners

    • Right to Dual Services

    • ELD Settings

    • Content Area and ESL/ELD Teacher Considerations

    • ELD/ESL Instruction Provided Remotely to Students With Internet Access and to Students Without Internet Access

    • Platforms’ Functionalities to Support ELD

    • ELD/ESL Instruction Based on the Age/Proficiency Level of the Student

    • Scaffolds for ELs

5. How will the LEA address the instructional needs for the gifted student population?

• Description: The LEA needs to determine what instruction will look like for the gifted student population. How is the LEA planning on modifying the systems established for the general education student population to meet the various needs of gifted students?

• Within the question of the gifted program the following considerations should be taken into account (see the Gifted Education page for more information):

  • • Definitions Pertaining to Gifted Education

    • Bucket 5/Consideration: General Considerations for Gifted Education

    • FAPE Considerations Pertaining to Gifted Education

    • Adherence to the Timelines Outlined in Chapter 16

    • Roles and Responsibilities of Educators When Providing Continuity of Education, Pertaining to Gifted Education

    • Implications to Curriculum and Instruction for Students Who are Identified as Gifted

    • Role of Curriculum Compacting in Supporting all Learners

    • Providing Enrichment

    • Additional Resources