Support System

English Language Learners

English Language Learners (ELLs) or Limited English Proficient (LEP) students are a diverse group of students who do not speak English as their primary or home language. These students have a limited ability to read, speak, write or understand English and need unique teaching and support in order to have the same educational opportunities as native language learners. ELL students are eligible to receive a variety of services and participate in programs that will help them learn academic content and become skilled in their second language (English).

• All students will receive instructional accommodations according to each individual student's needs of ELLs in both full-time online education and hybrid education..

• All students will receive instruction from an appropriately-certified teacher.

ELL Programming

SANY will offer to all ELL students in grades K-12 to attend hybrid learning 4-days per week. Regardless of the selection to participate in remote or face-to-face instruction, SANY offers a variety of programs to serve ELLs in accordance with state guidelines. All ELL programs follow the Comprehensive ELL Education Plan to ensure students acquire the academic content and develop the academic language of all disciplines. Students identified and served through the ELL program both in small groups and embedded in mainstream classrooms in grades K-12 are learning English and grade-level content simultaneously. Teachers provide all linguistic accommodations necessary for the student to comprehend the information being taught no matter which instructional delivery model is being used.

Special Education

SANY will offer to all Special Education students in grades K-12 to attend hybrid learning 4-days per week. Regardless of participation in online or in-person instruction:

• All students with disabilities are entitled to all supports outlined in their Individualized Education Programs (IEP).

• Students with disabilities will follow the general SANY guidelines and protocols with special consideration given to meet their individual needs.

• Special education instructional and related services will be provided in accordance with the Individualized Education Program (IEP).

• Personal social skills instruction will be provided to address students goals and objectives for the amount of time specified in the Schedule of Services.

Supports and services for students receiving special education and related services in a remote setting may be revised through an IEP Amendment to ensure the District meets their individual needs.

Meetings (IEP)

• SANY will consider health plans and IEPs prior to reentry into brick and mortar settings and revise as needed to include appropriate safety protocols.

• SANY is committed to meeting the unique needs of students with disabilities by ensuring that IEP Committees convene as needed to discuss needs, review progress, and make individualized recommendations for our students.

Provision of Supports and Services

• Special education teachers will follow the general education guidance and complete lesson plans for each resource or self-contained class whether online or in-person.

• Special and general education teachers will collaborate to ensure lessons are designed to meet the needs of all students.

• Special education teachers are required to complete differentiated lesson plans to meet the needs of the IEP-entitled students they support whether instruction is online or in-person.

• SANY will ensure that, to the greatest extent possible, each student with a disability will be provided the special education and related services identified in the student's IEP.

Documentation of Services

• The student’s schedule of special education and related services should be accurately documented in the IEP to reflect what supports and services the student requires for FAPE whether attending school online or in-person.

• Students with disabilities must have available an instructional day commensurate with that of students without disabilities.

• Data should be collected bi-weekly, at minimum, on IEP goals/objectives.

Progress Monitoring

• Whether online or in-person, special education teachers should review the progress of each student on their caseload weekly (i.e., grade books, data collection, etc.) and determine what, if any, additional supports may be needed for each student to continue to progress in the general education curriculum and on their IEP goals/objectives.

• Special education teachers should consider alternate strategies/supports to ensure continued progress (i.e., more synchronous instruction; more small group support, etc.).

• Special education teachers should, after other interventions have been unsuccessful, request to convene an IEP committee meetings to address lack of progress.

• When in-person instruction resumes fully, IEP committees may address student-specific needs resulting from closure on a case-by-case basis. This might include discussions of COVID-related compensatory services or a need for extended school year (ESY) services.

Instructional and Related Services

Service providers should:

• Provide direct service minutes in alignment with the IEP schedule of services;

• Adhere to district expectations for PPE and scheduling to minimize cross-contamination;

• Maintain assignments, activities and videos of lessons; and

• Maintain accurate contact/service logs, documenting minutes provided.

Exposure Prevention Strategies

Special education services are often delivered in a small group setting with hands-on support. Special education teachers and service providers will take care to reduce any unintentional exposure by:

• Creating supplementary aids and manipulative kits per IEP

  • Update materials as needed per unit of instruction

  • Follow procedures for sanitizing items prior to adding to a student’s bag and/or container

  • Laminate supplemental aids as appropriate so they can be easily cleaned and reused

• Strategically scheduling students

  • Limit variation of student groupings

  • Minimize number of staff working with a particular group of students

  • Adhere to district guidelines regarding number of students and staff in a specific location at any given time

• Facilitating safe small group activities

  • Adhere to social distancing requirements

  • Ensure sanitization of space before and after each small group

  • Wear appropriate face coverings at all times during small group instruction

• Supervising transitions

  • Follow district guidelines

  • To the greatest extent possible, enforce social distancing of students in hallways and other common areas

  • Provide visual supports or schedules that highlight social distancing when transitioning between classrooms or activities

Time of Closure

Upon notice that a campus is closed:

• Contact/service logs will be maintained by special education staff;

• Materials distribution procedures should be followed by service providers;

• Remote learning guidelines and IEP plans should be followed;

• IEPs will proceed remotely throughout closure, adhering to legal timelines;

• Any delay of services will be addressed when the IEP committee convenes to review evaluation results and develop the IEP; and

• Closure kits will be provided based on each student’s IEP. Materials should be prepared to send home to support remote learning.

Technology Distribution for Remote Learning

Students who do not have reliable internet access or an unshared mobile device at home are eligible to receive a SANY-issued hotspot or device for use during the online education model or hybrid learning model.

• Families must request a device by completing this form here.

• Families must request a hotspot by completing this form here.

Families who request a SANY-issued hotspot or mobile device will be given a specific date and time for pickup. Technology distribution begins on August 31.

Students who were issued a SANY device last school year will keep that same device for the 2020-21 school year.

Social Emotional Student Supports

SANY Counselors are available to support students academically, socially and emotionally. Our counselors are prepared and ready to provide mental health support or resources for families who may be struggling emotionally. These services may be provided online or in-person. Access to schedule a meeting with a SANY counselor, please communicate with your student's building dean.

In addition to providing individual and group counseling, the Guidance and Counseling Department also provides Behavioral Health/Wellness-based, state-mandated classroom guidance lessons for all students. These lessons include:

• Orientation to the Counseling Program

• Bullying/Cyberbullying Prevention/Harassment

• Violence Prevention/Conflict Resolution

• College and Career Readiness

• Suicide Prevention/Mental Health Safety

• Drug Education Prevention

Social Emotional Learning (SEL) lessons will be offered to SANY students to develop important skills such as self-awareness, self-management, social awareness, relationship skills and responsible decision making.

Emotional, Health & Wellness Staff Supports

We believe our employees’ mental, physical, and emotional well-being are essential, especially during this tumultuous time. In order for us to engage in effective distance-learning, we must first ensure we are taking care of ourselves and our loved ones—only then are we truly capable of supporting and meeting the social-emotional needs of our families. We have embraced #alonetogether by building our virtual community. We may be #paused, but our collegiality prevails.

• Staff Buddies: Similar to bus buddies, this optional staff-buddy program assigns a peer buddy to each member. Each week, buddies are encouraged to check in with one another. In many instances, this system has fostered new relationships among our staff.

• Virtual Activities for Staff: Each week, employees are invited to several non-work-related virtual activities. Monday AM: mindfulness meditation, with a school counselor. Tuesday PM: staff social hour. Wednesday PM: Game Night! (e.g. Bingo, Scattergories, etc.). Friday PM: gratitude meditation with a school counselor.

• Monthly Challenges: In accordance with CDC recommendations, we developed monthly challenges to promote self-care and physical health. For April, we held a run/walk challenge utilizing Strava. Employees set their own personal goals. For May, our school counselor created a mindfulness calendar with daily tasks that focus on self-care and self-compassion.

• Daily Dean Check-Ins: Deans send a daily form to gather intel on daily accomplishments, questions, and concerns, and - most important - she checks the pulse of her staff’s mental well-being. To do this, she asks staff to complete unique questions that gauge their moods. For example, staff may be asked to tell what kind of transportation they feel like and why. Some of our staff have put their creativity to the test. Here are some fun examples: I feel like a cab because I am getting students to their destinations. // I feel like a fire truck running around trying to put out small fires everywhere. // I feel like a race car speeding through the day.

• Themed Tuesday Staff meetings: Each week, the staff has a Zoom meeting as a full “building.” Each day is designated a specific theme. Some examples of themed days include wearing luau attire, cheetah print, stripes, and polka dots. We also celebrate holidays together, such as wearing blue or green for Earth Day or emerald green for St. Patrick’s Day. Employees look forward to seeing everyone’s outfits at our virtual meeting.

• Distance-Learning Outcomes (anticipated/expected) Our virtual interactions have positively affected staff by giving them a sense of unity and continued open communication. They have established security in a very uncertain time and kept the balance between socialization and collaboration that our staff members experience when they are physically in school. With the best interest of our students at the forefront of our minds, we have been able to work together and give them the standard of education they deserve and expect.