Available resources to engage students: Examples of remote learning resources available for staff to use at all grade levels may include, but not be limited to:

Focus of Remote Learning Lessons: Remote learning lessons will initially focus on reviewing essential skills and content that have already been taught and may focus on introducing some new material once students have adjusted to the routine of remote learning.

1. Functional academics and activities of daily living will be the primary focus of remote learning for this grade span. For any new learning, staff are asked to prioritize content based on a review of student IEP goals and objectives.

Length of remote learning day for students in the primary grades: Not to exceed 90 minutes (1.5 hours) in total per day covering a total of 5 days in any week.

Length of time a student would be expected to spend on each subject:

1. The primary focus of remote learning will be on functional academics and activities of daily living. A student would be expected to spend no more than 30 minutes per day on each subject. This would mean that a student would spend no more than 150 minutes on each of these subjects each week.

2. For the related arts (art, physical education, and music), a student would be expected to spend no more than 15 minutes per week on each of these subjects.

3. Staff are asked to develop lessons that will not exceed these time limits.

Feedback to students: Teachers will provide feedback on student work done at home in the form of parent consult via email.

Student Assessment via Progress Reports: For the fourth quarter, students will be assessed in a much broader range. Progress Reports will reflect student participation and progress towards current goals and objectives using two broad statements: “progressing towards expectations” or “not progressing towards expectations”

1. At the midpoint of term four, teachers will provide a list of students who are not meeting standards to administration. Administration will then reach out to parents/guardians to determine whether learning opportunities were equitable access to the learning opportunities during the closure, specifically keeping in mind home access to the internet, problems with technology, the variety of disability, health, and language challenges that could occur.

2. Before providing a student with a “not progressing towards expectations” denotation for any objective, teachers will provide a list of students who did not meet the standards set for a passing grade to administration. Administration will again investigate to determine whether the learning opportunities were equitable as described above. Upon concluding the investigation, administration will confer with the teacher to determine what grade will be assigned.