Embedded Files
Responsibilities
Administrator Responsibilities
Communicate updates from the District to staff, families and caregivers in a timely manner
Clearly outline remote learning expectations to staff, families, caregivers and provide supports to bring plans to fruition
Support staff in carrying out their responsibilities and support staff with any potential discipline issues that result from online lessons.
Chair virtual IEP meetings
Remain accessible to students, parents, caregivers, colleagues and administrators
Respond to all staff emails promptly, within 24 hours Monday through Friday.
Connect biweekly with district administrative team
Connect weekly with school-level staff
Communicate with families regarding student progress/participation with the remote learning process.
Weekly, K-5 administrators will include a brief summary of offerings and links to content, written by their related-arts teachers, in home communication with families.
Facilitate the distribution of materials as needed for students without internet access on a case by case basis
Educator Responsibilities
Communicate the daily or weekly lessons, expectations, assignments, and/or plans with students and, as appropriate, families or caregivers.
Outreach to students and/or families at least twice a week with students via email, phone, video chat, etc.
Respond to all emails during the next scheduled office hours.
Educators shall establish daily office hours (at least 2 hours, that need not be scheduled consecutively) within their regularly scheduled work day specifically designated for student/family communication. Educators will notify students and/or families of the scheduled time which can be used to respond to student questions and to support students. In the event of a need to change the time, educators will give appropriate notice to families/students.
Educators will make every effort to participate in any virtual IEP meetings which shall within the school day. Educators shall be provided with a minimum of two (2) school days notice of the meeting. The District recognizes that from time-to-time, unexpected situations may preclude a teacher from attending a virtual IEP meeting.
Teachers meet as grade level teams at least once a week as determined by the teacher and share the schedule times of meetings and any products with building Principals.
Teachers shall participate in no more than one hour long meeting each week with the building principal and rest of the staff.
Reminder: Teachers are Mandated Reporters and they must report any potential 51A issues to the administrator via email & phone call as soon as possible.
In the event that an educator is required to cover for an extended absence of a staff member of more than one (1) week or for a vacant position, the educator will be compensated at the rate 1/900th per day.
Elementary Related Arts Specialists Responsibilities
Educator responsibilities from above as applicable to the elementary specialist setting. Due to the complexity of servicing hundreds of students in multiple classrooms and grade levels the twice weekly communication with parents and students will be provided within the structure of the provided weekly enrichment and learning activities.
Build and maintain a digital platform for the sharing of activities and lessons using approved district technologies including but not limited to Google Classroom, Google Sites and school websites. Students and families will be able to access this content on-demand, within their own time frame.
Develop weekly activities and lessons to support the age levels and abilities of each building following the districts guidelines for related arts:
50 minutes per subject in grades 3-5 (See page 7, 4b)
30 minutes per subject/per week in grades K-2 (see page 8, 4b)
Elementary related arts specialists will collaborate with teachers in district-wide programs based in their buildings to create content for their classrooms.
Elementary related arts specialists will provide their building administrators with a weekly paragraph summarizing assigned activities for the upcoming week with links to reach materials. The administrators will then forward to families within their weekly update.
Special Education Educators, and English as a Second Language Educators Responsibilities
Educator Responsibilities from above
Collaborate with regular education teachers to help modify and adapt lessons to provide access to learning opportunities for special education or English learner students on their caseload
Create remote learning activities on an as needed basis for students on their caseload
Document services being offered via email, modified remote learning activities or Linking Plans that address specific goals and objectives from the student’s IEP.
Related Service Providers (SLP, PT, OT) Responsibilities
Connect to students and/or families of students on IEPs and 504s at least twice a week via district approved platforms such as email, Google phone, Google Classroom post, video chat AND based on student’s age/grade access needs and applicability.
Respond to all emails during the next scheduled office hours.
WREA provider shall establish daily office hours (at least 2 hours, that need not be scheduled consecutively) within their regularly scheduled workday specifically designated for student/family communication and communicate this on a weekly basis. In the event of a need to change the time, educators will give appropriate notice to families/students.
Participate in any caseload specific virtual IEP meetings that shall occur within the school day. Members shall be provided with no less than two (2) school days notice for the meeting. The District recognizes that from time-to-time, unexpected situations may preclude a teacher from attending a virtual IEP meeting.
Finalize IEP “paperwork” following meetings in accordance with the district recommended timeline of 10 days and past WREA bargained member responsibilities.
Participate in either a school or department alike virtual meetings at the same frequency and duration of other WREA members.
For students receiving B grid services: provider will connect with content area instructor and/or case manager as appropriate based on student needs to offer suggestions to the educational team to support the provider’s area of expertise AND attend occasional live remote learning opportunities, if applicable and available given schedule demands.
For students receiving C Grid/pull out services: create remote learning opportunities, using best practice for service area to meet which are planned to take no more than 50% of the students’ weekly C grid services, for students on their caseload
Document supports/instruction and communication being offered via remote learning modalities that address specific goals and objectives from the student’s IEP/504 on a documentation form agreed upon and then created and shared by the team chairperson.
Follow state, national and/or educator licensure requirements as appropriate inclusive of remote learning or teletherapy requirements.
Complete supervision requirements for assistants, as applicable
Reminder: Teachers are Mandated Reporters and they must report any potential 51A issues to the administrator via email & phone call as soon as possible.
School Guidance and Adjustment Counselors and School Psychologists Responsibilities
Contribute to district-wide health and mental health online resource guide for students and families, as needed
Collaborate with grade-alike colleagues to generate weekly enrichment activities related to mental health, social-emotional learning, and/or self-care, as well as other related subject areas to promote student wellness
When deemed appropriate by the counselor or requested by the parent or student, the counselor will review with the student and/or parent the means by which counseling services may be delivered remotely and how the remote counseling may be accessed before initiating remote counseling services.
Teachers meet as grade level teams at least once a week as determined by the teacher and share the schedule times of meetings and any products with building Principals.
Teachers shall participate in no more than one hour long meeting each week with the building principal and rest of the staff.
Collaborate with parent(s)/guardian(s) to provide case management and offer support as needed
Communicate with outpatient providers as needed
When deemed appropriate by the counselor, provide periodic phone check-ins with identified students
ABA Teacher Responsibilities
Connect at least twice a week with families and/or students via email, phone, video chat, etc.
Set clear expectations for students
Respond to all emails during the next scheduled office hours.
Educators shall establish daily office hours (at least 2 hours, that need not be scheduled consecutively) within their regularly scheduled work day specifically designated for student/family communication. Educators will notify students and/or families of the scheduled time which can be used to respond to student questions and to support students. In the event of a need to change the time, educators will give appropriate notice to families/students.
Remain accessible to students, parents, caregivers, colleagues and administrators
Educators will make every effort to participate in any virtual IEP meetings which shall within the school day. Educators shall be provided with a minimum of two (2) school days notice of the meeting. The District recognizes that from time-to-time, unexpected situations may preclude a teacher from attending a virtual IEP meeting.
Teachers meet as program teams at least once a week as determined by the teacher and share the schedule times of meetings and any products with building Principals.
Teachers shall participate in no more than one hour long meeting each week with the building principal and rest of the staff.
Create remote learning activities to support skill maintenance and acquisition of IEP Goals and Objectives on an as-needed basis for students on their caseload
Collaborate with teachers to help modify and adapt lessons to provide access to learning opportunities for special education students on their caseload that attend those specific general education content areas
Document services being offered via email, modified remote learning activities or Linking Plans that address specific goals and objectives from the student’s IEP.
Provide home consultation remotely with parents and district-wide BCBA when requested by any team member, but not to exceed what is described in the child's IEP.
If direct remote learning opportunities (or remote discrete trials) are utilized the ABA teachers should consult with and supervise at least one ABA PA conducting at least one teletherapy session per week lasting no more than 30 minutes
Write Individual Education Plans, and Three-Year-Revaluations in line with current timelines based on historical student performance, in lieu of additional formal testing
Student Responsibilities
Regularly participate in remote learning
Complete assigned work on time as directed by teacher
Respond to teacher prompts
Use teacher office hours to ask questions/seek assistance as needed
Submit work that demonstrates one’s best independent effort during this time
Parent/Guardian Responsibilities
Remind students of remote learning expectations
Help to create a structure by developing a daily or weekly routine
Encourage students to work diligently on assignments
Encourage students to utilize office hours/virtual opportunities to connect with their teachers or to receive help or feedback
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