Available resources to engage students: Examples of remote learning resources available for staff to use at the preschool grade level include the following:

1. Approved district technologies including but not limited to Google Hangouts Meet, group video or audio conference call software to engage with students/families.

2. Email for connecting with families and students.

3. Books, and other learning materials.

4. Audio books and video recordings, video modeling, recorded activities.

5. The items above can be used to provide individual student/family support, provide parent(s)/guardian(s) with resources that help with carryover and practice, provide family with the means to connect with teachers and related service providers, and to provide opportunity for parent(s)/guardian(s) to discuss with teachers their child’s progress towards expectations.

Focus of Remote Learning Lessons: At the PreK level, remote learning lessons will focus on supporting students' social-emotional skills, play, behavior regulation, fine/gross motor and language. Pre-academics will be a secondary focus. These lessons will focus primarily on deepening student understanding of previously taught material.

1. Wherever possible, learning should take place via a combination of educator-directed resources and activities, student exploration, and parent/guardian-facilitated activities.

2. Teachers will provide a minimum of one choice board with 6-10 activities each week. Choice boards may be supplemented with additional activities, videos, website, and on-line resources.

Length of time a student would be expected to spend doing remote learning: Families would be expected to spend no more than 20-30 minutes 3-4 days/week accessing on-line resources, engaging in choice board activities, and connecting with teachers and related service providers

Feedback to students: Teachers and building-based related service providers will be available 1-2 hours day/3 days a week to connect with parent(s)/guardian(s), provide support as needed, and to assess continued development.

Student grading: For the final progress reporting period, students will be rated on a much broader scale: “progressing towards expectations” or “not progressing towards expectations” as opposed to the way we have graded them earlier this year. Before providing a student with a “not progressing towards expectations” rating for any subject, staff and administration are asked to consider whether the student had equitable access to the learning opportunities during the closure, specifically keeping in mind home access to the internet, problems using technology, the variety of disability, health, and language challenges that could occur.