Bay District Schools (BDS) developed an intentional, organized, and comprehensive instructional continuity plan (ICP). Recently, BDS has experienced several different school closures due to Hurricane Michael and COVID-19. This plan outlines steps to support students, teachers, schools, district, and community in the event of a future disruption to the learning environment. Due to school closures, Bay District Schools will make every effort to ensure that our students' educational opportunities continue while at home. This plan includes a compilation of approved online content, digital resources, and appropriate guidance. The Bay District Schools Instructional Continuity Plan promotes the least complicated path in providing students with instruction during this time. The 2021-2022 Instructional Continuity Plan (ICP) provides an overview of the details, standards, and expectations relative to a continuation of educational support and services in the event of a future disruption due to exposure or testing positive to COVID-19, a requirement to self-isolate or quarantine, or due to another related matter. The ICP outlines the districts response and structure to the following critical success factor component areas: 1) Leadership and Planning, 2) Curriculum Resources/Digital Content, 3) Professional Learning, 4) Instructional Practices, 5) Parent and Family Support, 6) Technology and Technical Support, 7) Cyber Security, 8) Engaging Students with Limited Access, 9) Continuation of School Operations, 10) Emergency and Ongoing Communications. Therefore, the critical success factors (CSFs) can be encapsulated through the following • integrity and continuity of teaching/instruction, school management and operations, and other student support and operational services; • intentional, planned, and strategic implementation of supports, resources, and use of personnel; • clear, consistent, and succinct protocols for continuity of the aforementioned; • clear, consistent, and effective communication deployed through standardizes systems and protocols communicating with all levels of the district; • stakeholder satisfaction with services provided (instruction, compatibility, and operations); • effective (proactive and responsive) professional development to support the virtual learning environment; and • clear guidance and processes established to support decision making due to COVID-19 and/or other related school closures. The ICP identifies the district's technology platforms for remote learning, the safe and secure communication channels between students, teachers, and parents/guardians, and outlines information regarding virtual conferencing. Furthermore, the ICP provides detailed information regarding the process for mobile device checkout and usage. The ICP also provides written instructions if technical difficulties arise. Current information on connectivity options are also included for reference. BDS continually evaluates and offers teacher opportunities for professional development. Ongoing professional development courses include the use of digital instructional materials or instructional technologies to create a blended learning environment and highlight how resources may be utilized in a remote learning setting. BDS has also provided recorded trainings, webinars, and modules related to remote classroom models, best practices for distance learning, utilizing instructional materials in a blended learning classroom, and much more through Canvas. The ICP also includes other pertinent information about day-to-day operations and procedures. The Bay District Schools ICP is located at https://www.bay.k12.fl.us/ and is updated to reflect the most current information. Cross-Functional Planning Team The Cross-Functional Planning Team members identified will continue to be involved throughout the creation, implementation, and evaluation of the ICP. Members of the Cross-Functional Planning Team include: ● Food Services ● Professional Development ● Instructional Technology ● Teaching and Learning ● Public Relations ● Operations ● Principal Advisory Group ● Union Representative ● Elementary School Teacher ● Middle School Teacher ● High School Teacher The ICP will be activated during any event that causes a significant disruption to instructional services. The plan will be maintained by the Superintendent, or designee, and available on the BDS website. The ICP will be coordinated and supported by key stakeholders who were instrumental in creating and contributing to the development of the plan. All stakeholders will follow the plan outlined in this document. The Cross-Functional Planning Team will be active in all communication throughout an emergency or the initiation of the ICP. Bay Districts Schools (BDS) strive to ensure and maintain instructional continuity in the event of any school disruption. The district goals, plans, and focal points will: ● Ensure teachers, students, parents/guardians, and community members have access to appropriate tools and resources to guarantee continuity in a face-to-face, hybrid, or digital learning scenario. ● Collaborate with school leaders to develop and implement a comprehensive approach for diagnosing students’ unfinished learning in prerequisite content knowledge and skills. ● Train teachers and leaders to assess student unfinished learning and provide acceleration support. ● Collaborate with administrators and teacher PLCs to prioritize the most critical prerequisite skills and knowledge for each subject area and grade level. ● Adjust support for teachers and leaders based on student progress monitoring results. ● Adapt the scope and sequence/pacing guidance for each subject area and grade level to reflect acceleration support. ● Provide teachers with resources to effectively utilize Canvas. ● Provide Canvas support to teachers as outlined in the Canvas Professional Development Opportunities. Targeted Canvas support is available for Grade Level and Department PLCs during teacher workdays. Canvas Help Support is available 24/7, 365 through Canvas via chat, phone, or email. The cross functional planning team will continuously communicate with other district key stakeholders on an ongoing schedule. This team will be prepared to respond to emergency and high need situations. The team will seek and respond to on-going feedback to collect and determine effectiveness. Ongoing adjustments will be made to provide the most effective and efficient support to students and stakeholders. Response to COVID-19 BDS will continue to follow the Center for Disease Control (CDC) and the Florida Department of Health (FL-DOH) guidelines with regards to contact tracing and COVID-19 mitigation. District data points and metrics collected by the Student Services Department and the Media Information Systems (MIS) Department, especially trends and information related to the number of positive Covid cases, quarantines, and attendance rates, will be frequently reviewed. Classroom closures are determined by 3 or more confirmed cases in the same classroom in the same week (BDS may adjust the established data point metrics based on the guidance from the above entities). School and grade level closures are determined by percentage of students in quarantine and availability of staffing to support student needs. BDS follows CDC and FL-DOH guidelines. Guidelines were shared with students, parents/guardians, and staff at the opening of the 2021-2022 school year. They remain in place with the exception of the subsequent Emergency Rule from FL-DOH and updated Staff Quarantine protocol from BDS School Board: https://docs.google.com/document/d/1mnWvfiZD8M2fQXfXyQPas0AE_SFT6u5MDCPNFPov9b4/edit?usp=sharing FL-DOH Emergency Rule 64DER21-15 Protocols for Controlling COVID-19 in School Settings: https://floridahealthcovid19.gov/wp-content/uploads/2021/09/64DER21-15.pdf Staff Quarantine: https://docs.google.com/document/d/1R10PyDCL1SeCKiG2DvhKO1pWP4JCAQZd/edit?usp=sharing&ouid=115138668224972326187&rtpof=true&sd=true Protocols: BDS will communicate, and share protocols, with administrators and personnel through district emails, principal meetings (virtual in the time of school closures), and shared documents posted in Canvas and Google drive https://docs.google.com/document/d/1dKbNHSqw4exJewoxd_WZRphpqbIc28-LhF_aDUiDOTk/edit?usp=sharing. Each school has a designated COVID administrator who follows the COVID protocol on the Google drive (preceding). The COVID administrator works closely with the BDS Registered Nurse (RN) regarding COVID mitigation and contact tracing. The school COVID administrator, under the guidance of the BDS RN will help notify parents/guardians of close contacts. The parents/guardians will receive a phone call and a letter via email, parents/guardians of students who may have had minimal contact with the confirmed case receive a letter via email. A campus wide Peach Jar (electronic, automated, and recorded) message is sent notifying all parents/guardians that a case was identified on campus and that they will receive further notification if their student is identified as having either minimal or close contact. The community is kept informed via our district COVID-19 website containing our COVID-19 Dashboard. A sample BDS form notification letter is available https://drive.google.com/drive/folders/1rB0YWpgYEoC8_QSMVOO682H8XLaLjpz2?usp=sharing

The BDS ICP goals include a) identifying and planning amongst the BDS Cross-Functional Planning Team (Food Services, Professional Development, Instructional Technology, Teaching and Learning, Public Relations, Operations, Principal Advisory Group, Union representative, Elementary teacher, Middle school teacher, and a High school teacher); b) developing an intentional, organized, and comprehensive instructional plan; c) proactively communicating the plan to all stakeholders in the event of a future disruption to the learning environment; d) supporting staff professional development through published self-paced electronic modules; and e) planning for, and providing, the necessary resources of support for the students, families, teachers, and other staff. Expanded objectives (critical success factors) are outlined in component 1. BDS highlights these critical success factors (CSFs): • integrity and continuity of teaching/instruction, school management and operations, and other student support and operational services; • intentional, planned, and strategic implementation of supports, resources, and use of personnel; • clear, consistent, and succinct protocols for continuity of the aforementioned; • clear, consistent, and effective communication deployed through standardizes systems and protocols communicating with all levels of the district; • stakeholder satisfaction with services provided (instruction, compatibility, and operations); • effective (proactive and responsive) professional development to support the virtual learning environment; and • clear guidance and processes established to support decision making due to COVID-19 and/or other related school closures. The Cross-Functional Planning Team supports BDS and strives to ensure and maintain instructional continuity in the event of any school disruption. The district focal points will: • Ensure teachers, students, parents/guardians, and community members have access to appropriate tools and resources to guarantee continuity in a face-to-face, hybrid, or virtual learning scenario. • Collaborate with school leaders to develop and implement a comprehensive approach for diagnosing students’ unfinished learning in prerequisite content knowledge and skills. • Train teachers and leaders to assess student unfinished learning and provide acceleration support. • Collaborate with administrators and teacher PLCs to prioritize the most critical prerequisite skills and knowledge for each subject area and grade level. • Adjust support for teachers and leaders based on student progress monitoring results. • Adapt the scope and sequence/pacing guidance for each subject area and grade level to reflect acceleration support. • Provide teachers with resources to effectively utilize Canvas. • Provide Canvas support to teachers as outlined in the Canvas Professional Development Opportunities. Targeted Canvas support is available for Grade Level and Department PLCs during teacher workdays. Canvas Help Support is available 24/7, 365 through Canvas via chat, phone, or email. Communication is essential to the success of the ICP. The BDS Cross-Functional Planning Team continually monitors, reviews, and evaluates the performance of the district's learning management system (LMS). The district’s communications platform includes Facebook, Instagram, Twitter, class DOJO, Everbridge, Peach Jar and the district website. The BDS LMS, Canvas, serves as the learning hub that provides a platform for content delivery, communication, collaboration, and professional development. Canvas (Learning Management System) ● Bay District Schools utilizes the Canvas Learning Management System for all students, both in face to face (F2F) and virtual (digital) learning environments. Canvas is an LMS that provides a collaborative online environment that integrates instructional resources and learning assignments and assessments. Canvas is compatible with any device with internet capability. ● Canvas brings students, teachers, parents/guardians, and administrators together in one communication platform. Students engage in online classroom communities encouraging collaboration, discussion, and creativity. ● Parents/guardians/guardians have one stop access to all of their child(ren)s’ accounts with one log-in. ● Additional access and information about the Canvas account is available through the Canvas Parent app that is provided at the beginning of each school year. Curriculum Resources Bay District Schools utilizes various virtual learning and teaching tools within Canvas, Google Workplace, and the BDS Launchpad to meet the needs of teachers and students. BDS prioritizes training for the learning management system, Canvas, and Google Workplace to support technology utilization and integration. On-demand training is available through the BDS Launchpad. Resources will continue to be available and updated throughout the 2021-2022 school year and thereafter. Virtual learning and teaching tools are embedded in resources and offered through the student launchpad for curriculum-specific digital tools such as iReady, Study Island, Discovery Education techbook, Edgenuity, Go Guardian, Mastery Connect, etc. Ongoing training and resources for virtual learning and teaching are provided by product providers and BDS Instructional Technology and Media Services. BDS offers several professional development topics and self-paced trainings for teachers, staff, and administrators. Session topics and focus are identified based on teacher needs and data. Canvas and Google Workplace tools are the primary focus and teaching and learning tools embedded in these programs are based on request and need. Program-specific training is provided to teachers based on grade level and content taught. Additional support and coaching for teachers may be determined by student achievement data, progress monitoring data, administrator feedback from walkthroughs and PLC participation. PLCs reinforce professional learning in practice by reviewing common assessment data and planning and preparing instruction together. All subject areas will continue to utilize the district adopted and/or approved core/supplemental instructional materials and resources. Additionally, Google may support the district’s distance learning plan by facilitating the following activities: ● Administrative staff meetings connecting faculty across the school and/or district ● Additional virtual professional development offerings (not offered through Canvas) ● Communication tool for important safety information ● Supplemental access for educators to simulcast their classroom to offsite classrooms and individual online learners ● Virtual tutoring, study hall, and/or mentoring ● Additional information on the models, tools, and resources utilized please access the 2021-2022 Instructional Continuity Plan at https://www.bay.k12.fl.us/. ● Pacing guides, additional teaching/virtual resources, and professional development modules are found in CANVAS through the BDS Launchpad. These resources will continue to be available and updated throughout the 2021-2022 school year and thereafter. The district will provide ongoing training and professional learning for all staff, including new hires. BDS will continue to offer professional development sessions throughout the summer and school year. The introductory training and district re-set, in CANVAS, provides teachers with the knowledge needed to get started with the learning management system - showing the steps for setting up courses, developing course materials, grading, assessing, and providing feedback. Additional professional development (PD) courses will be offered in Canvas. PD courses reiterate what teachers learned in the introductory course and focus on student discussions, assignment rubrics, assessment creation, and accessing resources and groups within the system. BDS also offers self-paced courses. Canvas is the LMS for BDS. Ongoing training is provided for all BDS administrators to support, view, and monitor teacher content hosted in Canvas. All BDS teachers will continue to be provided instructional and technological training and an overview on Canvas. BDS offers ongoing self-paced professional development. Sessions range from general (providing a global overview to the participant) to specific (individually curated content for the user. CANVAS is the virtual district platform. Additional instructional resources (i.e. pacing guides) are available with for core instructional courses. These resources are posted and accessible for faculty and staff on Canvas and Google Drive. Bay District Schools Instructional Technology & Media Services facilitates the teaching-learning process by providing equitable access to resources and services which satisfy both the individual and instructional needs of students and educators. The program establishes cooperative partnerships with teachers, and other educators, to enhance curriculum development and implementation by providing resources and technical support. The program encourages planning with the schools, the district, and the community, to establish the most effective use of current and emerging media and technology resources. Continuous training modules have been created and chunked to introduce a variety of Canvas features. Technology teachers on special assignment (TOSAs) train the teachers with regular sessions. BDS teachers will utilize face to face learning opportunities when available. Based on the needs or response to other circumstances, teachers may shift to hybrid or virtual teaching/learning using remote devices in accordance with the ICP. Canvas is the online virtual teaching and learning platform that also contains pacing and curriculum guides, instruction and communication tools, virtual conferencing and communication with students and parents/guardians, virtual platforms for professional learning community opportunities, and video recordings, series, and visual supports for teachers to access through the BDS Launchpad. Canvas will also maintain components of the instructional continuity plan which can be found on the district website at https://www.bay.k12.fl.us. The Cross-Functional Planning Team will collaborate with the Division of Teaching and Learning to identify needs at the campus level. District support personnel will continue to create ongoing professional learning opportunities based on differentiated needs of teachers. These resources will continue to be available throughout the 2021-2022 school year and thereafter. Sessions will include introductory information providing all teachers with foundational knowledge and skills to be equipped and prepared to teach in face-to-face, blended, and virtual classroom settings. The overview will also create greater familiarity with the learning management system and demonstrate how to use blueprint courses, deliver course instruction, enhance course material, complete grading, and assessing student knowledge and skills. The Division of Teaching and Learning will collaborate with campus administrators and teachers to create access to additional information and professional development that may arise. BDS will continue to utilize Canvas to allow for self-paced learning. Predictably, some students may be required to quarantine due to exposure to COVID-19, testing positive for the virus, or any other future COVID-related and non-Covid related school closures. Effort shall be made to ensure that our students’ education continues uninterrupted, including the utilization of remote learning. Below are the instructional models BDS teachers will utilize to provide students with quality instruction when classes are interrupted. ● Delivery Options ○ Canvas will be utilized to deliver asynchronous (distance) instruction. ○ Paper-based instruction will be utilized for students without digital access (see Paper-Based Instruction item below). ● Paper-Based Instruction ○ For students who are unable to access instruction and materials electronically, schools are responsible for providing paper-based materials. ○ School administrators and teachers are responsible for determining paper-based lessons and materials for students. ○ Each school is responsible for copying, distributing, collecting, grading, and reporting Specialized Supports for Unique Populations ● Students who are students with disabilities, have 504 plans, are designated gifted, are ELL students and/or students from low-income families, homeless students and/or students in foster care will receive services from their designated certified instructor or designated related service providers. Plans are developed on an individual basis to meet the needs of all students in unique populations. Designated electronic platforms that are conducive to specialized instructional delivery may be utilized based on the individual needs of unique learners. The Division of Teaching and Learning will collaborate with campus administration, teachers, staff, and other district leaders and stakeholders to address the learning needs of all students. The Cross-Functional Team members will focus on ensuring and maintaining teaching and learning. They will meet with campus administrators monthly to gather input, make appropriate adjustments, discuss data gathered from surveys, and utilize information obtained to assess and identify the needs of the user.

BDS has, and continues to, assess the learning and instructional needs of all stakeholders. BDS teaching and learning utilizes focus groups and online surveys to maintain an understanding of how to continue to optimize the needs of the stakeholders. Findings are used to inform and lead to decisions on the professional development offered in live and recorded sessions. The LMS, Canvas, is used to post, provide, and engage staff in meaningful professional development. Pre and post assessments are utilized to gauge the acquisition of new knowledge and skills. Professional development sessions were provided throughout the summer and will continue throughout the school year. The introductory training and district re-set, in CANVAS, provides teachers with the knowledge needed to get started with the learning management system by showing the steps for setting up courses, developing course materials, grading, assessing, and providing feedback. Additional professional development courses are offered in Canvas. These courses build on what teachers learned in the introductory course by focusing on student discussions, assignment rubrics, assessment creation, and accessing resources and groups within the system. BDS also makes self-paced courses available. As needed, BDS will survey staff in order to maximize teaching and learning opportunities. BDS will continue to create opportunities for after school trainings, as well as maintain a HELP Line for support. Tech Tips will be created based on calls coming in to the Help Line. Canvas training modules will continue to be available. Inservice days may be utilized to reinforce and expand practice. TOSAS (technology-usage experts) will be available at each school to assist teachers. Exit tickets will be utilized following professional development to assess teacher needs. Stipends may also be made available for training. Time for in person, virtual, and recorded professional development/training will be maintained and available. Virtual professional development is available during and after school. Recorded training will be offered to allow staff to complete training at their own pace. Deliverable, proof of learning, will be submitted to support accountability. TOSAs will monitor submissions in order for the teacher to receive the stipend. Participants completing professional development will complete score cards. Additionally, Canvas usage will be monitored by administrative virtual walkthroughs in order to provide targeted professional development.

District stakeholders collaborated to develop best practices, resources, and training which guided the proposed delivery of distance education. As a result, BDS teachers will support and utilize the following best practices: ● Follow the BDS scope and sequence/pacing and curriculum guides for instruction and assessments, as applicable. ● Only for full campus closures, meet with students daily in person or via live/recorded instruction in Canvas. ● Establish “office hours,” to be approved by administration. Office hours are during the normal contract time where parents/guardians/students can call with questions and receive additional support. ● Identify student academic needs through diagnostic and formative assessments. ● Address unfinished learning through a focus on access and equity for all students. ● Create realistic and manageable learning goals. ● Focus on proven instructional strategies and adjust instruction as needed. ● Make every attempt to maintain communication with students and parents/guardians/guardians to support students in the successful completion of assignments. ● A referral should be made to the school counselor when contact attempts have been unsuccessful. ● Create content or use content provided, design lessons, and assess students for understanding within the platform. Use Canvas from the start of school (day one) to ensure instructional continuity. ● Students access instructional resources and learning activities used in the classroom including, but not limited to, student text, graphic organizers, materials, videos, and links. ● Canvas courses may be used as lesson plan documentation with principal approval. Interventions and accommodations for students with MTSS/IEP/504/ELL plans will be documented outside of Canvas. This documentation will be approved by the school principal. ● Expectations for grading should continue to follow guidelines established by the district and each school in the Re-Establishing the Foundation expectations. ● Teachers should follow School Board policy when entering attendance (7.105) BDS Educator Teaching Experience, and Training Needs As outlined in Component 3, Bay District Schools utilizes various virtual learning and teaching tools. The BDS learning management system is Canvas and Google Workplace is utilized for cloud computing, productivity and collaboration tools, software and other products. This is available through the BDS Launchpad. The resources will continue to be available and updated throughout the 2021-2022 school year and thereafter. Virtual learning and teaching tools are embedded in resources and offered through the student launchpad for curriculum-specific digital tools such as iReady, Study Island, Discovery Education techbook, Edgenuity, Go Guardian, Mastery Connect, etc. Ongoing training and resources for virtual learning and teaching are provided by product providers and BDS Instructional Technology and Media Services. Session topics and focus are identified based on data various data points to include teacher experience, student performance, stakeholder feedback, and community needs. Canvas and Google Workplace tools are the primary technology tools for teaching and learning. Program-specific training is provided to teachers based on grade level and content taught. Additional support and coaching for teaches may be determined by student achievement data, progress monitoring data, administrator feedback from walkthroughs and PLC participation. PLCs reinforce professional learning in practice by reviewing common assessment data and planning and preparing instruction together. New teacher induction programs have online learning tools embedded. All new teachers are trained in FOCUS, Google Workplace, and Canvas along with expectations related to their usage. New teacher support provided by staff training specialists and content instructional specialists includes differentiated and individualized support in online learning based on the grade level and content area taught. Ongoing professional learning focused on utilization and integration of technology for teaching and learning as well as the tools and resources available from product providers and BDS Instructional Technology and Media Services. Teachers on Special Assignment (TOSA) with the BDS Instructional Technology and Media Services team are specialized in virtual learning and teaching tools. Trainings are provided to large and small groups, one-on-one, virtual and face to face on specific programs, tools, and strategies. TOSAs also provide job-embedded professional development to individual teachers, PLCs, departments, or specific groups. Professional Development is provided on specific programs, tools, and strategies and sessions are offered through face to face, synchronously virtually, asynchronously virtually, and blended. Additional support and coaching for teaches may be determined by student achievement data, progress monitoring data, administrator feedback from walkthroughs and PLC participation. Professional Learning Communities (PLC’s) PLCs reinforce professional learning in practice by reviewing common assessment data and planning and preparing instruction together. BDS has experienced both a natural disaster and national pandemic within the last four years. The district has made ongoing investments and resources to enhance instructional practices and materials were revised for both face-to-face classroom experiences and remote learning settings. BDS has created pacing guides, curriculum frameworks, and multi-media resources to support teachers as a transition from face-to-face to virtual and hybrid learning environments. BDS has utilized formative, summative, qualitative, and quantitative data points to determine instructional and professional development needs. BDS will continue to create collaborative learning opportunities for campus and district stakeholders to work together to create blended learning modalities. BDS campuses will also utilize stakeholder groups to guide campus and instructional needs and make recommendations to the district to build and incorporate professional development opportunities into Canvas. PLCs shall be encouraged to collaborate and share knowledge and expertise with online and hybrid teaching. Administrator virtual-Canvas walkthroughs (below) may be used to identify Canvas experts and assist those requiring support. Student performance will be progress monitored. Virtual Walkthroughs Virtual walkthroughs may be used to assess the effectiveness of instructional and technology delivery methods and strategies to engage all students. Effective implementation is monitored through classroom walkthroughs and PLC participation and documentation. Student achievement and progress monitoring data will also be reviewed. Administrators can conduct walk-throughs in virtual classrooms as needed determined by teacher effectiveness and data. Administrators can look at content, strategies, resources, and tasks by observing materials provided to students in Canvas and can observe instruction and student engagement through Google Meet. Looks for are embedded in the district walk-through form and additional program requirements may be added as needed. Assessment of delivery methods and progress monitoring assessments, gradebook (formative and summative assessments), and student participation rates will be reviewed through FOCUS to track impact student achievement and make instructional adjustments as necessary. Professional development and Instructional Technology departments may utilize data from surveys that are collected on an ongoing basis. Data will be sorted by school to determine school or department needs. BDS will maintain the practice of collecting and assessing progress monitoring (i-Ready) and academic/grading data (Focus gradebook). These data points will be maintained to evaluate and discuss the effectiveness of delivery methods. Virtual lessons shall be uploaded and reviewed by campus and district administrators. All administrators will evaluate curriculum for alignment to the state and LEA curriculum standards. Instructional time will be planned within campus virtual PLCs. Campus PLCs will utilize an online notes template at all schools. Administrators may drop-in to virtual meetings to periodically check in and support instruction and planning.

Parent/guardian support and encouragement is critical to student success. Parents/guardians/guardians are encouraged to be engaged with their child's education but are not expected to serve as their child’s primary teacher. In order to meet state attendance requirements, parents/guardians should ensure their students attend school and/or participate in digital learning on a daily basis. Parents/guardians serve as learning coaches and provide assistance by: ● Maintaining communication with the teacher by phone, email, and/or online meetings. ● Providing support and encouragement, while also expecting the student to do his or her ● part. ● Monitoring that the student is on track with assignments and coursework. ● Establishing a quiet, designated workspace to complete learning activities. Documentation and Reporting ● School administrators will determine how teachers will document and record lesson plans, content delivery, and interaction with students. Teachers will be provided a sample template to document communication with students, post lessons planned, have written practice of content delivered to students, and indicate the accommodations made to fulfill student needs. Stakeholder Communication ● The BDS Office of Communications will share information on social media and through surveys sent out via Focus, to assess technology needs. Messages to parents/guardians/staff will be sent via Canvas and Focus. The BDS TOSAs will share parent videos on practices and use for Launchpad and Canvas. ● All typical communications channels will also be used to communicate with stakeholders. This includes, but is not limited to, Facebook, Instagram, Twitter, Everbridge, Peach Jar, DOJO, and our website. In the event of at-home learning situations, BDS will distribute infographics and flyers to families illustrating and explaining distraction-free learning environments. Household Technology Capabilities Since experiencing and responding to the impact of Hurricane Michael, BDS has continually sought feedback from students and parents/guardians regarding the technological needs of the household. The district and schools utilize surveys to assess the virtual learning capacities and limitations of stakeholders. The district actively supports students/families by providing hot spots and devices as needed. Paper-based resources are also available to households. Determining Needs of Special Populations The BDS Division of Teaching and Learning will collaborate with campus and district personnel to reach out to parents/guardians and families to share how devices can be checked out for students to utilize at home. Families and students may request devices through the district parent portal, complete a contract, and reach out to campus or district support staff to ensure access to the learning environment without disruption. BDS will also offer learning opportunities for the community and parents/guardians to ensure student engagement and success in a virtual learning environment. The district and campuses will also make additional supports available through tutorials for students and parents/guardians. Ongoing support will continue to be made available for students with varied learning abilities and students supported through special programs. All school and district administrators will continue to provide additional services and supports to students identified as ESOL, ELL, ESE, 504, and students receiving services under McKinney Vento. BDS will make all assurances to maintain compliance with the any student plan to include IEP, 504, and ELL. On demand live and virtual assistance will also be available for teachers to support all students. BDS will continue to provide outreach to all students within the community and monitor engagement. The district will also utilize the PRESENT team to reach out to specific families who may not complete the district surveys or have access to service, to identify and provide required supports based on need. Specialized Supports for Unique Populations Students who are identified as Students with Disabilities, have 504 plans, are designated gifted, are ELL students and/or students from low-income families, homeless students and/or students in foster care will receive services from their designated certified instructor depending on the needs of the student. Regular outreach to help support the health and safety of students and their families will be maintained and practiced. Outreach and Wellness Schools will ● Implement a district-selected Socio-Emotional Learning (SEL) Universal Screener for K-12. ● Provide support, counseling, or therapy, as appropriate, to students who are identified as in need of additional assistance via the Universal Screener. ● Utilize School Counselors or TRIAD team members to provide academic and behavior support to students (i.e. 1:1 therapeutic interventions, small groups), coach teachers/staff in the implementation of SEL and de-escalation techniques, etc. ● In the event of distance-learning situations, they will conduct tele-mental wellness sessions. Employees will ● Become certified or maintain certification in Youth Mental Health First Aid in order to identify the signs and symptoms of youth in mental health need. ● Implement district or school created SEL lessons and activities. District created options (https://docs.google.com/presentation/d/14r8NYb0hlA02xVtdksUghp3sNWOP0Lu3/edit#slide=id.p1) ● Refer students who are not attending live or virtual school and/or not responding to the classroom teacher’s efforts to engage students in classroom activities to professional school counselors. o Professional school counselors will collaborate with members of the Student Wellness Team for additional problem solving that can include phone calls and home visits. o Professional school counselors and Student Wellness Team members can use these problem-solving calls or visits as opportunities to ascertain and then strive to fulfill student and family needs. o Telehealth kiosks can be used by members of the Student Wellness Teams to provide “virtual” sessions in the event of school closures. ● Use the Virtual Concerns in a Distance Learning Environment document to navigate support for concerning behavior when in a virtual learning situation. Additionally, BDS will ensure the needs of special student populations are being supported (in keeping with the requirements of IEPs and other educational specification documents) by: Exceptional Student Education/504/ELL ● Schools will continue to follow a student-centered approach with a commitment to ensure that the individual needs of each student with a disability or English-language barrier are met. ● Accommodations (or modifications if indicated on a student’s IEP/ELL plan) will be provided across all instructional delivery options. ● Therapies/related services identified on students’ IEPs will be offered via tele-therapy (while participating in BVS or BayLink) or face-to-face (while participating in Brick and Mortar in person instruction). ● Specially designed instruction will be tailored to fit students' needs identified in the student’s IEP/EP/ELL plan. ● Supplemental instruction or digital resources may be provided to address specific learning or English Language deficits based on diagnostic assessments. ● Continuous progress monitoring of students’ academic progress and IEP/EP/ELL plan goals will be used to drive instruction and adjust services and supports as needed. BDS will provide the full array of services, required by law, so that families who wish to educate their children in a brick-and-mortar school can do so to the fullest extent possible. These services may include in-person instruction, specialized instruction for students with an Individual Educational Plan (IEP) and those services required for vulnerable populations, such as students from low-income families, students of migrant workers, students who are homeless, students with disabilities, students in foster care, and students who are English language learners (ELLs). BDS will: ● Provide vulnerable population supplemental educational support through face to face and online remediation including technology distribution of devices and hotspots for internet connectivity along with backpacks and school supplies. Clothing, food, transportation, medical, social emotional and specific educational needs are addressed on an individual basis. ● Continue services for students who receive services and support based upon their individual needs. Related services, such as speech, language, occupational, or physical therapy, as well as counseling services, will continue to be provided in a virtual setting. Accommodations (or modifications if indicated) will be provided through the virtual/online setting. The student’s IEP will be reviewed and if necessary, an IEP team, to include the parent and/or student, will convene virtually and update the IEP. ● Utilize MTSS Data during ongoing data chats at all elementary and middle school sites. Common formative assessment data in addition to progress monitoring data is reviewed at the district and school level to be discussed in PLCs. PLCs also utilize grades and common assessments to engage in student-centered conversations to ensure that the individual needs of each child are met. ● Continue to ensure compliance with all provisions of the federal McKinney-Vento law for all students enrolled in Bay District Schools, including the provision of school stability, school of origin determination & provision of transportation; immediate enrollment, timely response to records, enrollment dispute procedures and comparable services as are offered to non-homeless students. Identification will take place using a Student Housing Questionnaire, available both as an in-person hard copy and/or online form. The homeless education team will continue to coordinate with other community agencies to support families in accessing preschool (including Head Start), medical, dental, mental health & substance abuse services and housing services. Unaccompanied youth will be identified and assisted with school enrollment, support for academics and support for transitioning from high school to college or technical/vocational education. ● Continue to implement the Title 1 educational stability requirements for children in foster care ensuring that: a child in foster care remains in his or her school of origin, unless it is determined that remaining in the school of origin is not in that child's best interest; if it is not in the child's best interest to stay in his or her school of origin, the child is immediately enrolled in the new school even if the child is unable to produce records normally required for enrollment; and the new enrolling school will immediately contact the school of origin to obtain relevant academic and other records. Children in foster care will continue to have school stability protections, transportation, and a designated point of contact for the LEA as well as the child welfare agency (CWA). The LEA point of contact and CWA contact will collaborate with each other to ensure all foster children are provided the full range of applicable educational services that all students receive. ● Continue to ensure that all compliance guidelines are being followed regarding ELL and children of migrant workers. Students’ English language proficiency levels are evaluated and monitored to ensure academic success. Each school will develop a ELL Student plan for the English language learner which will include student data, ELL programs and services, assignment and assessment accommodations, classroom practices, goals, and can do statements. This plan will be used to drive instructional strategies for the classroom teacher. Students will be placed with an ESOL endorsed teacher or teacher working toward endorsement. When a school has 15 students speaking the same home language, then a bilingual paraprofessional will be hired to bridge the English language barrier. ESOL Resource Teachers (3) will provide additional assistance to support teachers, school administrators, and ELL students to ensure academic success. Bay District Schools will open a Multilingual Resource Center. The resource center will provide registration, evaluation, identification, placement, transportation, as well as physical, social, and emotional wrap-around services for all ELL, Immigrant, and Migrant Students and their families. ● Inform, and share with parents/guardians, regular access to the district’s website which automatically translates documents into seven different languages. As appropriate, documents and updates will also be uploaded to the district’s social media pages which also automatically translate into the reader’s heritage language. When district-wide calls are made regarding information parents/guardians need to know, those calls will be translated into Spanish for those families who speak Spanish primarily. ● In the event of remote/distance learning for the school year, the same procedures will be held virtually through Zoom, Google Meets or Canvas. Component 5 continued in the Overall Comments

The following key technology staff members are identified as instrumental to the ICP planning process: ● Supervisor of Instructional Technology & Media Services ● Instructional Specialist of Technology & Media Services ● Executive Director of Management Information Systems (MIS) ● Senior Manager of Strategy and Innovation ● Senior Manager of Infrastructure ● Senior Manager of Development ● Senior Manager of Security The technology and technical support departments assess and seek feedback on the robustness of the LEA's technology infrastructure. Teacher feedback was utilized to assess the levels of asynchronous instruction. BDS determined Google Meet will be the platform for virtual collaboration. The BDS purchased the Google Workplace package. This upgrade allows for more meetings to take place at one time and to allow for recordings of these meetings. Further, this allows teachers to save recordings of their lessons and post them online (in Canvas) for students to view at their own pace. The district’s network bandwidth was also increased, and will be maintained, to allow for more expected traffic. These increases continue to happen as teachers and students use devices in classrooms. BDS is moving to a cloud-based solutions hosting in an attempt to limit service interruptions. BDS adheres to the following practice: Middle schools and one high school are 1:1 (Chromebooks); elementary and remaining high schools utilize carts and/or classroom sets of chrome books to distribute to students as needed. This need is based on survey results collected from Focus, as well as requests made through schools to the district office. BDS continues to evaluate and determine student and family connectivity needs on an ongoing basis. Each school conducted activities to reach out to students and families. This outreach elicits responses whereby the school determined and submitted names of students/families requesting a hotspot or internet connectivity support. Requests were sorted by need: free/reduced lunch status, and availability. Hotspots were then distributed to schools and each school developed a plan for pickup/distribution. Surveys have, and will be, sent out via Focus (the district’s Student Information System) to determine device and internet access needs. Survey questions may be distributed in a paper format by the school, as needed, although electronic communication is preferential. Surveyed questions may become part of the student enrollment form and may be updated annually in the parent portal. Hotspots Filtered hotspots, accessing the internet, are available by request. Schools will checkout the hotspots via Destiny and coordinate delivery/pick-up from their assigned campus. Emergency Broadband Benefit Families may apply for the Emergency Broadband Benefit. More information can be found here. This information is shared with all students and guardians. Low-Cost Internet Both Wow and Comcast continue to offer low-cost internet for eligible families in Bay County. Documentation to prove eligibility will be required for all applicants. This information will continue to be shared with all students and guardians. An example of a developed school deployment plan is as follows: 1. Technology surveys are needed and are distributed both electronically and paper to all families. 2. Surveys are returned, media specialists sort them, and devices are assigned based on need, Free and Reduced Lunch status and availability. 3. Grade level -parents/guardians are notified of the date and time for device pick up. Teachers are on hand at that time to provide training as needed. 4. Families that choose not to pick up devices, or those who will not have internet access even with a school-provided hot spot, will be given a regular standing weekly time slot during which they can pick up paper-based packets. 5. Additionally, if the mobile meal service is deployed throughout the county, parents/guardians can meet the bus to drop off paper packets, pick up new paper packets and/or select library books as available. BDS utilizes Go Guardian and Palo Alto to filter and monitor virtual and electronic activity. Additionally, the following supports are provided by BDS: Learning Management System (Canvas) Support ● Canvas Support is available 24 hours a day, seven days a week, 365 days a year through Canvas via chat, phone, or email. ● Instructional technology coaches (TOSAs) are available during school hours to help with online curriculum and digital-resource questions (ie. Canvas, Launchpad, Focus, etc.). ● The MIS department and TOSAs are available via the BDS Help Desk during school hours for help accessing content, applications, and for Chromebook support. Device Support ● If password or device assistance is needed, students contact their school’s Media Specialist. If the district-issued device is damaged or no longer working, the device should be returned to the school. The school will issue the student a new device if one is available. (If no additional devices are available, schools will provide students with paper-based materials for instruction and learning.) ● If schools check out district devices to students, parents/guardians must sign the Chromebook contract through Focus or sign the short-term Chromebook/hotspot agreement ● In the event of a district-wide deployment of the ICP, the helpdesk number will be activated (850-767-HELP) and the phones will be answered 12 hours a day (7 a.m.- 7 p.m.). Provision and compliance with FAPE; Roles; and Reallocation of personnel Related service providers have developed activities that may be completed, with an emphasis on their specialized area of focus to promote progression of skills relative to identified areas of needs, independent of technology. Specialized activities focusing on materials and opportunities that are found in our students' natural environments are utilized along with manipulatives, handouts, and paper-based activities that may be provided by the student's assigned providers. Students' general education teachers will collaborate with additional personnel that specialize in specially designed instruction, intensive interventions, or instruction focusing on language rich environments to ensure that students with different abilities will receive support with materials, manipulatives, or paper-based curriculum that are non-reliant on technology. During school closures MIS will collaborate with the Division of Teaching and Learning to establish and communicate the technology emergency response plan. This plan has been infused into the instruction continuity plan and will be available on the district website. The plan outlines the technological/mobile device check out process. The plan also includes mobile hotspot device check out. Students and families complete a district generated survey whereby the district will generate a report identifying students who require specific technological needs in their household. The technology survey will be cross-referenced with the BDS technology inventory to determine what students at what schools require specific devices. Students and families may also email district or school staff to request specific technological devices needed at their homes. Technology and virtual resources are available to support the student, family, and staff in teaching and learning during a school closure. The Division of Teaching and Learning will collaborate with MIS to ensure all operating systems support FAPE and provide accessibility tools enabling students access to meet their individualized needs and avoid disruptions of educational services. Additional supports and information will be made available via the BDS website. The BDS Help Desk is also available to students, families, and teachers for technology support.

The BDS cyber security team is comprised of the Technology and cybersecurity contact leads: ● Executive Director of Management Information Systems ● Senior Manager of Strategy and Innovation ● Senior Manager of Infrastructure ● Senior Manager of Development ● Senior Manager of Security Cybersecurity framework Bay County School District uses the cybersecurity framework guidelines developed by the National Institute of Standards and Technology (NIST). At its core, the framework is a set of cybersecurity activities, desired outcomes, and applicable references that are common across sectors including education. It presents guidelines, standards and practices in a manner that allows for communication of cybersecurity activities and outcomes at all levels at Bay County School District. Statement on the business continuity plan While the details of our IT disaster recovery plan are required to be secure, the plan itself aligns with the framework and addresses the needs of the district and keeps our IT operations running. Incident response plan An Incident Response Plan is vital to an effective response in the event of an incident that could affect the entire operation of Bay County Schools from education to the day-to-day business. While the details are required to be secure, the MIS Department standard operating procedures are aligned with the framework aimed at safeguarding the District’s IT infrastructure. Cybersecurity is more than a technology issue – it is an organizational competency. Every employee is responsible in their own way to help ensure a safe and secure computing environment. Just as any of our people know if they see a suspicious person in the school, they should report it, so it is the same with suspicious emails or other unusual technology related activity. Bay County Schools provides security awareness training and maintains responsible use guidelines for staff within our Acceptable Use Policy (AUP). Plan for cybersecurity improvements BDS is committed to providing a safe and supportive learning environment. This learning environment includes both face-to-face, hybrid, and virtual learning spaces. Appropriate ethical and legal action will be taken to ensure all safeguards to support student learning and development. While the specifics of Bay County Schools security posture is secure, in a general sense we strive to implement cybersecurity processes and procedures via proven frameworks, user education at all levels, next generation security tools and systems, as well as collaboration with other school districts and partner organizations. Our plan of action is rooted in a continuous improvement model which can adapt to a constantly changing threat landscape. Change and improvement is most efficient through measurement where milestones are set for our cybersecurity goals in training, visibility, and process improvement. All cybersecurity measures can be found in Board Policy 2.1035 or in the Management Information Systems’ (MIS’) file storage. BDS MIS will maintain partnerships with Comcast and WOW in order to offer low-rate internet access. BDS MIS will maintain compliance and support related to cybersecurity policies and procedures to maintain compliance with local, state, and national recommendations.

The BDS Office of Communications and the Superintendent retain primary responsibility for communicating with all stakeholders regarding assistance required. The Office of Communications will operate the help line, monitoring social media messaging, and answering questions directed to BDScomm@bay.k12.fl.us and through the district website. The Office of Communications works to ensure the needs of each family are acknowledged and immediately directed to the point of contact who may provide assistance. At the school level, the principal works in conjunction with the media specialist and onsite tech employees to ensure individual families have what they need, understand how to use what they have been given and know who to call for additional support. Classroom paraprofessionals, and other support employees, who are not engaged in online learning will support the ICP by focusing their efforts on engaging families, problem solving, and providing support. Due to lived experiences, including Hurricane Michael and Covid-19, BDS schools have become more knowledgeable about the education barriers faced by families. With targeted, and focused, social media outreach, BDS schools will maintain communication with parents/guardians in the way they prefer. Automated phone calls, texts, emails, social media posts, and class DOJO messages, will be configured by the school to maintain efficacy in communication. Prior to the changes of instructional environment, schools will update previously-shared surveys to parents/guardians to ensure a comprehensive list indicating which families need devices, who requires internet access, and who will need more hands-on support or paper-based learning options. If the ICP needs to be enacted, the district’s helpline (850-767-HELP) will immediately be activated, along with the BayLink helpdesk. These steps will be taken to ensure parents/guardians and students have access to assistance 12 hours a day, seven days a week. Students are provided hot spots and devices as needed and paper-based resources as available. Additional resources for students are available on individual teacher Canvas courses along with on student launchpads. Supplemental materials will also be available to students and families requesting additional support. Printed/hard copies of resources are also available to families to ensure the continuity of instructional support. The Instructional Technology & Media Services Department will be primarily responsible for ensuring student access to all learning materials and instruction. Teachers may be asked to temporarily deliver instruction remotely. Access to instruction and other digital resources is available through BDS Launchpad. The management information systems (MIS) will monitor the network for vulnerabilities and ensure that access remains stable for those accessing district applications. At the school level, the Principal, Teachers, and Media Specialist work together to ensure students have access to all learning materials, instruction, and who to contact for additional help. BDS will ensure related service provider activities are available for students that were receiving services prior to a school closure. Continuation of their specialized area of focus and support will promote progression of skills relative to identified areas of needs. Specialized activities focusing on materials and opportunities that are available in the students' natural environments are utilized along with manipulatives, handouts, and paper-based activities that may be provided by the student's assigned providers. Students' general education teachers will collaborate with additional personnel that specialize in specially designed instruction, intensive interventions, or instruction focusing on language rich environments to ensure that students with different abilities will receive support with materials, manipulatives, or paper-based curriculum that are non-reliant on technology. BDS will continue to utilize the communications department to provide outreach and networking for parents/guardians and families during the school closure. The communications department will support the schools and district to bridge connection between the district and the families. The district communications department will create channels and opportunities for ongoing communication through voicemail, district messages, email messages, social media posting, news releases, radio promotion, and use of local television resources. BDS Communications and Exceptional Student Education Services will provide outreach and education on how students and families may access instructional learning resources for students who receive modified curriculum instruction, as well as home learning strategies and supports that may be available.

During a time of school closure, and/or remote learning, every department in Bay District Schools will be impacted. Component 2 highlighted ICP goals (identifying and planning amongst the BDS Cross-Functional Planning Team ; b) developing an intentional, organized, and comprehensive instructional plan; c) proactively communicating the plan to all stakeholders in the event of a future disruption to the learning environment; d) supporting staff professional development through published self-paced electronic modules; and e) planning for, and providing, the necessary resources of support for the students, families, teachers, and other staff). All personnel will be considered essential to support learning continuity via a myriad of approaches. The approaches will vary by department and BDS employee roles and responsibilities in support of the continuity of instruction. The BDS ICP provides an overview of the action each cross-functional area will undergo in partnership with each other. For instance - food service will work to ensure students receive meals through food delivery; teaching and learning will maintain a focus on supporting teachings to provide high quality instruction opportunities to students (while receiving the necessary professional development); to technology maintaining a virtual continuation and access to learning. In the event of a school closure, BDS will utilize faculty and staff responsibilities in a virtual environment to guide schedules and work performance. The following plan addresses Continuity Plans for events not related to Quarantine Specific Situations: Meal Pick-up In the event of school closures Bay District Schools, in collaboration with the USDA and Chartwells K12, will provide meals for pick-up to students who are enrolled full time in a Bay County District School and in attendance in accordance with Bay District policy. Upon execution of this continuation plan, meal kits will be available at predetermined sites, dates, and times. The meal kits will consist of FIVE (5) breakfast and FIVE (5) lunch meals in accordance with the NSLP/SSO Program. If the student will not be present during meal pick-up, the representative will need to show proof that the student attends a Bay County District School. The meals will then be provided to the student or representative and tracked on a tracking form. At the end of each day the completed form will be submitted to the district’s food service department for eligibility and reimbursement purposes. Meals will be prepared in our food service facility and will adhere to all HACCP protocols. The meals will then be transported to the point of distribution in temperature-controlled containers. They will be stored and held at the point of distribution at proper temperature and temperatures will be monitored periodically throughout the day. Meal Delivery If resources become available, the district may opt to begin meal delivery service. The district will utilize the school busses to deliver to predetermined locations throughout Bay County. Delivery times and dates will be announced prior to the start of the meal delivery program. The meal kits will consist of FIVE (5) breakfast and FIVE (5) lunch meals in accordance with the NSLP/SSO Program. If the student will not be present during meal pick-up, the representative will need to show proof that the student attends a Bay County District School. The meals will then be provided to the student or representative and tracked on a tracking form. At the end of each day the completed form will be submitted to the district’s food service department for eligibility and reimbursement purposes. The meals will be prepared in our food service facility and will adhere to all HACCP protocols. The meals will then be transported to the buses in temperature-controlled containers. They will be stored and held on the busses at proper temperature and temperatures will be monitored periodically throughout the day. Requirements To be able to receive reimbursements for the food service continuation plan the following must be active and in place with the state: a) Parent Pick-up Waiver, b) Non-Congregate Feeding Waiver, c) MealTime Flexibility Waiver, and d) Pick-up sites must be active in FANS. Services for students with different learning abilities BDS will support and execute a plan to provide special education services and accommodations to students during school closures. Students who are students with disabilities will receive services from their designated certified instructor or designated related service providers. Contingency plans are developed as part of the Individualized Education Plan (IEP) process on an individual basis to meet the needs of students with disabilities in the event of school closure. Electronic platforms that are conducive to specialized instructional delivery may be utilized based on the individual needs of unique learners for all students receiving special education and related services via an IEP. During any emergency closure, Bay District Schools will continue to work with our trusted community partners to deliver high-quality support to our students and their families. As a result of our experiences post-hurricane, BDS is uniquely positioned within Bay County to immediately access a variety of community resources for our students, our staff and their families and our network of partner agencies is extensive and varied. Supportive structures and shelters Bay District Schools serves as the county’s shelter manager in the community. Therefore, BDS has a comprehensive shelter plan detailing every level of operation for any shelter opened during an emergency declaration. Full details of the shelter plan can be found at: https://docs.google.com/presentation/d/12LfB2lhm4fd27dnzYVWntllHreXbBSlYGmW4yYdcCbE/edit#slide=id.p

BDS will utilize social media (example – Facebook, Twitter, Instagram), mainstream media press conferences, Everbridge alerts, Peach Jar emails and FOCUS alerts. These communication systems and outlets will facilitate school or district administrators and other approved stakeholders to utilize a message recording system to distribute information to parents/guardians, students, or other employees. The messaging system delivers information through voice recording, email, and text messages. During a school or district emergency the superintendent or designee may deploy a crisis or emergency communication message. Approved automated messages will be distributed to parents/guardians and employees as needed. The frequency and method will be determined on a case-by-case basis depending upon the emergency/extent of the closure. The approved ICP will be posted at https://www.bay.k12.fl.us/. The plan will be available for stakeholders to review and provide feedback. Charter schools within BDS boundaries will also have access to review the BDS ICP. Additional outreach and ICP support will continue to be offered through the BDS district office. BDS will continue to provide outreach and communication. Emergency communication stakeholder groups, and channels, include: ● School families – Everbridge alerts, PeachJar, DOJO, Facebook, Instagram, Twitter, FOCUS alerts, website updates and mainstream media press conferences ● BDS students - Email, DOJO, Facebook, Instagram, Twitter, website updates and mainstream media press conferences, internal email ● BDS teachers, staff, administrators, and others - Email, Everbridge, PeachJar, DOJO, Facebook, Instagram, Twitter, website updates, mainstream media press conferences, and text message groups ● School Sites - social media (example – Facebook, Twitter, Instagram), mainstream media press conferences, Everbridge alerts, campus marquees/message boards ● Daycares - Disaster Group Email, Facebook, Instagram, Twitter, website updates and mainstream media press conferences ● Faith based organizations - Disaster Group Email, Facebook, Instagram, Twitter, website updates and mainstream media press conferences ● Members of the medical, health, and mental health community - Disaster Group Email, Facebook, Instagram, Twitter, website updates and mainstream media press conferences ● BDS Leadership Group - Email, disaster messaging text group, satellite phones as needed. ● Bay County Emergency Management Officials – Public Information Officer (PIO) participation at the EOC, weekly/daily group calls as needed, Web EOC documentation ● Community at Large - social media (example – Facebook, Twitter, Instagram), mainstream media press conferences, Everbridge alerts through Alert Bay BDS Communications will work with the Cross-Functional Planning Team to communicatee with campus and district administration, teachers, and staff through internal email, emergency message text groups, and Everbridge. The frequency and method will be determined on a case-by-case basis depending upon the emergency. Tools utilized will include social media, mainstream media press conferences, Everbridge alerts, internal emails, and emergency text message groups. The Office of Communication will assume the primary responsibility for community with stakeholders on a district and community level using the previously outlined protocols and tools. With a following of more than 26,000 on social media, the Communications Office is well positioned to execute a broad dissemination of information to Bay County. Furthermore, the Office of Communications has a designated PIO who belongs to the Emergency Operations Center PIO deployment team which ensures even more widespread distribution of information in the event of an emergency. In circumstances requiring the implementation of the ICP and emergency response, BDS will: ● Send one cohesive daily email to employees containing all the information required for the day. ● Send one cohesive daily email to parents/guardians containing all the information they need for that day. ● Post one cohesive daily social media pinned post that contains all the updates for that day. ● Send one email per week, to employees and parents/guardians, from the Office of the Superintendent. ● Activate the call center (850-767-HELP) so parents/guardians can ask for help as needed. ● Conduct press conferences as needed. ● Direct schools to use school specific messaging tools (Everbridge, PeachJar and DOJO) as needed. The following outlines the additional action that will be implemented by BDS (the district), the district and schools, and the schools. District Bay District Schools will continue to prioritize the safety and wellness of all students. ● Human Resources will send a daily reminder to employees reminding them about the importance of staying home when sick. ● The Office of Communications will send weekly and monthly alerts to families reminding them about COVID-19 symptoms and encouraging them to keep their student(s) home if they are sick. District and Schools • Continue to communicate and educate on topics including but not limited to signs and symptoms of COVID-19, methods to avoid contracting COVID-19, healthy hygiene practices, handwashing, and social distancing with staff, students, and families. Schools ● Continue to use ITV, morning announcements, and morning meeting time to deliver and instruct on healthy hygiene topics. ● Share district-approved resources and updates/revisions provided by the district office using: ● Make available school staff including Health Professionals, Parent Liaisons, Social Workers, and Counselors. ● Utilize communication platforms to relay this information to students, parents/guardians, and families. ● Display district-provided visual aids regarding handwashing, social distancing, etc. Additional guidance for stakeholders, available throughout the duration of extended school closures, will be maintained and found at https://www.bay.k12.fl.us/.

Component 5: Continued The district will provide robust progress monitoring to all students; tiered support must be provided to all students who are not making adequate progress. If a student who is receiving instruction through innovative teaching methods fails to make adequate progress, the student must be provided additional support and the opportunity to transition to another teaching method. ● To implement robust progress monitoring for students, BDS will provide tiered support for all students who are not making adequate progress. Tiered support will be deployed during scheduled intervention times in K-12. Various programs are utilized in Grades K-12 to progress monitor for ELA and math as indicated on the BDS MTSS menu. ● Students in grades K - 3rd will participate in the iReady Diagnostic for ELA and math three times a year; fall, winter and spring. Students in grades 4th - 8th will participate in the iReady Diagnostic for ELA and math two times a year; fall and winter. Students in grades 9-12 will be assessed using common formative and/or summative assessments at the classroom level. Grades will be monitored by administration. ● MTSS data will be reviewed monthly at ongoing data chats at all schools. Common formative assessment data is reviewed at the district and school level to be discussed in PLCs. PLCs utilize grades and common assessments to engage in MTSS conversations. ● Progress monitoring of IEP goals could include teacher-generated checklists, classroom assessments, work samples, digital learning tools, rubrics, and other methods to determine the level of goal mastery. Progress on IEP goals will be used to make decisions regarding amending goals, increasing current services, and/or the addition of ESY services to the IEP. The IEP team will monitor student progress, review interventions, and meet to adjust as indicated. ● In the event of remote/distance learning for the school year, progress monitoring will consist of preponderance of evidence including completed instructional tasks and assignments, online intervention program data reports, common formative and summative assessments, observation, and teacher anecdotal data. The district will work with IEP teams to determine needed services, including compensatory services for students with disabilities. BDS IEP teams shall follow a student-centered approach with a commitment to ensure that the individual needs of each child are met. ● BDS will provide guidance to IEP teams to utilize district universal screening tools for students with disabilities on standards and access points. Upon reopening of school, universal screening measures will be used to identify the current performance levels of students with disabilities. Students in grades K - 3rd will participate in the iReady Diagnostic Assessment in (ELA and Math) three times a year (fall, winter, and spring). Students in grades 4th - 8th will participate in the iReady Diagnostic Assessment (ELA and Math) two times a year (fall and winter). ● MTSS Data will be reviewed monthly during ongoing data chats at all school sites. Common formative assessment data in addition to progress monitoring data is reviewed at the district and school level to be discussed in PLCs. PLCs also utilize grades and common assessments to engage in student-centered conversations to ensure the individual needs of each child are met. ● For those students who show regression, the IEP team will meet to consider the student’s current performance, critical skills/needs, and what revisions are necessary, if any, to the student’s IEP. The IEP team may consider amending goals, increasing current services, and/or the addition of Extended School Year (ESY) services to the IEP. Supplemental instruction or supplemental digital resources may be provided to address specific learning deficits based on diagnostic assessments. The IEP team will monitor student progress, review interventions, and meet to adjust as indicated. ● For those students for whom the parent has indicated concerns regarding the student’s participation in and progress during online learning, the IEP team will meet to consider the parent’s concerns. The IEP team may consider amending goals, increasing current services, and/or the addition of ESY services to the IEP. The IEP team will monitor student progress, review interventions, and meet to adjust as indicated. ● In the event of remote/distance learning for the school year, the ESE Pivot Plan will be implemented. Pivot plans are developed based on priority needs and services for students during distance learning. Parents/guardians, service providers, and teachers give input in the Pivot Plan development to support students with disabilities in the distance learning environment. BDS will work with ELL Committees to identify ELLs who have regressed and determine if additional or supplemental English for Speakers of Other Languages (ESOL) services are needed. Districts should ensure that appropriate identification of English skills has been noted and that schools have the resources to implement additional interventions and strategies. ● Access for ELLs 2.0 data will be used to determine the English language proficiency level of ELL students returning to school. The district's Multilingual Student Support Center is used to meet the needs of new students arriving to the district including evaluating the students for their English language proficiency level in Listening, Speaking, Reading, and Writing. This Multilingual Student Support Center will provide wrap-around services for all ELL students and their families. Schools will also be able to use iReady and LAS Links data as well as placement testing embedded in English Language Learning software programs such as Imagine Learning English and ESL Reading Smart/Exact Path to evaluate the student’s academic and English language proficiency levels. ● School-based ELL Committee, in collaboration with the District ESOL team, will review all previous data and will write the student ELL plan with goals, classroom practices, and strategies to meet the individual needs of all ELL students. Each school in Bay District has an active ELL Committee composed of the School Counselor, Administrator, ELA teacher and/or other content area teachers. Additional personnel can be involved in these meetings as needed such as interpreters, social workers, speech language pathologist, psychologist, and/or ESOL Instructional Specialist/Resource Teachers. Parents/guardians are also a vital part of this committee. Meetings will be held face to face, via phone conversations, or through a virtual platform such as Zoom or Google Meets as needed. ● A committee will review the spring administration of ACCESS for ELLs 2.0 data when released from FLDOE to determine exit from the program for students in K-2 meeting proficiency (an overall level 4 or higher and a Level 4 or higher in Reading). For students in grades 3-12, data will be reviewed on an individual basis with a focus on students that have been in an ESOL program beyond 6 years, students that scored at the proficient level on ACCESS for ELLs 2.0, and students’ most recent iReady progress monitoring scores. Also, students must meet 2 of the 5 criteria based on State Board Rule 6A-6.0903 to be exited from the ESOL program. Further guidance from FLDOE will be provided regarding exit decisions for students in grades 3-12. ● ELL students not meeting exit criteria will be closely monitored by the ELL Committee, classroom teacher, and ESOL Resource teachers. If academic or linguistic regression has occurred, schools will assess the students who may need supplemental services with the LAS Links Listening, Speaking, Reading, and Writing tests to determine if their English proficiency levels have changed. Instruction will be provided at the school by an ESOL endorsed teacher (or teacher working toward ESOL endorsement) using standards-based curriculum with appropriate differentiation and instructional strategies based on the student’s ELL plan and English Language proficiency level in listening, speaking, reading, and writing. ● In the event of remote/distance learning for the school year, the same procedures will be implemented with ELL Committee meetings held virtually through Zoom, Google Meets, or via phone with interpreters available. Teachers will create lessons in Canvas and the ELL students will have language support from Bilingual Paraprofessionals/Language Assistants as well as the use of a word-to-word English to Heritage language dictionary and/or glossary. English Language learning software programs such as Imagine Learning English, ESL Reading Smart/Exact Path, and Duolingo will also be used by the students at home. Edgenuity may be the virtual learning curriculum which has language support built within the program. Devices and internet hotspots will be provided to families in need.