Martin County School District (MCSD) cross-functional planning team: Jennifer DeShazo, Director of Public Information and Community Relations Dr. Todd Adrian, Director of Educational Technology *Dr. Tracey Miller, Assistant Superintendent of Academics Julie Sessa, Director of Risk and Employee Benefits Tyson Villwock, Director of Professional Standards Dr. Mary White, Director of Curriculum and Instruction * District ICP Contact The plan was initially developed in September 2021 with input from the planning team, Superintendent's Cabinet, and school based leaders. The plan is maintained on the MCSD website and reviewed and updated at least annually. Goal of ICP: MCSD will be prepared to provide remote learning to all MCSD students if and when we are unable to provide in-person learning. The ICP Contact will activate the plan at the direction of the Superintendent and systems are in place to initiate the ICP immediately. Teachers and support staff have the resources needed to ensure student learning and are prepared to provide remote instruction in the event of a closure. Students will have the necessary components (technology and access to curriculum and instruction) to maximize learning. Parents and families will know where to go to receive accurate, timely communication related to the closure and activation of the ICP. The critical success factors (CSFs) that determine achievement of the ICP desired outcomes include: Academics- All MCSD students have full access to the curriculum and instruction provided in each assigned course. This includes access to instructional materials and teacher guided instruction and support. Teachers have the necessary resources and expertise to deliver instruction in a remote environment if necessary. Action plans have been activated to ensure all students have access to devices and internet (grades 3-5 currently) and K-2 devices are ordered with a deployment plan provided in the attached files. This plan has been used prior and includes support from the technology department and school sites to ensure all K-12 students have devices and internet access in the event the ICP is activated. Additionally, instructional materials are currently available via ClassLink and through Google Classroom or our chosen LMS, Schoology. This is in place currently and teachers and students have been trained in their use. Parents have been notified and a dedicated and monitored email address and phone line is in place to support parent and student needs. Teachers have cameras, zoom accounts, and are currently using one or more of the mentioned platforms to deliver instruction. This plan is already in place and activated and would remain in place with the ability to take home a hotspot and receive internet in the event that it is needed. Training has already taken place and new hires are trained and refresher courses are available in June during Camp TEACH. Additional information is available in the attached files. Communication- MCSD will provide timely, transparent and accurate information to all stakeholders. An action plan is in place and contained in the communications section and in the attached files. Communication plans include supports for ELL and ESE students and families and are outlined in the technology section of the ICP and in the attached files. Technology- MCSD will provide internet ready laptops or Chromebooks to all students and those staff members in need of a device who do not have one at home that can be used for instruction. The Educational Technology department will set up support locations for troubleshooting and repairs of district issued devices while remote learning is in place. This system has already been used in 2020 and is detailed in the attached files. *Please see attached file - Instructional Continuity Plan Components 1 and 6 - MCSD Laptop_Hotspot Deployment and Remote Learning Support. Additionally, systems are in place to meet the needs of special populations and to provide needed services such as mental wellness and food services. Food service details are contained in the operations section of the ICP with a full plan. The action plan for mental wellness and other student services mirrors that of the supports for the ESE and ELL students with communication from identified providers. The ICP will be evaluated using the following rubric to evaluate the three essential elements of the ICP: 4- Action plan fully implemented with the ability to execute full at home learning. 3- Action plan substantially implemented with the ability to execute full at home learning. 2- Action plan substantially implemented with the ability to execute a phased implementation of at home learning within a week. 1- Action plan substantially implemented with the ability to execute a phased implementation of at home learning over time. Data used to evaluate the ICP, when activated, include: student attendance, student grades, device deployment and usage records, software usage including zoom, Google Classroom, Schoology, and specialized instruction software, professional development records and usage in Frontline, social media usage, and utilization of supports such as ET helpdesk, food services, and mental wellness supports.

The MCSD will be prepared to provide remote learning to all MCSD students if and when we are unable to provide in-person learning. The ICP Contact will activate the plan at the direction of the Superintendent to ensure instructional continuity is maintained for our students. Students have access to curriculum and instruction of their enrolled courses through Schoology/Google Classroom, our learning management systems (LMS), and Zoom, our communications system. *Please see attached files Back to School DL 20_21, Schoology 101, and Zoom Directions. Students have access to highly qualified teachers to provide instruction in their enrolled courses while learning at home. These LMSs are in use daily in the schools during in person learning and students and teachers are trained in the use of the systems. Schoology is the MCSD selected LMS provider. Currently, we are migrating course content into the system and using a hybrid of Schoology, Google Classroom, and Edgenuity online courses to provide digital access to curriculum. Additionally, digital adopted instructional materials are available through Classlink which students have access to via their student account. Paraprofessionals and other instructional personnel support ESE and ELL students through the use of Zoom, Schoology, and Google Classroom. *Please see additional handouts ClassLink Sign In and Edgenuity MCSD Guide. A cross-functional team is in place to monitor the performance of the LMS and make recommendations for improvements or modifications. Members include the Digital Learning Department staff as well as the Wayfinders team (school-based technology teacher leaders) who were early adopters and curriculum team members supported the migration to Schoology *Please see file 2.11 Wayfinders Site Tech Leaders. The team reports status and recommendations for improvements or modifications to the Instructional Leadership Team and school administrators on a regular basis. Staff, including new hires, are provided ongoing training and professional learning via recorded professional development through the Frontline platform. This professional learning began in summer 2021 and remains in place. The Digital Learning Specialists provide in-classroom coaching and professional development through zoom sessions, summer PD, and additional professional development opportunities throughout the year. When the ICP is activated, students will utilize their district issued devices (and Wi-Fi hotspots if needed) to access curriculum and instruction. Students will follow their typical schedule and receive daily instruction using lessons published in Schoology and Google Classroom and teacher instruction for the courses in which they are registered. Staff will remain at the school sites, if possible, and deliver instruction and support via Zoom technology and their LMS. If staff have already been issued a District laptop or Chromebook they may take it home (wifi hotspots may be issued to staff when approved by school site admin) to provide remote learning at home when it is not safe to remain in the school building. Students have access to curriculum and instruction of their enrolled courses through Schoology/Google Classroom, our Learning Management Systems (LMSs), and Zoom our video conferencing solution. Teachers have been trained to use the LMSs and video conferencing to provide high quality instruction to their enrolled students while learning at home. The LMSs are used daily during in-person learning, teachers and students are confident in the navigation and use of these platforms. LMS courses are also accessible to co-teachers, support facilitators, site administrators, and district administrators for additional student or teacher supports if needed. The district Instructional Services department, Digital Learning Department, and school site technology leaders (WayFinders) will monitor the performance of the LMS and video conferencing to make recommendations for improvements to enhance and strengthen remote instruction. The Digital Learning Department is conducting ongoing large group trainings, small group trainings, and 1-1 trainings for the LMSs as well as other district provided digital tools available to them that will support effective remote instruction. Teachers have been trained on using the LMSs, Zoom video conferencing, and associated hardware for remote instruction via live trainings, recorded trainings, written tutorials, as well as video tutorials. The Digital Learning Department is available to support teachers 1-1 for additional training requests. Students and parents will be notified of remote instruction procedures with video tutorials and written tutorials. Parents and students will also have an email and telephone number to use if they need additional assistance while remote learning.

Teacher and leader professional learning needs are determined by surveys (including Title II and digital learning survey) that are examined by the professional learning staff, instructional learning staff, digital learning staff, federal programs staff, and principals. Needs are addressed in each School Improvement Plan completed in the CIMS website, the Leadership Development Plan, and the MCSD Success Plan. Additionally, digital classroom specialists (coaches), professional development coaches, and district instructional coaches work together to identify trends in professional learning needs as they work with teachers in their classrooms. Staff also use the classroom learning walk process on campuses to identify trends and needs for professional learning. This process in currently in place in the MCSD and would remain when the ICP is initiated. An example of an opportunity to provide professional learning is a multi-event summer learning opportunity, Camp TEACH (Technology Empowering Academic Change). *Please see document Camp TEACH Highlights. It is provided via remote learning to allow for the modeling and practice of remote learning strategies and skills. These sessions are also recorded and shared via our eLearning Management System, Frontline. Staff have access to these recorded sessions throughout the year and via Zoom or in person annually in June. These are also beneficial for professional development for new teachers and staff or those who need support in the event the ICP is activated. In addition to the summer opportunity, staff are provided ongoing and job-embedded professional learning throughout the school year either in-person or remote. The professional development department offers varied learning opportunities including, but not limited to, learning sessions focused on the survey results/needs, student engagement, high effect strategies (Hattie and Marzano), monitoring, and differentiation. Time is also allocated on early release days, before/after school times, and on our district wide professional development days. The effectiveness of professional learning is assessed in multiple ways. Post professional development evaluations are provided to staff examining the quality of the session, their greatest takeaways, ideas to improve, or additional learning and support they may need. In addition to the evaluations, professional learning is assessed through learning walks, coaching cycles, and classroom support. Through this process, instructional coaches and staff are able to observe and provide real time feedback in order to increase the effectiveness of professional learning. These efforts are used to continuously improve the process and provide relevant opportunities in the future. Parent and student support for the use of devices is also available through our ET department. The Student Support Technicians and Desktop Support Technicians are available to support student and parent needs on a 1:1 basis either via remote options or in person. ELL Professional learning for best practices in education for English language learners is provided continuously to all teachers, school leaders and ELL paraprofessionals. A digital platform for ELL assessment results, student status in the ELL program and instructional strategies matched to English proficiency has been utilized for both in person and online professional development. School leaders have requested and been provided specific training for paraprofessionals who work with English language learners. Evaluations are provided to participants and school leaders. Data collected from the evaluations is utilized to improve professional learning. School leaders are using the digital tools and consulting with the ELL department to develop student schedules and placement. ESE Professional learning is continuously provided for ESE personnel and school administrators, in order to ensure compliance is maintained and current specialized instructional strategies are being implemented for students with disabilities district wide. School administrators and other ESE personnel staff are provided surveys to determine targeted professional learning needs. The ESE department collaborates with state discretionary projects such as; FDLRS, SEDNET, FIN, TATS, Project 10, PEN to provide training to District and School-based ESE staff. Targeted areas for professional learning include but are not limited to, Transition Service, Social Emotional Learning, Parent Trainings and Supports, specialized reading strategies and IEP compliance training. The ESE Program Specialists and ESE Administrators provide professional learning opportunities in the areas of virtual and hybrid learning for SWD’s that require alternate instructional platforms. The ESE department offers options for in-person and virtual professional learning opportunities to increase participation in sessions. Evaluations and pre/post learning assessments are provided during professional learning sessions to assess the effectiveness of the learning objectives.

Teachers' professional learning needs are determined by surveys (including Title II and digital learning survey) that are examined by the professional learning staff, instructional learning staff, digital learning staff, federal programs staff, and principals. Needs are addressed in each School Improvement Plan, Leadership Development Plan, and the MCSD Success Plan. Leaders are also surveyed via the Title II survey to determine and meet their professional learning needs. When we activated our ICP in 2020, all teachers in the MCSD worked in a synchronous learning environment and received professional development related to the change in delivery model. That professional learning continues within the district and is available to those who continue to need support. To ensure effectiveness of instructional delivery, ClassLink analytics will be utilized to determine the number of students logging into Schoology and Google Classroom. Teachers and site administrators monitor engagement by collecting data on the number of assignments completed, course attendance, and student grades. While utilizing Zoom, it is a MCSD best practice to have cameras turned on at all times, to ensure engagement during instruction. Teachers utilize district approved and purchased instructional materials and digital tools that align to the current standards and curriculum during remote instruction available in the learning management systems and ClassLink. Professional development in the use of these materials has been provided to teachers and instructional staff and are available in Frontline for continued use and reference. Administrators monitor use of these materials and accompanying assessments and provide feedback to teachers. Traditional schedules will be followed during remote instruction, providing teachers with their contractual planning and professional development time. The Instructional Services Department (Digital Learning) has developed guidance, best practices, written tutorials, and video tutorials for all instructional staff that need initial or ongoing professional development regarding the best use of the digital platforms available to them for remote instruction. These resources are available on the Digital Learning website as well as in Frontline. *Please see additional handout MCSD Digital Learning resource. The Wayfinders, early technology adopters, at each school site will serve as a model and resource for teachers and staff. Best practices in technology will be highlighted in various communication channels as available. School administrators will consistently monitor teacher use of the technology in order to ascertain development needs. Teachers in the MCSD have either utilized the synchronous teaching method and have a year of experience with support provided via digital learning specialists and Camp TEACH professional development. The online model requires the same skillset with regard to technology but excludes the additional component of being student-facing in the classroom. All teachers utilize the same method of providing instruction- either all in-person or synchronous instruction. Professional development is provided for new staff through the digital learning specialists, the Wayfinders, media specialists, and Camp TEACH intensive professional development. These opportunities are also available as refreshers for all instructional staff. A technology survey is completed each year to gain an understanding of our current situation and the data is used to plan professional learning experiences. The MCSD will be prepared to provide remote learning to all MCSD students if and when we are unable to provide in-person learning. The ICP contact will activate the plan at the direction of the Superintendent to ensure instructional continuity is maintained for our students. Students have access to curriculum and instruction of their enrolled courses through Schoology/Google Classroom, our Learning Management Systems (LMSs), and Zoom our video conferencing solution. Teachers have been trained to use the LMSs and video conferencing to provide high quality instruction to their enrolled students while learning at home. The LMSs are used daily during in-person learning, teachers and students are confident in the navigation and use of these platforms. LMS courses are also accessible to co-teachers, support facilitators, site administrators, and district administrators for additional student or teacher supports if needed. The district Instructional Services department, Digital Learning Department, and school site technology leaders (WayFinders) will monitor the performance of the LMS and video conferencing to make recommendations for improvements to enhance and strengthen remote instruction. The Digital Learning Department is conducting ongoing large group trainings, small group trainings, and 1-1 trainings for the LMSs as well as other district provided digital tools available to them that will support effective remote instruction. Teachers have been trained on using the LMSs, Zoom video conferencing, and associated hardware for remote instruction via live trainings, recorded trainings, written tutorials, as well as video tutorials. The Digital Learning Department is available to support teachers 1-1 for additional training requests. Students and parents will be notified of remote instruction procedures with video tutorials and written tutorials. Parents and students will also have an email and telephone number to use if they need additional assistance while remote learning. Student participation and engagement will be continuously assessed with teacher grade books and use of technology tools. Each year, a student survey is conducted to determine student engagement and satisfaction; this practice will continue. The Exceptional Student Education (ESE) department provides guidance and professional learning opportunities to related service providers, paraprofessionals, ESE teachers on how to effectively implement specially designed instruction, accommodations and services to students with disabilities as identified in their Individualized education plans (IEP). Related service providers and teachers are responsible for maintaining records of the services and instruction provided to students with disabilities. ESE district staff and school-based administrators have access to these records to ensure the effectiveness of the delivery model.

Parents were surveyed to determine technology needs to include the need for internet access in the home. Currently, all grades 3-12 students have a dedicated device that can be used at home and at school with internet support provided for those who need it. This would continue in the event the ICP was activated. K-2 devices are ordered and will be deployed per the attached plan. Parents and students will be informed by the District, individual school sites, and teachers using the available methods of communication. Options of two way communication may include telephone, Remind messaging, Schoology messages, Google classroom/ Gmail, district email, and Zoom. *Please see attachments 3.10 Zoom Parents Updates and 2020_2021 MCSD Welcome Parents K-12 Information. Guidance and direction are provided to parents and families on how to create a distraction-free learning environment at home that is conducive to learning. This information is shared via one way communication such as the website, text messaging and social media platforms. It is also sent out via our LMS and shared via Parent University, a recorded session that provides information to parents and caregivers. School counselors, mental health professionals, truancy staff, and student services workers retain their schedule for students receiving supports. Additionally, outreach takes place from these groups to support wellness needs. Families that are English language learners are contacted by multilingual staff to engage in educational conversations. An English language learner database of languages spoken at home provides educators with information on how to best communicate with families. The English language learning program is accessible to students at home through Classlink and provides remote opportunities for language acquisition. Training for families on the use of technology to access education is ongoing. Limited English Proficiency (LEP) plans are housed in the digital English language learner (ELL) platform and used to support the instructional needs of students; ELL plans are accessible to educational stakeholders for continual review and implementation. During school closures, accommodations and directives from the LEP plan will be implemented and monitored. Families that are in transition or homeless are served through a district liaison. The liaison is able to provide access to WIFI so that students are able to connect to the school district LMS. Telephonic communication is often the initial contact tool. ESE: Regardless of the use of in-person, remote or hybrid services, MCSD ESE department provides special education and related services to students with disabilities in accordance with the student’s IEP. The delivery of special education services are aligned to the general education service model(s) being implemented, with individual decisions being made to address specially designed instruction and access to general education instruction. The IEP team considers whether additional accommodations need to be added to the student’s IEP to support student access to instruction in the remote environment. When students are provided services and specialized instruction, based on their Individualized Education plans (IEPs), ESE teachers document the service they provide for each student with a disability in an electronic recording data-base known as the Support Facilitation Log. Students with disabilities continue to receive the same services that are identified on their IEPs, even if they are participating from home. Related Service providers, such as Speech/Language Therapists, Occupational Therapists and Physical Therapists, are also responsible for providing the outlined services on each student’s IEP. District and school based ESE staff members are available to provide students and parents with support on how to access their virtual learning platform. School based ESE personnel communicate with parents to ensure students have access to the internet and that devices that are needed in order for them to access the general education curriculum, such as braille devices, are functional at home. IEP meetings are available to take place via a virtual platform that is accessible to parents such as zoom. The ESE department is available to provide parents support on how to access and use virtual platforms for IEP meetings via telephone and email. The ESE department conducts virtual evaluations for particular assessments without compromising the validity of the assessment. For other assessments that require students to participate in-person, the district has designated sites/locations that follow mitigation measures to ensure the safety of students and staff. Social Services Workers (SSW) and Guidance Counselors will monitor and support students in the virtual setting who have safety plans and/or are at-risk. SSWs and counselors will remain available to staff to address new concerns and provide appropriate supports to all students. SSWs, counselors, field officers, and other student services personnel make home visits to support the health and safety of students and their families. A symptoms checking system is also available for staff and families as a support to determine if and when they may need medical supports which is critical during a situation that would prompt the initiation of the ICP.

The technology staff members who are key to the ICP planning process are: Todd Adrian, Director of Educational Technology Chris Hall, Coordinator of Computer Operations and Technical Support Matt Paoleschi, Security Analyst Kevin Kastrup, Network Administrator TBD, Network Engineer Drew Wessel, Coordinator of Administrative Technology The MCSD has a robust technology infrastructure. We have redundant internet connections at two geographically diverse locations that are supported by redundant firewalls. Our fiber ring (Community Broadband Network) is a redundant ring supporting diverse paths through the District to provide network services to all of our school sites. Core ring switching/routing equipment is supported by dual power supplies and battery backup UPS systems. Staff from the technology department are available to support specific issues either from a remote location or on site. We currently have a 1:1 initiative in grades 3-12 with access to devices in K-2 as needed. We are working toward 1:1 devices in K-12 and anticipate that availability by the end of the 2021-2022 school year and have secured funding for additional devices. We do, however, currently have enough devices on hand to be able to deploy 1:1 at any time. Students who are new to the District can receive a district device utilizing the method identified in the plan. A survey was conducted to determine which families were in need of hot spots for their internet access. The families who indicated a need currently have an enabled hotspot at home. Each principal, Title One family liaison, media specialist, or Family In Transition Coordinator may also request a hot spot for a family as needs arise and can be deployed from each individual campus. We provide either a Windows laptop or Chromebook to our student population so they’re able to access digital curriculum while at school or remote. Windows devices and Chromebooks have standard accessibility features such as high contrast mode, magnifier, on-screen keyboards, sticky keys, filter keys, and narrator mode (screen reader). If a student requires more specific accommodations for instruction to ensure FAPE, there are various options available through our assistive technology department. Software such as Dragon Naturally Speaking, Proloquo, Don Johnston Products, Braille Notes, and others. The Assistive Technology department evaluates students with additional needs and issues iPads where appropriate. These iPads are loaded with Apps that are specific to the additional needs of the students to assist them with communication and learning. The assistive technology staff of the ESE department work 1:1 with teachers, students, and/or families to ensure supports are available regardless of the location of the student (at home or in person). The district utilizes two different internet filtering solutions depending on the type of client device and its physical location. On Chromebooks, all internet traffic is filtered using a cloud-based filtering solution regardless of location. On Windows devices, all internet traffic is filtered through a cloud-based filtering solution or the District firewall depending on location and grade level. Roles needed to support technology in a remote learning model and reallocate personnel accordingly: Assistant Superintendent of Academics Director of Educational Technology Coordinator of Computer Operations and Technical Support Coordinator of Administrative Technology Network Administrator Network Engineer Network Specialist Security Analyst Help Desk Site Support Technicians Desktop Support Technicians Systems Analysts Programmer Analysts Programmers *Please see attached file - Instructional Continuity Plan Components 1 and 6 - MCSD Laptop_Hotspot Deployment and Remote Learning Support.

The MCSD follows recommended national and state cyber security framework standards. We follow the NIST (National Institute of Standards and Technology) framework for cyber security and incident response including our procedures, incident response plan, and disaster recovery plan. These plans are housed in a secure location within the organization and are not provided to the public for security purposes. Our Business Continuity Plan is available and housed in a secure location within the organization and not provided to the public for security purposes. Our incident response plan is also available, and is housed in a secure location within the organization and is not provided to the public for security purposes. Cyber security-related policies and procedures aimed at safeguarding the District: Acceptable Use Policy Endpoint Configuration Policy Phishing Incident Response Procedure Security Awareness Training Plan Incident Response Plan Disaster Recovery/Business Continuity Plan Policies are housed on our district website at www.martinschools.org via BoardDocs and procedures/plans are housed in a secure location within the organization and are not provided to the public for security purposes. An executive summary of our current security posture: The MCSD has made several significant investments aimed at strengthening the overall cybersecurity posture of the entity. This includes but is not limited to additions in staffing, next-gen security products, security partnerships, 2021 vulnerability assessments, and continual staff training and testing. The MCSD takes all the aforementioned tools and applies a multi-layered strategy to ensure the confidentiality, integrity, and availability of the MCSD network. Current Plan of Actions and Milestones for cyber security improvements to maximize ICP effectiveness: The MCSD has several initiatives in progress aimed at improving the cybersecurity posture of the entity. In the coming year the MCSD has plans to improve authentication mechanisms, onboard new security products, and provide email phishing training/testing. BCP: The MCSD Business Continuity Plan (BCP) covers several major areas related to the continuation of network services before, during, and after an interruption. As a general guideline, the MCSD uses NIST and ISO framework best practices for creation and maintenance of security plans. The BCP includes staff roles & responsibilities, designation of the BCP team, plan initiation criteria, procedures for specific scenarios, use of our backup facilities, contact information for key staff & vendors, and procedures for maintenance and testing of the plan. IRP: The MCSD Incident Response Plan (IRP) covers several incident response concepts including preparation, detection, analysis, containment, eradication, and recovery. As a general guideline, the MCSD uses NIST and ISO framework best practices for creation and maintenance of security plans. The IRP includes staff roles & responsibilities, designation of the IRP team, plan initiation criteria, explanation of common incidents, and in-depth explanation of the NIST phased incident response life cycle.

The Success Plan Communications Team will constitute the team of service providers and the Director of Public Information will serve as the point person for communication with families about the efforts to provide education and supports for students. The Office of Public Information will communicate with families about the supports offered to the District through established channels - website, social media (Facebook & Twitter), mass notification (phone call/text message), email and local media (to include support from Title I in reaching Hispanic/Latino radio stations and broadcast media). The Office of Public Information will partner with Instructional Services to obtain timely, relevant and appropriate information for dissemination to all families. The Office of Public Information will communicate on a consistent basis using the established channels of communication as outlined above. ELL families are provided a dedicated line for Spanish speakers. ELL department staff coordinate with bilingual faculty and staff at school sites to make connections with ELL students and their families. Staff from the Parent and Family Engagement Centers would engage in outreach with families including home visits. The ELL department would engage in communication with families through the multilingual radio stations and other media to provide information to school non-English speaking families. Each school in the district has an ESE contact, identified as the Intervention Problem Solving Coach, that is responsible for communicating and providing support to the families of students with disabilities. The District ESE administration team and the District ESE Program Specialists provide guidance and information to the Intervention Problem Solving Coaches to ensure important and relevant information is being disseminated to parents of students with disabilities. The ESE website includes current information, additional resources and support for families of students with disabilities. The District ESE administrators collaborate with and provide parents with information of community partners and discretionary projects that provide individualized educational support for students with disabilities such as the Center for Autism & Related Disabilities (CARD). Internet access is provided currently for all families in need. There are no identified families that do not have access and when one is identified, a hotspot is provided to the family to allow for access. The identified point person communicates with all families with the support of the Home School Liaisons and bilingual staff in the district office and schools. There is a dedicated phone number for support with bilingual assistance and this line is monitored by a designee which will continue when the ICP is activated. A complete plan is attached in the uploaded files. ESE staff at the school sites (support facilitators and IPS coaches) have established methods of communication that include phone, email and in person communication (and via zoom) when needed. These methods would continue as already established in the event of the activation of the ICP. Service providers such as SLPs, therapists, program specialists, and support facilitators will provide services according to the IEP via the agreed upon method in the event the ICP is activated. It is the responsibility of the employee to utilize the preferred communication method to schedule services with the family per the IEP. Contracts exist and are maintained with local internet providers to provide hotspots and service from the school district and those supports remain in place currently.

The essential personnel needed to support learning continuity through remote teaching and learning have been identified. The job descriptions (updated 2021) of these individuals identify that they are required to report to work in an emergency situation. The roles and responsibilities of the essential personnel have been outlined in the attached file titled "Component 9 - Continuation of School Operations- Essential Personnel." Food & Nutrition Services processes have been identified and established to ensure continuity of meal provision. This information is outlined in the attached file titled "Component 9 - Continuation of School Operations - Food Services." Processes to ensure adequate mental wellness supports and services are provided to students have been established. This information is outlined in the attached file titled "Component 9 - Continuation of School Operations - Mental Wellness Services." Continuity of instruction and assessment for English Language Learners will proceed virtually in an instance of school closure. Administrators, teachers and ELL contacts are able to deploy lessons and monitor assessments virtually via Zoom and the digital learning platforms referenced in the "Academics" component of the plan. Continuity of instruction and accommodations for students receiving ESE services will proceed in the event of school closure. The District ESE administration team and the ESE program specialists provide guidance and support to Intervention Problem Solving Coaches to ensure important, timely and relevant information is being disseminated to parents of student with disabilities. The ESE webpage will continue to be updated with timely information, additional resources and support for families of students with disabilities. District administrators and staff will collaborate with families to provide information about relevant community resources and discretionary projects that provide individualized educational support for students with disabilities. The ICP plan contact will collaborate with community partners who serve our students to ensure continuity of wraparound services and supports. The Facets of School operations that are impacted include: • Classroom instruction, Transportation, Special education and ESE Services, ELL services, Food and nutritional services, Maintenance and sanitation, Educational Technology functions, Financial operations, purchasing and warehouse, Public Information and Community Relations, Human Resources and employee communication systems Identified Essential Personnel include staff from the following departments: • Superintendent and staff, Deputy Superintendent, Assistant Superintendents, Executive Directors, Principals and Assistant Principals, Directors of all operational departments (such as Risk Management, Food Service, Facilities/Maintenance and Transportation), Plant Operators, Exceptional Student Education Administrators, Human Resources The complete list is attached “Essential Personnel Document”. Schedules of staff during school closures: • Instructional Employees are expected to follow the “Teacher Extended School Closure Action Plan” and to work their normal scheduled work hours and teach synchronous lessons following their schedule from a district location or remotely from home. Instructional staff are expected to clock in daily whether on campus or remotely learning at home. • Non instructional employees are expected to work their normal scheduled hours and clock in daily whether on campus or remotely learning at home (i.e. Transportation, FNS, warehouse and maintenance). • Administrative and Professional Technical Employees who are non-school based, and are NOT listed as essential employees such financial operations, human resources, student services, professional development/standards will follow the telework procedures approved by the Superintendent should the need arise to work remote. • Administrative and Professional Technical Employees who are non-school based, and ARE identified as Essential Personnel, are expected to work their normal work schedule and no more than 12 hours a day. In extreme emergencies an A and B shift will be put together which is part of the Martin Activation Plan outlined in the Disaster Recovery Plan which is attached to this document. Overview of the expectations of staff during school closures: As needed, based on the nature of the crisis, Administrators, classroom teachers, non-classroom teachers, clerical staff, health services staff, facilities support, Educational Technology support, Human Resources support, Student Services personnel and food service employees may all critical to learning and communication to support our students and staff. Although school resource officers are not school district employees, depending on the factors that dictate school closures, their assistance may be necessary. If schools are impacted by extended school closures, the essential personnel identified needed to support the learning is influenced by many factors including the number of students/schools switching to remote learning, whether or not there is physical damage to schools that must be addressed, and the ability of employees to work at school board sites and or remotely. Working conditions are also negotiable with our unions and details would be determined based on the nature of the event and extent of impact. At times, the District operates under the guidelines of an emergency executive order or in partnership with agencies such as the Florida Department of Health. Instructional Employees would be expected to follow the “Teacher Extended School Closure Action Plan” and to work their normal work hours and teach synchronous lessons following their schedule from a district location or remotely from home. This work includes required collaborative planning with their peers' utilizing zoom, following protocols and strategies for remote planning covered in training. Non-classroom teachers, counselors, deans, coaches, media specialists, etc. Provide support to students directly related to their role or through specialized assignments during the closure. For example, counselors are expected to participate in individual and group counseling, maintain whole group lessons and participate in parent conferences and problem-solving sessions remotely. Deans have been trained how to monitor and intervene when behavior exhibited in remote learning is disrupted. Coaches may still facilitate the planning sessions remotely via zoom, but they will also take on additional roles such as reaching out to students who are missing scheduled class sessions for another layer of support. Non-Instructional Employees during school closures Transportation staff such as bus operators and bus assistants will be expected to assist Educational Technology and Food Service at school sites with laptop distribution and repair issues. They are also required to complete training videos through Safeschools and clock in daily whether on campus or remotely learning at home. Mechanics, if able, based on the situation at hand will be working on daily bus inspections, white fleet services, and any vehicle repairs. Administrative staff and support staff on site will be updating routes for upcoming school year, managing staff training records, and assigning staff to work sites. Food & Nutrition Service (FNS) will shift operations to continue to provide meals to students who are remote learning. FNS will apply for waivers to receive authorization to provide meals under the Summer Program from the Florida Department of Agriculture. Under the Summer Program all children 18 and under will be eligible for breakfast and lunch at no charge. The Registered Dietitian will complete a new menu that will either consist of hot meals, cold meals and/or cold meals intended to be heated up in the home. Each meal distribution site will be staffed with trained FNS employees. As per USDA regulations each distribution site will have “And Justice for All” Posters visible in the serving location. Meals will be assembled on site and include an instruction sheet with refrigeration and heating instructions. FNS employees will complete production records listing all items prepared on the reimbursable meal pattern. The meal distributions sites will accommodate curbside and walk ins. All children with ID cards, birth certificates, baptism records, school ID numbers or physically in the vehicle or walk up that are 18 and under will receive meals. FNS employees will record meals on a Talley Sheet or Tablet and complete the production sheets. Hourly employees who are approved for telework are expected to clock in and out during their normal work schedule. Administrative and Professional Technical Employees who are non-school based, such as financial operations, human resources, student services, public information and professional standards will follow the telework procedures approved by the Superintendent should the need arise to work remote. In emergency cases, the District considers teleworking, remote working, working from home or from a non-District site (“Telework") to be a viable alternative work arrangement where employee, job, and supervisor characteristics are best suited to such an arrangement. Telework allows an employee to work at home, on the road, or in a satellite location for all or part of their regular workweek. Teleworking is a work alternative that may be appropriate for some employees and some jobs. The District, at its sole discretion, may determine that some positions are not eligible for teleworking based on the job responsibilities. Hourly employees who are approved for telework are expected to clock in and out during their normal work schedule. School Resource officers will have specific assignments during school closures depending on the circumstances. Sites that are occupied with staff and who may be distributing meals, laptops or other required materials will continue to be staffed with SROs. Partnerships with community connections is necessary to continue to provide for services in the learning community during a school closure event. In order to meet this need, the District created the cross-functional Pandemic Crisis Response Team and the ICP Contact is the chair of the committee which meets via zoom as needed based on information regarding school closures to review and discuss relevant data and research that may be necessary to continue to provide much needed services to the learning community. The Pandemic Crisis Response Team includes Cleveland Clinic Martin Health, local physicians, Martin County Department of Health and Martin County Emergency Management as well as representation from elementary, middle, and high school administrators, risk management and student services department. The school District has two seats at the Emergency Operations Center and roles and responsibilities are outlined in the Disaster Recovery Plan. TRANSPORTATION Procedures during closure • School buses have been idle and permanently located at the Stuart compound located at 2845 SE Dixie Hwy. • Mechanics have been working on daily bus inspections, white fleet services, and any vehicle repairs. • Limited administrative office staff and support staff on site have been updating routes for upcoming school year, managing staff training records, and assigning staff to work sites. • Bus operators and bus assistance have been assisting ET at school sites with laptop issues. They required to complete training videos through Safeschools and clock in daily. • Department secretary is assigned to stay at home and is doing tasks (payroll, etc) that are web-based. • Other support staff that is assigned to stay at home are completing training videos assigned and working in web-based programs to prepare for upcoming school year. School Resource Officers assignments/duties during school closure will be as follows: • All SROs will be assigned to their respective schools and will confer/update school administration daily. • SROS will conduct security checks at the schools regularly throughout the day. • SROs will respond to all juvenile calls in the county specific to their school sites (students are required to be at school during school hours.) • SROs will be conducting home checks on at risk students identified from School Site or MCSO’s threat assessments. • SROs will respond to any calls for service regarding school/home incidents, • SROs will participate in required monthly threat assessment team meetings, (may be virtual.) • SROs will respond to any truancy issues. • One SRO will be assigned to the new District Office and one will be assigned at 500 E Ocean. • SROs and the District will begin conducting the yearly required FSSAT Site Assessments beginning in May, if instruction does not resume. • SROs will be available for any District/School Site needs, to be determined by District/Site Administration. Sites who are distributing meals, laptops or other required materials will continue to be staffed with SROs. DISTRICT EXPECTATIONS FOR CUSTODIAL STAFF during school closures • During school closures, Plant Operators have been instructed to perform enhanced cleaning touchpoints a high priority and are focusing on: o Door handles, crash bars, doorknobs o Entry windows  o Office counters, desks and surfaces  o Handrails  o Switches o Sinks and drinking fountains o Bathroom fixtures and surfaces o Dispensers  o Anything else that is handled frequently by multiple people • Electrostatic sprayers are being delivered to each school site to provide the custodial staff the ability to efficiently sanitize and disinfect large areas but to only be used when instructed by the Department of Health and Risk Management. • Soap & Soap Dispensers are all to be in working order and have a full supply of soap. This is a priority! o Replace and replenish all bathroom supplies. o Ensure you have adequate supplies (soap, paper towels, soap dispensers). • The warehouse is in the process of purchasing of additional hand sanitizers and disinfectant wipes for use at all school sites. Make sure that the site has adequate supply of cleaning supplies. • Training for the electrostatic sprayers is scheduled annually at the Stuart Learning Center training room. All Plant Operators need to be in attendance or send your lead custodian in your place. This training will be filmed by the district and placed on the school web page. • We will be filming the cleaning of a classroom and bathroom for the district website next Wednesday also. We want to use an elementary school preferably close to downtown Stuart. • All custodial staff are expected to clock in and out during working hours.

The District is committed to timely, transparent and reliable communication with all stakeholder groups: School personnel - The District communicates with employees via the following channels: District email, phone call/text message (mass notification system), website, social media channels (Facebook and Twitter) and e-newsletter. Communication via 800 mhz radio is also available between all school sites and departments, with frequent drills being conducted throughout the year, managed by the Risk Management Team. Students - Schools/the District communicate with students via direct student/teacher interaction (Remind, Google Classroom, Schoology dashboard) and the FOCUS student portal. Families - The District communicates with parents/caregivers via the following channels: phone call/text message (mass notification system), its website, social media channels (Facebook and Twitter), e-newsletter and via local media. Community Partners/Volunteers - The District communicates with community partners via e-newsletter, email, its website and social media channels. The District's Volunteer Coordinator communicates with volunteers via Remind, email and webpage on the District's website. School-based Communications - Site-based admin. teams communicate with students and parent/caregivers via phone calls/text messages/emails (mass notification systems), school websites and social media accounts. In the event of a school closure, site-based admin. teams will use messaging templates provided by the Office of Public Information for communication with families. District-based Communications - District-based communication with families is facilitated by the Office of Public Information via the channels outlined above. In the event of a school closure(s), an established webpage will be published on the District’s website with answers to frequently asked questions and links to support resources. Examples of the depth and scope of content are as follows: FAQs: https://www.martinschools.org/page/frequently-asked-questions-covid Information for Quarantined Students: https://www.martinschools.org/page/information-for-quarantined-students As soon as is reasonably possible (preferably at least 24 hours) prior to the commencement of a school closure, the Office of Public Information will deploy a webpage on the District's website to communicate the reasons for the closure and the anticipated return to school date (if known). In collaboration with the Offices of Risk Management, Food & Nutrition Services, Student Services and Educational Technology, the Office of Public Information will publish answers to frequently asked questions about health/safety, instructional continuity, mental health supports, food & nutrition supports and access to technology on this webpage. Coinciding with the launch of the webpage, a website alert (automatic popup) banner will be deployed on all pages of the District's website as well as the website(s) of impacted school(s). This popup will announce the school closure and link to additional resources (example: https://drive.google.com/file/d/1bn7zyhF0aFHMiDd22H-eU3-Tnn3nl0zH/view?usp=sharing). Coinciding with the launch of the webpage, the Office of Public Information will deploy direct communication to families via phone call/text message/email. These communications will outline the reason for the closure, the anticipated return to school date (if known), health/wellness supports for families (example: https://www.martinschools.org/page/information-for-quarantined-students ), instructional supports for families (example: https://www.martinschools.org/page/information-for-quarantined-students), food & nutrition supports for families (example: https://www.martinschools.org/page/food-nutrition-services) and technology supports for families (example: https://www.martinschools.org/page/frequently-asked-questions-covid). Coinciding with the launch of the webpage, the Office of Public Information will deploy initial social media communications and media advisories. These communications will outline the reason for the closure(s), the anticipated return to school date (if known), health/wellness supports for families (example: https://www.martinschools.org/page/information-for-quarantined-students ), instructional supports for families (example: https://www.martinschools.org/page/information-for-quarantined-students), food & nutrition supports for families (example: https://www.martinschools.org/page/food-nutrition-services) and technology supports for families (example: https://www.martinschools.org/page/frequently-asked-questions-covid). Coinciding with the launch of the webpage, the Office of Public Information will collaborate with the Offices of Risk Management, Human Resources, Finance and Instructional Services to deploy communications to employees via District email and phone call/text message. These communications will outline the reason for the closure(s), the anticipated return to school/work date (if known), health/wellness supports for employees (example: https://www.martinschools.org/page/covid-19-vaccine-information), expectations for instructional personnel, alternative work assignments/options (if applicable) and information about pay. For the duration of the closure(s), the Office of Public Information will deploy direct communication every other day to impacted families via phone call/text message. Example: https://docs.google.com/document/d/1gJdFiicOfd_rkPnljhshM8xFgkQ89t_w/edit?usp=sharing&rtpof=true&sd=true For the duration of the closure(s), the Office of Public Information will coordinate with local media to ensure the Director of Public Information or other relevant District staff are available to discuss the closure(s), as well as important topics pertaining to families and employees - access to resources (academic, nutritional, technology, health/wellness, etc.) For the duration of the closure, the Office of Public Information will collaborate with the Offices of Risk Management, Human Resources, Finance and Instructional Services to provide weekly communication to employees via District email and phone call/text message as necessary. These situational updates will include information on any changes to procedures or the work environment. The complete Communications Plan is attached.

The following plans/procedures are housed in a secure location within the organization and are not provided to the public for security purposes: Phishing Incident Response Procedure Security Awareness Training Plan Incident Response Plan Disaster Recovery/Business Continuity Plan These documents will be made available to DOE staff / auditors upon request by contacting Dr. Tracey Miller, Assistant Superintendent of Academics, 772-219-1200 X 30140, millert@martinschools.org.