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Okaloosa's Implementation Plans and Reports

ICP Report

  • Academics
  • Technology
  • Operations
  • Communications
  • Overall Comments


ICP Component 1: Leadership and Planning

Specify LEA personnel who will serve on a cross-functional planning team. Assistant Superintendent of Curriculum and Student Services Director, Curriculum Program Director, Curriculum Specialist, Title I Director, Student Services Director, ESE Assistant Superintendent of School Operations Director, MIS Program Director, MIS Assistant Superintendent of Human Resources Desired outcomes or goals of the ICP: 1. Students will have access to appropriate technology. 2. Students will transition from brick-and-mortar instruction to virtual instruction in order to participate in grade level instruction to include appropriate IEP/504 accommodations until such time when brick-and-mortar instruction can resume. 3. Staff will maintain consistent availability to resources. 4. School operations will continue uninterrupted. The CSFs to determine achievement of the ICP desired outcomes or goals are as follow: 1. Student progress monitoring data demonstrates students are making progress. 2. All students/faculty requiring technology have needed resources in order to continue instruction. 3. Identified supports (e.g., meals, technology, etc.) and IEP/504 accommodations are provided to identified students. The action plans to address the CSFs are outlined in specificity in each component. During virtual instruction, it is important to be able to determine the effectiveness of programs and procedures within the ICP. A cross-functional team will meet daily to ensure the plan is being executed and implemented with fidelity. The team will also address questions/concerns from various departments as well as the technology hotline.

ICP Component 2: Curriculum Resources and Digital Content

Canvas will serve as the district’s remote learning program as well as a supplement to in-person instruction. The Canvas implementation will align with the following desired outcomes, goals, and instructional strategies: -Enhance student achievement through differentiated standards-based instructional delivery with individual, small-group, and whole-group strategies; -Provision of multi-modal response types to increase accessibility and reduce barriers for all learners; -Increase student engagement through interactive digital content; -Identify levels of understanding through adaptable assessment options to target intervention needs and to inform instruction; -Streamline communication, feedback, and support for students, parents, and faculty. The district’s cross-functional team designated to monitor the performance of the Canvas Learning Management System and make recommendations for improvements include the following: • Assistant Superintendent • Curriculum Director • Curriculum Program Director • Data Science Program Director • Management Information System (MIS) Director • Informational Systems Program Director • Science Curriculum Specialist • ELA Specialist • Secondary Math Specialist • Elementary Math Specialist • STEM Coach • New Teacher Induction Facilitator • Designated Elementary and Secondary Principals • Designated Elementary and Secondary Teachers • Student Services Specialist and Canvas Administrator The team will conduct frequent reviews of usage, systems improvements, roster synchronization, and internet security protocols. Additionally, the cross-functional team will collaborate with stakeholders on digital tool integrations and best practices for enhancing student achievement through the Canvas platform. Canvas training and professional learning schedules for new and existing teachers will be developed and provided each quarter to incorporate basic, intermediate, and advanced levels of support with the Canvas LMS features and best practices for instruction. The district’s action plan for a staggered implementation and training for Canvas include overview presentations, basic training sessions, and guided practice throughout August – October 2021. Grade level and content-specific support sessions are provided through flexible Zoom and face-to-face trainings as needed for each school site. Quarterly scheduled trainings will be offered for Canvas Trainings as follows: • Canvas Intermediate Training – interactive assignment types, navigation settings, speedgrader, importing documents, linking resources • Canvas Advanced Training – Interactive quizzes, embedded videos, group settings, cross-listing course rosters, Big Blue Button conferencing tool • Canvas Mastery Connect – Secondary Science and Math – utilizing the Mastery Connect and Certica Test Bank assessment features, data reporting, and student assessment trackers. By the end of the first semester, one or more Canvas contacts will be identified at each school site for additional coaching and departmental support. District Specialists will ensure new employees are trained each quarter.

ICP Component 3: Professional Learning

Professional Learning is a priority in Okaloosa County. Both District developed professional development as well as school-based professional development is implemented throughout the year. Best practices in professional learning are followed, meaning learning must be relevant, on-going, and sustained overtime. At the District level, leaders and instructional staff complete an annual needs assessment survey. This allows for specialized development of professional learning. At the school level, School Leadership Teams develop school-based professional learning plans as they develop their School Performance Plan. These two methods allow for the development of overarching professional learning as well as specialized professional learning pertaining to identified areas of need. Each year, district provided professional development is scheduled throughout the year. Schools also implement ongoing professional learning throughout the year through the use of, but not limited to- faculty meetings, newsletters, video links, school-based professional learning, and professional learning communities. Instructional coaches facilitate professional development as well as provide individualized professional learning through the use of coaching cycles. After completion of the initial roll out of the district-selected LMS, Canvas, support will be provided in an ongoing basis to include differentiation based on teacher need. Additionally, on demand learning professional development on a variety of relevant topics will be placed on Canvas to allow teachers to increase their knowledge. The District Instructional Technology trainer will also provide differentiated professional development on applicable technology needs. Through the numerous methods of professional development, the diverse needs of personnel are addressed in order to increase knowledge of both technology as well as how to facilitate high-quality instruction in an online format. In the event of a school closure, professional development personnel (e.g., content area specialists, identified technology experts) will be available to provide support during work hours. Additional Instructional Coaches will provide content area support to identified instructional staff. The effectiveness of professional learning efforts are continuously monitored through the use of learning surveys, teacher feedback, student progress monitoring data, and input from School Leadership Teams as they develop their School Performance Plan. Through the above mentioned monitoring, professional development is refined and adapted to meet the diverse needs of personnel throughout the district.

ICP Component 4: Instructional Practices

Differentiated professional development is/will be provided to educators relative to online and hybrid teaching experience and expertise. The needs of these educators is determined through a variety of methods (see Component 3). The district will develop a survey for school leaders and educators to complete in order to determine the background in online delivery models. The school leaders and educators with expertise in online delivery may be used as school-level experts to assist in increasing knowledge and awareness at the school level. Resources and training on the best practices for distance/hybrid learning will be developed and made available through on demand trainings as well being infused into relevant professional learning opportunities that are facilitated at both the district and school level. The resources and trainings will be developed based on the information ascertained from needs assessment surveys and School Leadership Teams. The District Instructional Technology trainer will implement professional learning about best practices for hybrid teaching for educational staff. In addition to professional learning, the District Instructional Technology trainer will provide resources on best practices of online instruction (synchronous and asynchronous). Student progress monitoring data as well feedback from School Leadership Teams will be used to assess the effectiveness of delivery methods on an annual basis.

ICP Component 5: Parent and Family Support

In the event of online instruction, communication is essential. In the event of a school closure, guidance will be provided to families on how to create distraction-free learning environments. This guidance will be posted on the district website. Instructional personnel will also work with families on how to create a distraction-free learning environment through but not limited to, virtual parent/teacher meetings, newsletters, and also through their Canvas course. Families will receive a welcome email that outlines the course syllabus, teacher contact information, and office hours. Teachers will also conduct welcome calls to every student’s family ensuring students have what they need and understand the expectations of the distance learning plan. Families will have access to their student’s school and teacher(s) via phone or email to assist with any need or concern regarding their student’s progress. School-based administrators will routinely monitor the progress of all students and contact the parents of any student who is not making progress to develop a success plan. School counselors, mental health counselors, and school social workers will continue to provide telehealth for previously identified students, as well as check-in with any new student of concern referred by a teacher, school counselor, administrator, or parent. Okaloosa County School District is committed to taking deliberate steps to ensure equitability of services, elimination of obstacles, and encourage participation in the McKinney Vento Act Services. OCSD Students in Transition program will provide a needs assessment to each identified homeless student to complete. Based upon information the student/youth or family provide, the LEA is able to determine student specific needs. Students who do not have a technology device at home are offered a chrome book during the school year for at home use to access digital academic software to complete assignments and communicate with teacher(s) and school. Connectivity to internet is a barrier for homeless students who are highly mobile. Okaloosa County School District will provide hotspots for homeless students who do not have internet access. Each identified homeless student will have the option to voluntarily enroll in OCSD Students in Transition mobile messaging platform. The messaging platform will be used to communicate 2-way with the school, family, and student wherever they are. Texts will be sent with updates on school events, student services, tips for synchronous and asynchronous learning, virtual tutoring, food drive-thru, cold weather shelters, and community resources. In the event of school closure, students in Okaloosa County with an Individual Education Plan (IEP) will continue to have specially designed instruction and related services as identified on the student’s IEP through distance learning to the greatest extent possible. Students will continue to work on their IEP goals, and progress on all areas of the student’s IEP will be monitored. The student’s case manager will conduct annual IEPs, and hold amendments as needed to address the student’s goals, needs, and performance.During a mandatory closure of school, all students, including students with disabilities, may be provided a temporary distance learning plan. In the event that a temporary distance learning plan is enacted, your child will receive comparable services to his or her current IEP, to the extent possible, during the closure of schools. If a temporary distance learning plan is enacted during a mandatory school closure, it will only be in effect during the time school is closed. Upon schools reopening, your child’s current IEP will be implemented, unless the IEP team meets during the closure of schools to review and revise services to be implemented upon schools reopening. In the event of school closure, students who have a related service (APE, OT, PT, SLP, DHH, VI) on their IEP will be able to access the related service either virtually or via teletherapy. The related service provider (s) will contact the families to work collaboratively on determining how the student can access the related service, and set a schedule for virtual services. Please see attached ESE charts.ELL students and families will continue to have home language support through the use of digital content area glossaries, online translation tools, and immersive readers for read-aloud support. Zoom sessions will be provided at flexible times to provide assistance or tutoring from a teacher or ESOL interpreter. Free DuoLingo accounts are provided for parent / guardians of English Learners, and DuoLingo for Schools accounts are available for students in Grades 6-12 for support with English acquisition. The district also utilizes Language Line Solutions, a phone-based interpretation system, which provides access to over 60 languages and assists district personnel, school staff, and mental health counselors with student and family communication. School-based staff will continue to update individual ELL Plans as needed based on feedback from teachers and parents/guardians in order to ensure the appropriate instructional strategies are in place for student support. Okaloosa will issue a device and/or provide internet access to any student qualifying for Free and Reduced Lunch (FRL). The OCSD recognizes that just because someone doesn’t qualify FRL that they still may need assistance with acquiring a device. Procedure for getting a device: Grade levels and Schools that are 1:1 – Devices will go home with all students requesting devices that will receive education from home. Those that also need internet access will follow the remaining steps. Week 1 – Students who are FRL will have priority of what devices and hot spots are available to students outside of grade levels that are 1:1. Week 2 - Students who are not FRL will have first come first serve access to what devices and hot spots are remaining to students outside of grade levels that are 1:1. To make the process easier on parents, device depots will be located in three areas of the county. North Zone - Carver-Hill Administrative Complex - Crestview Central Zone - District Office – Titan Warehouse – Niceville South Zone - Bay Area District Office - Ft. Walton Beach Hours of operation will be 9:00 – 3:00 with scheduled appointments outside that timeline available. Hours and locations will be subject to change and all changes will be posted on site and on the OCSD website. The OCSD will utilize courier services to get devices to those in need who are unable to attend the depots for medical reasons. In addition (see Appendix A) we will track all assigned assets through the District’s Online Device Assignment Tracker.


ICP Component 6: Technology and Technical Support

Identify roles needed to support technology in a remote learning model and reallocate personnel accordingly. IT Director Program Director – Information Systems Program Director Specialist – Technology Outsourcing Liaison with Titan Specialist – Instructional Technology Coordinator – Mobile Learning Teacher – IT Trainer HELP DESK SUPPORT: When there’s a need to stop education from a brick and mortar school, the first move is to convert the technology training lab into the OCSD – Help Desk (Tier 2). In addition, we isolate work areas for teachers that may need additional space for places to train and work depending on the situation. We relocate phones for all personnel switching from their current responsibilities to help desk. Using the tech lab, we have all the resources necessary to put up a functional help desk in less than 24 hours. 1) Titan will begin setting up the device depots. Device depots are the same places mentioned in section 5, however they convert to break fix depots once the device deployment has had two weeks to deploy. 2) Titan will initiate the Tier 1 help desk and establish a connection to the tier 2 system. 3) The Tier 2 system will come online as soon as the tech lab is ready. It is open from 7 AM - 6 PM with two shifts. 4) We will use OCSD programmers and field technicians to man the Tier 2 help desk (note: we have a Spanish translator available to work the help desk, we also have access to a translation system thanks in part to the ELL department). TIER 1 – Initial calls, basic troubleshooting, network connections, etc. TIER 2 – Non-English Speaker Translation, Software/gradebook assistance, educational program assistance outside of general technical issues. TIER 3 – Problems unresolved by Tier 2. Could require contact to the company, or programming error fixes. TIER 4 – Problems that provide additional district resources to be used. Problems that need the sign off of a Director or Higher including solutions that require purchases. Eric Mitchell – TIER 4 Duscha Ross – TIER 3 Joe Peterson – TIER 3 Dustin Keith – Specialist – TIER 3 Brandon McSween – TIER 3 Bill Hagan – TIER 3 Liz Bears – TIER 3Christa Richards – TIER 2 Coordinator Brian Walton – TIER 2 Irma Winkler (Interpreter) – TIER 2 Beth Barnes – TIER 2 Kerin Shue – TIER 2 Ben Meyers – TIER 2 Josie Adams – TIER 2 Amanda Polk – TIER 2 (See Appendix B for help desk call tracking) Break-Fix Depots are used to have a location to take a device that needs to be repaired. Getting sent to a break-fix depot happens though calls to the help desk. These locations are to assist with onsite repair but are also equipped with enough devices to provide a hot swap as to not make the requestor wait. While we will not repair devices we don’t own, we can assist these device users with connecting, or provide an alternate device should their personal devices not function in the environment. IT Infrastructure: The IT infrastructure is robust enough to ensure that all teachers per grade level or subject level per site could teach synchronous and asynchronous instruction so long as they do so on a wired connection. Wireless, we might have to restrict the number. Even though secondary schools are not 1:1, we believe there are sufficient devices to cover students who are FRL and to cover FAPE requirements. Elementary schools are 1:1, as is the STEMM center. All teachers are issued a laptop. There are a few that have desktops due to different requirements however we can convert those devices, if necessary, by switching it to a laptop or by adding wireless networking to the device. In the event of school closure, students who are not able to connect to instructional staff and their peers through virtual learning are at risk of feeling more isolated than their peers who work online. Instructional staff will communicate regularly with students and their families to create opportunities to provide academic support, as well as student engagement and accountability. Synchronous instruction capability is available through the site network as the district has 10GB of available internet not to mention the simple resources to provide synchronous instruction. Additional monies are requested to establish more advanced synchronous instruction throughout the District by adding presentation systems that promote this model. Instructional staff will schedule consistent outreach to students. If students are not able to connect to virtual instruction the primary source of content provided to students without internet access will be printed material, both assignments and assessments. A process must also be put in place for the collection of printed materials. For students with IEPs, assignments must be aligned with IEP goals, and assessments must be progress monitoring students' present level. Okaloosa County has significant challenges with assisting students with internet access to Rural Areas. Roughly 400-600 students live in areas that are difficult to get broadband speed internet to. To assist we are providing the following: • Hot Spots from different providers to provide the best coverage where the student lives.• Lists of resources families can utilize from our internet providers in the county.• We are activating outdoor access points at the schools to provide internet access in the parking lots of schools. • Relocations for online teachers to closer schools when required to teach online and they live in an area with no broadband service.• The OCSD has acquired sign in based internet filtering. When a student signs into a device through the OCSD portals, they are on student based filtered internet from iBoss. USB drives for student with education resources on them to be able to participate by swapping drives on an as needed basis. Schools will have access to mass thumb drive replicators to assist in this process.• We're currently in talks to provide internet to community centers in areas that have poor to no internet capability. This is predominately a North Zone School Issue.

ICP Component 7: Cyber Security

The Okaloosa County School District is a NIST district and will follow the security protocols set forth by both the School Board and the Security Incident Response Plan (SIRP) team. Data Loss prevention guidelines will be followed. All students will be added to our iBoss online internet filter system that activates the filter when they sign into their device. They are required to sign into their device to use it. See the Employee Acceptable Use Policy, The Student Acceptable Use Policy or the Comprehensive Risk Assessment Plan (based on NIST principals). The Comprehensive Risk Assessment Plan is not public record. Business Operations: The OCSD has the capability to resume business operations at any of its district facilities within 48 hours of any significant incident. As the District transitions to FOCUS over the next year that response time is reduced proportionality. Once FOCUS is fully implemented online access to restore services can begin as soon as intent is established for the end user. To assist Charter Schools, we will allow Charter schools to participate with the county in purchases in the security software (iBoss) and will assist in sharing space for break fix depots if requested.

ICP Component 8: Engaging Students with Limited Access

n the event of school closure, students who are not able to connect to instructional staff and their peers through virtual learning are at risk of feeling more isolated than their peers who work online. Instructional staff will communicate regularly with students and their families to create opportunities to provide academic support, as well as student engagement and accountability. Instructional staff will schedule consistent outreach to students. If students are not able to connect to virtual instruction the primary source of content provided to students without internet access will be printed material, both assignments and assessments. A process must also be put in place for the collection of printed materials. For students with IEPs, assignments must be aligned with IEP goals, and assessments must be progress monitoring students’ present level. Okaloosa County has significant challenges with assisting students with internet access to Rural Areas. Roughly 400-600 students live in areas that are difficult to get broadband speed internet to. To assist we are providing the following: • Hot Spots from different providers to provide the best coverage where the student lives. • Lists of resources families can utilize from our internet providers in the county. • We are activating outdoor access points at the schools to provide internet access in the parking lots of schools. • Relocations for online teachers to closer schools when required to teach online and they live in an area with no broadband service. • USB drives for student with education resources on them to be able to participate by swapping drives on an as needed basis. Schools will have access to mass thumb drive replicators to assist in this process. • We’re currently in talks to provide internet to community centers in areas that have poor to no internet capability. This is predominately a North Zone School Issue. Okaloosa County Schools will ensure the needs of our ESE population is being supported in keeping with the requirements of IEPs and other educational documents by providing professional development opportunities for staff and supports for families through discretionary projects such as Florida Diagnostic Learning Resources System (FDLRS) and Center for Autism and Related Disorders (CARD). All schools have an assigned administrator to oversee the Exceptional Student Education program and services at their school. In the event of school closure, that assigned administrator will hold weekly online/phone meetings with all ESE providers. The assigned school staffing specialist will continue to hold monthly professional development via virtual platform, and also continue to align ESE processes. Through school leadership and staffing specialist support, teachers will be able to monitor student progress and implement additional supports as needed. All specialized instruction and related services will be provided by the school staff for students in accordance with their IEP. Exceptional Student Education district staff provide support and monitoring of services for students with disabilities. Speech/Language, Occupational, and Physical therapy will continue to contact parents via phone and email to provide activities that can be facilitated by the parent. Behavior, Transition, Vision, Hearing, and Assistive Technology Specialists may consult with parents or teachers regarding a need of the student to provide activities and instruction. In the event of a school closure, services for students with disabilities will be provided in accordance with the district's academic and instructional continuity plan for distance learning. Students on general education standards will be instructed using the adopted digital curriculum, and students on ACCESS standards will be instructed using the adopted digital curriculum for ACCESS curriculum. Accommodations will be provided through the digital platforms and through services and supports from the case managers. If the student cannot use a computer due to their disability, instruction may be accomplished through live virtual lessons for the parent, posted classwork and recorded lessons that can be facilitated by a parent, or assistance through telephone calls or work packets with teacher/therapist consultation. If ESE students need additional supports such as paper-based materials, school leadership will work with case managers and families to provide needed materials to students.


ICP Component 9: Continuation of School Operations

ESE Students with IEP Services or a Section 504 Plan Assurances In the event of school closure, students with an IEP or Section 504 Plan will be provided with specially designed instruction delivered virtually, and/or related services. Accommodations or modifications to instruction as per the IEP or Section 504 Plan will be provided during remote learning. General Education Teachers and Exceptional Education Teachers will collaborate to create a supportive plan, aligned with the IEP or 504 Plan. Note - some accommodations may not be possible to implement in the online educational setting. Should this occur, the IEP team or 504 Plan team, (general education teachers, special education teachers, related service(s) providers, and families), will work collaboratively to determine an accommodation that is appropriate for the virtual setting. IEP or 504 Plan Meetings In order to create the best support for our students, parent and team participation in the development of a student's IEP or 504 Plan is crucial. Parents will be able to participate in a student's IEP or 504 Plan meeting by phone or virtually. Parents will be contacted in order to plan meeting dates. Facilities OCSD will keep most building’s open with utilities on to carry out essential functions and services in order to continue necessary operations, which support essential functions. Essential employee will be identified. Employee schedules will be adjusted according to necessities. OCSD will blend on-site and remote work schedules. Essential employees include administration, IT support, food service, maintenance and custodial. OCSD will ensure the physical buildings and infrastructure are maintained to keep school operations functioning. The traditional use of all facilities to maintain essential functions and services may not be an option. Reasonably, the District will make cancellation decisions of non-essential employees and activities based on up to date information. Depending on the circumstances of the school closure, some physical school buildings may be available on a limited basis. OCSD will ensure essential personnel are at the primary worksites. We’ll make sure that essential vendors and suppliers have their material and personnel be on-hand to respond and support teaching. The District’s main Continuity Facilities location will be at the Central Administration Building at 202A North HWY 285, Niceville, FL. Plans have been established to relocate to an alternate facility, if needed. OCSD will coordinate with local public health and emergency response points of contact to ensure open, adequate communication. OCSD will ensure infrastructure systems, such as power and heating, ventilating, and air conditioning are functional and running. In the event of a disruption, the district will protect essential facilities, equipment, records, and other assets. Keeping the school community apprised of developments relating to the school closure on a regular basis. Establish staffing, schedules and resource requirements during closures. Manage Instructional services and distance learning. Additional supports will be provided to teachers aimed at helping their students adapt to the new learning format. Repurpose non –essential personnel. Redeploying staff from other duties who otherwise do not have meaningful work to complete during the shutdown. To ensure continuity of meal programs, OCSD will consider innovative ways to distribute food to students in hard to get locations. OCSD will plan and continue providing meal program services to families. Food service employees continue to report to work as needed and as long as it is safe to do so. Additionally, a School Operations will create a logistical plan for Food Services and Student Transportation departments to work together. School buildings will be distribution sites and distribute meals; families will pick up meals through a no-contact, drive-up system. Increased use and volume of prepackaged shelf stable foods. We will continue to utilize our current food service staff and supplement their efforts where necessary. OCSD will maintain connections to existing supports that were in place prior to the closure of school buildings. Create a path for families to connect with teachers and certified staff who provide support services to students and families. Case managers have access to technology resources that are specific to assist with students on IEP’s. This includes access to PT and OT support for students in need of such services. When needed, instructional staff will implement components of trauma informed care. This could include the integration of social-emotional curriculum. Identified students will have access to counseling and other support services. Okaloosa will collaborate with community allies such as local business, libraries, churches, and civic organizations in order to provide needed supports to students and families in need during school closures.


ICP Component 10: Emergency and Ongoing Communications

The Okaloosa County School District uses a wide range of communication tools when face-to-face interaction is limited to ensure that all stakeholders are notified of important information. They include both district and school websites, personalized call-outs, targeted social media, emails, surveys, and phone calls. The type of message being delivered and the receiving audience are both considered with selecting a means of communication. In Okaloosa County or other districts, physical school closures may occur in the future due to pandemic, hurricane, or other natural or man-made disaster. If this happens, it is critical that learning continues for our students, remotely if necessary. In the spring of 2020, all Okaloosa students transitioned to online instruction for the remainder of the 2019-2020 school year. The district was able to distribute thousands of devices to students and create an environment in which both teachers and students could connect and work remotely. The district distributed Wi-fi hot spots to families who could not get internet access and also provided parking-lot Wi-fi at certain schools that allowed families to access the internet safely from their cars. This provided access for families that live in rural areas where internet and cellular wi-fi are not currently available. The district is presently working with internet provides and cellular companies to extend access into rural areas of Okaloosa County. Much of communication depends on the availability of electricity and internet/cellular Wi-fi service. In the event of a school closure due to a pandemic, the assumption is that electricity and internet will be readily available. Communication channels are established as follows for stakeholders within the school community Responsibilities for communication • Classroom-level communication – Teachers are responsible for communicating with their students and parents through a number of means to include email, phone calls and notification apps such as Remind. Canvas Learning Management System (LMS) was adopted district wide beginning with the 2021-2022 school year. Teachers have been given initial training on Canvas this year, and it will serve as the primary teacher/student communication tool for academic content. Teachers have the responsibility to communicate educational expectations to their students and to share these expectations for student success with parents. Teachers have access to all resources remotely through Classlink. They also have access to all student contact information. Likewise, students will have access to their academic content through Canvas. o Canvas LMS platform o Teacher webpage o Emails o Phone calls o Remind – notification app o Microsoft Teams or Google Classroom • School-level communication – School principals oversee communication to students, parents, staff and the local community that is specific to their school. They also support district wide communication through their school website and school-based social media. Principals may designate staff members to assist with communication efforts to include Assistant Principals, front-office staff, or others. For example, for our Blackboard callout system, two users are identified for each site in the event one is unavailable. The scope of information consists of weekly schedules, upcoming events, information to support students, etc. o School website o School social media o Emails to Parents o Call-outs o Remind – notification app o Newsletters • District-level communication – The Deputy Superintendent oversees communication to students, parents, staff, and the local community that is district wide in nature. The district also has a Digital Media and Communication Specialist who works with the Deputy Superintendent to create and distribute content. Instructional continuity exists only when all stakeholders are aware of how, when and where they can receive information. The district maintains up-to-date communication groups for local media, local community leaders, and parent emails (when provided by the parent). o Website o Social Media o District wide call-outs o Parent email group o Community Leaders email group o Media Releases o Monthly Catch the Wave Newsletter for Parents o Monthly Catch the Wave Newsletter for Employees o Superintendent’s Board Meeting Updates o Student and Staff Help Desk (bilingual) for technical support Information provided can generally fall into two categories: Emergency and Ongoing Communications 1. Emergency Communications – Communication to families, employees, and/or the community related to weather, school closing, school threat, or other situations that require immediate distribution and action. Any communication that signals a sudden change in the district’s education plan (school-based shifting to remote) would be considered an emergency communication. a. Pandemic-related or natural disaster with no loss of utilities – Notification is initially made from the District-level using multiple methods stating that the district is implementing remote learning in alignment with its Instructional Continuity Plan. Parent resources would be housed on the district website and sent out through all available means to all stakeholders as they were during the COVID-19 pandemic. Resources would include information/videos on how to access coursework, check-out a device, acquire internet service, receive meals, provide feedback on the remote learning design, among others. Schools provide secondary layer of communication that is consistent with the district’s message and serves as a point of contact for families. Teachers are at the center of the Instructional Continuity Plan and will engage students primarily through Canvas as identified above. b. Natural disasters that result in prolonged loss of utilities – The district would work with local utility and internet providers to establish service as quickly as possible and would evaluate school campuses from an operational standpoint. If outages exceed more than one week, adjustments to the district’s school year calendar would be likely. 2. Ongoing Communication a. Non-emergency communication with students, families, employees and/or the local community that may require action based on the recipient (Examples: notification of registration timelines, meeting schedules, tryouts, etc. These types of communications can originate at the classroom, school, or district level, as needed. b. General information shared with the school community (Examples: school or district newsletters, social media posts, videos, emails updating community members on district events, etc. Stakeholder Groups 1. Students – Primary communication channels consist of Canvas LMS, email with teachers, Remind notifications, and Classlink portal for access to education resources. 2. Parents – Primary communication channels consist of all student channels plus call-outs from the school and district level, Q&A and other documents/videos posted on school and district websites and social media. 3. Staff – Primary communication channels consist of school-based Remind apps, school-based phone trees, emails, and school and district wide callouts. Faculty meetings or District staff/teacher collaboration occurs on Zoom or other similar platform during prolonged school closures as well. Staff is encouraged to also check school and district websites and social media for updates. 4. Community/Media – Primary communication channels for the community and media include website and social media posts, media releases, and dedicated email groups consisting of community leaders (Examples include county elected officials, Chambers of Commerce, business leaders, etc.) Community/Media communication is coordinated through the Office of the Deputy Superintendent ESE The ESE Department will provide ongoing communication with the community through call outs and social media, as well as respond to phone calls and emails.

Overall Comments

Overall Comments

See attached files for additional information pertaining to Components 5 and 6.