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Orange's Implementation Plans and Reports

ICP Report

  • Academics
  • Technology
  • Operations
  • Communications
  • Overall Comments


ICP Component 1: Leadership and Planning

The Instructional Continuity Plan (ICP) aims to define the tasks, roles, and responsibilities to ensure instructional continuity. Following an incident that disrupts OCPS operations, it is imperative to resume teaching and learning activities as quickly as possible to benefit students and the community. OCPS will make every effort to ensure instructional continuity by providing educational opportunities using all available district resources to engage in remote learning. ICP will align with the district's Continuity of Operations Plans (COOP). ICP Planning Team Sr. Director, Business and Support Operations - ITS Sr. Director, Information Security - ITS Sr. Director, Infrastructure Operations - ITS Sr. Director, Curriculum and Instruction Sr. Director, Digital Learning Sr. Director, Exceptional Student Education Sr.Director, Multilingual Services Director, Instructional Systems Director, Digital Learning Outreach Director, ESE Instructional Support Director, Social Services Principal-on-Assignment, Exceptional Student Education Sr. Administrator, Homeless and Migrant Education Sr. Administrator, ESE Parent Outreach and Instructional Support Sr. Administrator, ESE Instructional Support for Behavior and Instruction Manager, Media Relations and Social Media Administrator, Emergency Management Scope The ICP is intended for district-wide application. This ICP provides direction to departments within OCPS that have a specific role in maintaining instructional continuity following an incident. The ICP outlines how the district will manage academics, technology, operations, and xommunications The ICP is intended for use by the whole district, school, grade level, or classroom. It is NOT intended for individual student absences. If a situation is deemed severe enough to prevent in-person instruction for one or more days and the availability of the majority of students to continue learning is high, the district may choose to implement remote learning with students and staff. Assumptions OCPS facilities may be destroyed or become inoperable during a disaster. OCPS can relocate instructional facilities and/or implement remote learning when necessary. OCPS students in grades 3-12 take district-provided devices home daily. Standard communications systems may be destroyed, degraded, or rendered inoperable in a disaster. OCPS can implement alternate and mobile communications. Situation OCPS instructional disruptions may occur due to severe weather, facility maintenance, fire, health concerns, or another safety emergency. OCPS is mandated to provide free and appropriate public education to students, including individuals with disabilities and functional and access needs. OCPS provided specialized student services, including free and reduced lunch, before and after school care, and alternative education to address the needs of a diverse population. A disruption to OCPS operations will impact both instructional continuity and specialized student services. Activation The activation of the ICP can be triggered by any of the above situations that materially disrupt instruction or other situations that are similar in scope. The ICP can be activated as directed by the Superintendent, Deputy Superintendent, an Area Superintendent, or Executive Policy Group on behalf of schools or the district. Principals or site administrators of a school experiencing a disruption must contact their Area Superintendent to discuss activation of the ICP. Area Superintendents will communicate the concerns to the Deputy Superintendent before ICP activation commences. Once activated, the impacted work locations will implement the plan using the guidance provided in the ICP. Desired Outcomes High Expectations for Student Learning Student Social and Emotional Well-Being Dedicated and High-Quality Team Positive Climate and Safe Environment Efficient Operations Engaged and Invested Community Critical Success Factors Verify that all systems, communications, and other required capabilities are available and operational at the time of the closure and that OCPS is fully capable of accomplishing all mission essential functions and operations before implementation of the ICP. Continue instruction with high-yield strategies. Maintain access to instructional materials and systems. Provide access to professional development, training, and on-demand support to staff in preparation. Provide access to training and on-demand resources for families. Maintain access to devices for students and staff. Maintain or provide secure access to the Internet. Prioritize technical support at high-needs schools and elementary families. Continue feeding students during closures, as permitted. Maintain instructional staffing capacity. Communicate important information promptly. Action Plan Some incidents will cause short-term disruptions for up to a few days, while others can disrupt for several months. Specific considerations depend on the nature and length of the disruption; the following section outlines actions during short, mid, and long-term disruptions. Short- term disruption ( 1-3 days) Teachers post assignments to the district learning management system (Canvas). Coordinate with the state for exemptions and considerations. Mid-term disruption (3-5 school days) Teachers provide daily lesson content in the district learning management system (Canvas). Remind teachers to use Curriculum Resources Materials (CRMs) and digital instructional materials, when possible. Teachers post assignments to the district learning management system (Canvas). Teachers monitor attendance remotely. Long-term disruption (weeks to months) Health disruptions which prevent physical instruction/relocation Teachers continue daily live instruction in Microsoft Teams. Teachers provide daily lesson content in the district learning management system (Canvas). Remind teachers to use CRMs and digital instructional materials, when possible. Identify resources on IMS that support learning at home. Teachers post assignments to the district learning management system (Canvas). Teachers monitor attendance remotely. Monitor mental health needs and plan support. All OTHER Disruptions which require relocation Identify available space for relocation. Ensure continuity facilities have the space to conduct teaching and learning activities. Ensure continuity facilities have the technology capabilities to support teaching and learning activities. Manage transportation to the continuity facilities. Provide transportation to the continuity facilities. Identify continuity facilities in close proximity to the primary facility to accommodate students that bike or walk to school, if possible. Facilitate the availability of instructional materials. Ensure technology systems are capable of supporting instructional system requirements. Have elementary textbooks on hand. Supply student device contingency as needed. Make repairs to OCPS facilities to restore operations back to normal and inspect to ensure safety for students. Determine if the continuity operations period will coincide with required assessments. Develop a plan for meeting testing requirements. Monitor fiscal impact to OCPS in coordination with Risk Management and Finance. All Disruptions K-2 ONLY: school deploys devices to students. K-2 ONLY: school deploys hotspots to students in need. Maintain access to instructional materials and systems. Provide access to training and on-demand resources for families. Provide access to professional development, training, and on-demand support to staff. Maintain access to devices for students and staff. Maintain or provide secure access to the Internet through hotspots or similar devices. Prioritize technical support at high-needs schools and elementary families. Maintain instructional staffing capacity. Communicate important information promptly. Continue feeding students, as permitted. ICPs KPIs % of students daily LaunchPad login % of teachers and students who have accessed Canvas % of students with access to a device % of families with access to wireless internet % of help tickets that are open and closed within 48 hrs. # of meals provided ICP Maintenance - Mariel Milano, Director- Digital Learning Outreach

ICP Component 2: Curriculum Resources and Digital Content

OCPS will continue to provide standards-aligned resources in digital formats through a remote learning model during instructional continuity periods. In some cases, print resources may be provided. Instructional topics will be determined based on the course's scope and sequence (calendar) and/or student need. During remote learning, staff and students will use the Canvas Learning Management System, adopted in 2016, to communicate all assignments with due dates to families. Details of the core remote learning platforms can be found below: Core Remote Learning Platforms LaunchPad- LaunchPad is a Single-Sign-On (SSO) platform that allows students to easily access all of the district's online resources, including Canvas, G Suite, digital textbooks, and instructional technology tools. Canvas- Canvas is a Learning Management System (LMS) that allows teachers to continue instruction with students outside of the face-to-face modality. Communication, lesson creation, and student monitoring are all possible through our Learning Management System. Google Workspace for Education- Google Workspace for Education allows teachers to continue instruction with students outside the face-to-face modality. Teachers can share Google Docs, Slides, Sheets, and more with students to learn, work or create. Microsoft Teams- Microsoft Teams is a unified communication and collaboration platform that combines persistent workplace chat, video meetings, file storage (including collaboration on files), and application integration. The Instructional Systems and Information Technology Services teams will be responsible for monitoring the performance of the core systems and ensuring their availability during remote learning. However, a cross-functional team will be used to make recommendations for improvements or modifications. This team includes: Sr. Director, Business and Support Operations - ITS Sr. Director, Information Security - ITS Sr. Director, Infrastructure Operations - ITS Sr. Director, Curriculum and Instruction Sr. Director, Digital Learning Sr. Director, Exceptional Student Education Sr.Director, Multilingual Services Director, Instructional Systems Director, Digital Learning Outreach Director, ESE Instructional Support Director, Social Services Principal-on-Assignment, Exceptional Student Education Sr. Administrator, Homeless and Migrant Education Sr. Administrator, ESE Parent Outreach and Instructional Support Sr. Administrator, ESE Instructional Support for Behavior and Instruction Manager, Media Relations and Social Media Administrator, Emergency Management Parent Engagement District Advisory Council LMS Professional Development and Training All instructional staff had the opportunity to attend a two-day Canvas onboarding training when the system was introduced. All staff currently have access to a self-paced course, "Growing with Canvas," introducing Canvas. District will provide a best practice list for a school-based induction program that includes the requirement for an “Introduction to Canvas”. (1hr) District will ensure that teachers participating in the district induction program will be able to login to Canvas and enroll for the self-paced “Growing with Canvas” course and identify Canvas support resources. Additionally, on-demand, live, and recorded training is provided through the Canvas Training Portal. Canvas Tier 1 support is also available to assist with troubleshooting and support to all OCPS staff. Staff can call, chat, or email a Canvas support representative 24 hours a day, seven days a week, to troubleshoot problems and resolve technical issues. Digital and Remote Learning Resources Digital support resources and guides for all core remote learning platforms are available in the OCPS Digital Resources for Teachers course on LaunchPad or through the OCPS HelpDesk Portal. The Curriculum and Digital Learning Department also provides Curriculum Resource Materials (CRMs) and daily lesson plans for designated courses. CRMs include digital resources and unit slides/presentations that can be used by teachers within their Canvas courses. CRMs have been in place since 2018 and teachers are familiar with digital content. CRMs are released at least two months in advance of anticipated use to allow planning time for teachers and staff to become familiar with digital content that will be used. For example, each year the CRMs for the first marking period, which begins in August. are released by the end of May. This cycle continues throughout the year. Additionally, ongoing review and training of CRM digital content is provided through IMPACT training. Students also have access to digital resources and instructional materials through LaunchPad. Some instructional resources and materials can be embedded directly into Canvas courses by teachers.

ICP Component 3: Professional Learning

Professional Learning Needs Assessment School leaders and instructional staff will be surveyed in the Fall and Spring annually to determine their professional development needs relating to digital learning and instructional continuity practices. Survey results will be used to plan future professional learning and training opportunities as well as inform school support. Professional Learning Opportunities Annually, leaders and instructional staff are provided with professional learning opportunities during pre-planning, where multiple sessions are available to choose from. Additionally, ongoing weekly support is provided through optional webinars. To access these supports, teachers use the Ongoing Supports icon from their LaunchPad dashboard. Self-paced opportunities are available for classified staff to learn about digital tools. Specific digital tools training is provided to Parent Engagement Liaisons. Schools may also choose to host their own webinars using district-provided tools to help their teachers prepare for the transition to remote learning. Professional Learning Evaluation All formal professional development and training opportunities capture attendee feedback which is used to continuously improve.

ICP Component 4: Instructional Practices

Educator Skills All instructional and administrative staff had the opportunity to complete professional development and training as a part of the LaunchED digital learning program which began in 2013. This included four year of job-embedded professional learning for secondary staff and two years for elementary staff. This included information and skills on using the LMS, managing a classroom with technology and planning lessons with digital tools. During a disruption that requires remote learning, educators may use skills such as: Editing pages in Canvas. Posting content, lessons, assignments, discussions, and quizzes in Canvas, providing feedback, and/or grading work in Canvas. Using grade passback to transfer grades automatically from Canvas to the student information system, Skyward. Communicating using email, Canvas InBox messages, and through Microsoft Teams. Implementing high yield instructional strategies. Because the vast majority of staff already have these skills the focus will be on staff that are new to education or new to OCPS. Digital Learning Leaders All schools have identified Digital Learning Leaders who have an extensive background in blended learning and instructional systems. School leaders will submit names at the start of each school year. Digital Learning Leaders can work with and through school administrators to support teachers in need by providing training, resources, hands-on support, and guidance. Remote Learning Onboarding All staff are enrolled in a self-paced course that explains the instructional continuity plan. The course also includes information on best practices for remote learning, classroom management, remote instructional delivery, high yield instructional strategies, and parent communication tips. Following the course, additional guides, resources, and guidance relative to remote learning are available through the OCPS Digital Resources for Teachers course and the Instructional Management System. Instructional Effectiveness School leaders will continue to monitor the effectiveness of instruction using the instructional framework. Voluntary webinars and resources on student engagement strategies are available for staff as they reflect on the effectiveness of lessons.

ICP Component 5: Parent and Family Support

OCPS views parents and guardians as co-pilots in the learning process, especially during an instructional disruption. Our parent and family support strategy can be best described as being available when needed, where parents are, in times of crisis, and in times of transition. Technology Support for Families OCPS views parents and guardians as co-pilots in the learning process, especially during an instructional disruption. To support parents and guardians, all students engaging in remote learning are equipped with a digital device for learning. When notification of ICP activation occurs, parents and guardians are notified of hotspot availability and the request process. Hotspots provide data at no cost to families and can connect up to five simultaneous devices as a service to families. Additionally, OCPS maintains partnerships with local service providers to support low-cost/free home internet access. During ICP activation periods, OCPS works with partners to ensure service is freely available to families in need to support remote learning. Technology support does not end with device deployment. Parents and guardians are encouraged to utilize curated resources for remote learning such as simple instructional guides, platform guides, on-demand training, tip videos, and troubleshooting documentation. Resources are included in ICP communication and available on-demand at, on the OCPS Parent Portal, and by clicking on the laptop icon from the banner on each school's website. When technical challenges arise, families can seek assistance by contacting the school's Technology Support Representative, entering a Student Tech Request with their student, or joining the Official OCPS Family Digital Support Facebook Group. Two Way Communication Channels for Families Two-way communication with the district, schools, and teachers is critical in times of crisis and transition. During the ICP activation period, parents and guardians can communicate with staff through phone, email, social media, the learning management system (Canvas) inbox, and video conferencing. Some schools also subscribe to platforms that allow for two-way SMS communication. School leaders and instructional staff receive tips and strategies on maintaining effective communication with families during the remote learning onboarding process. Families are encouraged to frequently communicate with teachers and instructional staff to monitor student growth and engage in collaborative decision-making. Each teacher's contact information and preferred methods can be found on the home page of their Canvas course. Staff contact information can also be found on each school's website. If a parent is unsure which staff member to contact, they may use the school's generic email address. It is listed at the bottom of each school's web page. A complete list of school generic email addresses can be found on the ICP site as well as the digital learning website. Distraction-Free Learning Environments A common concern among parents/guardians during the instructional continuity period is how to create a distraction-free learning environment. To support parents, resources on this topic are included in ICP communication and available on-demand at , on the OCPS Parent Portal, and by clicking on the laptop icon from the banner on each school's website. Family Outreach and Wellness Checks When the district experiences a disruption in instruction, OCPS Social Services will use different tools to connect with families. School Social workers will use laptop devices to communicate with parents via email as well as Cisco Jabber. Community outreach events/curbside chats will be planned (as appropriate) to provide information to families and assist with needs outside of the school setting. The OCPS Supports survey will be used as a vehicle for families to reach out to request assistance. During this time school social workers can participate in meetings and conduct social history/adaptive behavior assessments using virtual platforms (i.e., Microsoft Teams). Support for crisis events can be provided through consultation with families on how to support their children. The administrative team will use virtual platforms and Cisco Jabber to communicate with and monitor the work activities of the team members. Families of Students in Title I Schools Title I schools have unique needs during instructional disruption as families may have limited resources. Parent Engagement Liaisons (PELs) at elementary schools and Secondary Engagement Liaisons (SELs) at middle and high schools work alongside key instructional personnel to design remote parent workshops and support remote learning during ICP activation. SELs work alongside Multi-Tiered Systems of Support (MTSS) Teams to support families of students that require additional support while learning remotely. Additionally, PELs and SELs ensure resources and opportunities are accessible to all families. PELs are in 67 elementary schools district-wide. SELs are in 18 secondary schools district-wide. Families of Students Participating in Exceptional Student Education School districts must provide a free and appropriate public education (FAPE) consistent with the need to protect the health and safety of students with disabilities and those individuals providing education, specialized instruction, and related services to these students. The team will be implementing and applying your child's IEP goals and services during this period to the extent appropriate and practical. The district ESE department will be available as a resource to staff and parents. Parents and teachers will have access to the OCPS District website, where all information related to accommodations and services will be housed. If the child receives exceptional education services, support, or accommodations, then the child's classroom teacher and/or resource teacher will contact the parent with information about how services and accommodations are provided during the closure at the school level. If a student has Speech and/or Language, Occupational, Physical Therapy services on their Individual Education Plan (IEP), the student's therapist will contact you using the information on file in Skyward. If a student has Deaf Hard of Hearing services on their Individual Education Plan (IEP), the student's teacher of the Deaf will contact the parent using the information on file in Skyward. It is important for parents to check their child's personal amplification (hearing aids, cochlear implants, etc.) every morning and make sure he/she continues to wear it throughout the day. Communicate any device issues to the student's personal Audiologist or OCPS Audiologist. The OCPS Audiologist can be contacted by emailing If a student has Visually Impaired services on their Individual Education Plan (IEP), the student's teacher will contact the parent using the information on file in Skyward. It is important for parents to check their child's vision technology every morning and make sure that it is charged as appropriate. Communicate any device issues to the OCPS vision department by emailing . Families of Migrant and Homeless Students Prior to activating the continuity plan, the district provides contact information for local emergency resources via the district website, phone calls, and/or handouts disseminated at the local school level. During school shut-downs the McKinney-Vento Program and Migrant Education Program partner with Student Services and Food and Nutrition Services to determine the best means of meal distribution to students at local schools, shelters, and/or hotels. Educational support is provided through phone calls and/or home visits. During these home visits, school supplies, digital devices, and food supports may be provided to families. Advocates and Social Workers connect the family with the local school to receive future educational updates. Local schools and homeless liaisons also support families with enrollment at schools as needed by sending or requesting student information documents and transcripts. Families of Multilingual Students In accordance with the META Consent Decree, school districts must provide parents of English language learners (ELLs) written or oral communication between school personnel in the parents' primary language or another mode of communication commonly used by the parents, unless clearly not feasible. OCPS uses different tools to communicate with parents. Parents receive district-wide communications in the top three languages (Spanish, Haitian-Creole, and Portuguese). In addition, OCPS provides access to all schools to tools such as Language Line and InSight Video conferencing to ensure comprehensible information is provided to parents of ELLs. Language Line is a direct connection to live interpreters in over 240 languages. Through Language Line, OCPS schools provide interpretation services to our diverse families. Language Line InSight Video Interpreting is a video remote interpreting service available via tablet or laptop in the top 41 most requested languages, including American Sign Language. In the event OCPS experiences a disruption in instruction, parents of ELLs will be notified via their schools or district-wide communications.


ICP Component 6: Technology and Technical Support

Key ICP planning process members Chief Information Officer Senior Director Infrastructure Operations Senior Director Information Security Senior Director Business and Support Operations Assistant Director School Support Assistant Director Device Operations Technology Infrastructure The OCPS Data Center is located in a fully hardened, secured, and redundant off-site facility. The Disaster Recovery location is located outside of the state of Florida, in a secured and redundant location, as well. Our current infrastructure and bandwidth are sufficient for our business and learning needs. UPS battery backup devices are also being implemented within schools - for easier management and proactive notifications of systems. Mobile Device Management platform can manage students' devices on and off the OCPS network (deploy software, security patches, change settings remotely). Classroom Management software is implemented on all student devices allowing teachers to closely monitor device usage and activity, in addition allowing teachers to share their screen with students in a remote setting. Student Devices All students are provided a district-issued device at no initial cost. OCPS has implemented a 1:1 device initiative. Students receive an iPad for k-1 levels and a Windows device for students in 2-12 grade levels. Student devices include accessibility features that comply with FAPE. The district currently maintains a fleet of over 240,000 devices for students. Charter school devices are covered by the individual charter school locations and support provided from those charter school locations. In the event a school must close, and enough advance notice is given to students that did not bring a device home, the school will notify students for device pick-up. In the event a school site is deemed unusable and students do not have a device, additional devices from contingent inventory will be made available to students in need in a location selected. Home Internet Access The district provides a free hotspot to any student in need. Currently, OCPS has provided over 22,000 hotspots to students. An online form is completed by the parent to request a hotspot through this link. The form link will be shared in the event of a disruption. In the event of a high influx of hotspot devices requested at once, OCPS maintains a contingency for resiliency. OCPS also has the ability to acquire additional hotspots quickly. Web Filtering OCPS has a contracted service for web filtering used for all student and teacher devices which functions while on or off district network. Web filters and content filtering are differentiated by grade level. Technology Support The designated Technology Support Representative at each school location is responsible for the support of this technology. In the event a Technology Support Representative is not available, the Assistant Director of School Support will coordinate with the Area Technology Administrator for assistance.

ICP Component 7: Cyber Security

Adopted National and State Cyber Security Frameworks - Orange County Public Schools (OCPS) refers to the National Institute of Standards and Technology Cybersecurity Framework (NIST CSF) with The Center for Internet Security (CIS) best practices along with the International Organization for Standardization's ISO27001. - The NIST CSF comprises five core functions which include; (1) Identify, (2) Protect, (3) Detect, (4) Respond, and (5)Recover which guide cybersecurity activities. - OCPS contracted vendors also adhere to the same standards for additional cybersecurity management. Business Continuity Plan - OCPS has an Information Technology Disaster Recovery Plan. - In addition, OCPS utilizes a remote hardened facility for data storage and another geographically distant facility as a backup. Contract language is used to protect OCPS assets while utilizing third-party vendors/providers. Data backups are tested regularly. Communication is increased during events that could disrupt service. Incident Response Plan - Incidents, whether at home, school, or an administration facility, are reported through the local Technology Support Representative (TSR), Help Desk, or via phone/email to the Information Technology Services Department. Cyber security-related policies and procedures - Enterprise Information Security Standards - Logging and Event Monitoring Standards - Configuration and Change Management Standards - Information Security Incident Response Management Standards - Vulnerability and Patch Management Standards - Third-Party Information Security Standards - Enterprise Data Loss Prevention Standards - District Password Standards - Asset Management Standard - OCPS Student Acceptable and Responsible Use Agreement - OCPS Acceptable Use Policy for Staff Current Security Posture - OCPS utilizes various security controls such as Endpoint Detection and Response (EDR), Intrusion Detection/Prevention System (IPS/IDS), firewalls, web filters, System Incident and Event Management (SIEM), VPN, Multi-Factor Authentication (MFA) for District staff, Mobile Device Management (MDM), web video conferencing for working remotely and remote learning. - Web video conferencing is also used for internal meetings during health-related disruptions to reduce exposure of individuals in meeting rooms. - OCPS uses a third party for our network and security operations centers (SOC/NOC) and a retainer for incident response assistance. OCPS has a contracted service for web filtering, firewalls, and distributed denial of service (DDOS) attacks. - OCPS conducts regular phishing campaigns to continue to educate staff of the dangers as well as allowing for training opportunities. - Vulnerability Scans are regularly performed and evaluated for actionable security concerns. - Penetration Tests are performed regularly with results being evaluated for actionable items. . Plan of Action - OCPS Information Technology Services is currently researching alternatives for resources and controls that may have fallen short of needs/expectations during remote student learning.

ICP Component 8: Engaging Students with Limited Access

Parent Outreach Team OCPS has a robust Parent Outreach cross-functional team that coordinates services and support to families. This includes: Director, Digital Learning Outreach- Curriculum and Digital Learning Director, Social Services- Student Services Senior Administrator, Parent and Family Engagement- Federal Programs Senior Administrator, Parent, and Instructional Support- Exceptional Student Education Senior Administrator, Migrant and Homeless Education- Federal Programs Multilingual Parent Engagement Liaisons School-based Parent Engagement Liaisons Together, this team will coordinate with schools and Communications to deliver and distribute information to families. The team is coordinated by the Director for Digital Learning Outreach who is the point person for communication in the division of Teaching and Learning for families about efforts to provide education and supports for their child during periods of instructional continuity. Exceptional Student Education The ESE Parent Outreach Team will provide ongoing communication for families of students with disabilities on the ESE District website. Through an online parent support ticketing system, parents will have the ability to reach out to us with individualized questions and concerns. Parents will have the ability to access Canvas pages through the OCPS Parent Portal for updates and needed information. In collaboration with the Orange County assigned representatives from the Florida Diagnostic & Learning Resources System (FDLRS) and Parent Education Network (PEN), parent training will be provided on topics based on identified needs. ESE teachers and Therapists will: Review IEP's of assigned students and determine what and how goals can be accomplished and monitored remotely. Develop plans for the students that can be accomplished remotely. Develop a plan on how to communicate with parents. Document all communication with parents. Prepare for delivery of services. The ESE department will provide a list of resources that can be utilized to supplement services. Identify goals that cannot be done remotely and keep a log for each student as to why the goal cannot be provided remotely. Create student packets if the student is unable to utilize a digital platform and the student needs paper-pencil resources. Plan to attend virtual/telephonic IEP meetings along with the staffing specialist as scheduled. It is the intent that services continue. However, schools may not be able to provide all services in the same manner they are typically provided to the extent appropriate and practical. While some schools might choose to safely, and according to state law, provide certain IEP services to some students in-person, it may be unfeasible or unsafe for some institutions, during emergency school closures, to provide hands-on physical therapy and occupational therapy physical therapy, or tactile sign language educational services. Many disability-related accommodations and services may be effectively provided online. These may include, for instance, extensions of time for assignments, videos with accurate captioning or embedded sign language interpreting, accessible reading materials, and many speech or language services through video conferencing. Technical information and support of these features are available at Itinerant ESE service providers will receive daily communication and support from the administration. Best Practices In Online Special Education A remote learning guide will be available as a resource to service providers and teachers on communicating with families, providing services, utilizing instructional tools, and monitoring students' progress on IEP goals. The ESE department will provide ongoing support to teachers and staff through a school closure. The link to ongoing support can be found on the district LaunchPad. Ongoing training is available on practices in online learning for ESE students, including how to use specific assistive technology tools and online accommodations in district-adopted platforms, and will continue in the event of a closure.


ICP Component 9: Continuation of School Operations

School Operations Impacted Every operation in the district is impacted by an extended school closure however the most heavily impacted areas include classroom instruction, exceptional student education services, food and nutrition services, and transportation services. Staff Considerations Some incidents will impact staff availability. The Executive Policy Group (EPG) will need to address the following staffing considerations during academic continuity operations: i. Absenteeism as a result of the incident. ii. Assigned work location and continuity location. iii. Labor Relations requirements including teacher and classified contracts. iv. Alternative methods of teaching such as serving students at houses and remote learning. EPG will coordinate with the Florida Department of Education as necessary to discuss solutions for reduced staffing. Essential Personnel Per the OCPS Continuity of Operations Plan (COOP), the district's Safety and Emergency Management (SEM) department will serve to coordinate the Continuity Management Team (CMT), which consists of key personnel based on the incident, as designated by SEM leadership in conjunction with the EPG. The Continuity Team Manager will be a member of SEM Leadership. The COOP plan can be activated in part or whole, depending on the specifics of the disruption. Directions regarding operational impacts from extended school closures will be provided from these teams to all staff and communicated to families as appropriate. In general, essential personnel needed to ensure instruction continuity may include school-based administration, instructional staff, ITS staff, digital learning staff, food service personnel, communications staff, social workers, ese support services staff, mental health staff, and other incident specific central office staff. Trained personnel should be prepared to perform tasks of other employees in the event that the closure prevents some staff from being able to fulfill their primary function. These employees designated as backup personnel should have adequate documentation and first-hand experience performing the functions within their department. Staff Expectations As the leaders of their school sites, principals, in consultation with District Leadership, will coordinate all facets of the school closure and work with teachers and other school staff to ensure they have the equipment and support necessary to teach the students in a remote environment. Principals may reassign non-instructional and other support staff from their regular duties to assist in these efforts, as well as support communication efforts with the school community. In the past, central office administrative staff, transportation employees, and other available personnel deployed to school sites during closures to assist in carrying out the day-to-day operations at the schools. The District will maintain this practice should any disruptions or emergency closures occur in the future. Staff schedules adhere to the applicable bargaining unit agreements with flexibility to meet the demands and/or needs of students and their families. The district's crisis communications plan identifies an employee spokesperson to provide updates to staff via ConnectOrange, our mass notification system, email or intranet, staff meetings as well as broadcast media. Food Services During instructional continuity operations, it will be necessary to provide feeding to students. OCPS Food & Nutrition Services (FNS) Department works in conjunction with SEM, EPG, and the Communications Office to ensure that every family in need is provided with meals, identifying any waivers from the USDA, Florida Department of Agriculture, and any other governing agencies and that free/reduced meal eligibility status changes are documented appropriately. Execution plans include managing food inventory of shelf-stable products and availability of fresh food items and may include, but are not limited to, utilizing school or third-party partner locations to distribute meals. OCPS may need to implement alternative feeding procedures to accommodate relocated or remote students and staff, including mobile options in accordance with the Food and Nutrition Services Response Manual.. Exceptional Student Education K-12 Standard Diploma Students with disabilities that are on General Education Standards will follow the grade-level standards with any appropriate accommodations. Students with disabilities that need academic support in their general education classrooms will receive support and instruction from their General Education Teacher and their Special Education Teacher. The Special Education Teacher will work in collaboration with the Regular Education Teacher. Students with disabilities on General Education Standards and receiving support and services in a self-contained setting will receive support and instruction from their Special Education Teacher. K-12 Access Points Students with disabilities that are on Access Point Standards will follow Access Point Standards with any appropriate accommodations. Students with disabilities on Access Point Standards that need academic support in their general education classrooms will receive support and instruction from their General Education Teacher and their Special Education Teacher. The Special Education Teacher will work in collaboration with the Regular Education Teacher. Students with disabilities on Access Point Standards and receiving support and services in a self-contained setting will receive support and instruction from the Special Education Teacher. The district's Exceptional Student Education Department will also provide support to schools during ICP activation for known medically fragile students with disabilities and provide support for schools in regards to the needs of equipment for physically impaired students. School psychologists and school social workers will continue to conduct evaluations for ESE services remotely or at alternative locations. Comprehensive Community Support The Foundation for OCPS coordinates outreach to community organizations that we approach or approach us about providing support to students, families, and employees during school closures. These resources are available through the Community Connect portal, which links families with needed existing local resources. Through the Community Connect portal, families can search for free or reduced-cost programs such as food, housing, mental health, education programs, and other social services provided directly by community-based organizations.


ICP Component 10: Emergency and Ongoing Communications

Stakeholder Groups Stakeholder groups include: - Staff - Students - Parents, Guardians, and Families - Community Members - Partners in Education - Vendors Communication Channels The district will communicate with stakeholders via a layered combination of communication channels. Staff: ConnectOrange phone/email/text messaging, district Intranet site, Canvas LMS global announcements, LaunchPad announcements, OCPS Official Digital Learning for Staff Facebook Group, Outlook email, and Deputy Superintendent newsletters to administrators. Students: District-provided email address, Canvas InBox, Canvas LMS global announcements, and LaunchPad announcements. Parents, Guardians, and Families: ConnectOrange phone/email/text messaging, district Internet site, Canvas LMS global announcements, OCPS Parent Portal announcements, OCPS Official Digital Learning for Families Facebook Group, social media and news outlets. Community Members: District internet site, social media and news outlets. Partners in Education: District internet site, social media, news outlets, PiE newsletter and PiE portal announcements. Vendors: Procurement Services will use email and direct communication to inform vendors of any needs specific to instructional continuity periods. In the event the ConnectOrange system is down, and instruction is to continue, schools may deploy communications via individual outreach to staff and direct outreach to parents at the classroom level. Communications will be translated into Spanish, Portuguese, and Haitian Creole. Roles and Responsibilities The district's Communication Emergency Response Team (CERT), in conjunction with the Executive Policy Group, which includes the Chief Academic Officer, guides communications in all emergencies and may decide to communicate to the entire district or give Principals the tools to communicate their own specific messaging to their schools. In general, the district communications office will provide scripts and templates to school administrators for all mass emergency communications that take place via phone, text, email or social media. A folder of regularly updated common assets will be provided. School administrators utilize the ConnectOrange system, appoint a social media manager for the school, and may deputize other school personnel to communicate to parents, students and staff on an as-needed basis. The teachers’ role is to inform their students and parents/guardians of pertinent information. Support staff answers questions and manages calls coming to the school site. The assistant principal, guidance counselors, psychologists, social workers, ESE specialists, ELL specialist, and coaches assist teachers with students who need extra support. Parent Engagement Liaisons conduct additional individual outreach and/or home visits to ensure all at-risk students and families receive the important information. All media inquiries regarding the disruption will be directed to Media Relations, which will provide information to the news media regarding the status of or any changes to OCPS operations. Media Relations will deploy a representative to any impacted facility when it is safe to do so, when requested and as necessary. Communication Scope and Schedule The district will respond with empathy, competence, credibility, transparency, dedication, and commitment in a timely manner in regular intervals to internal as well as external audiences. Specifically, the district will communicate when learning at home will begin, what resources are available to support stakeholders, and when learning at home will end, once known. Regular intervals will be determined as the situation presents itself and will be communicated to the public. However, it is expected that principals communicate with their staff and school community at least weekly. More frequent Information will be presented with as much notice as possible for parents and teachers to prepare appropriately, understanding that sometimes an emergency requires a quick change. To ensure the information is received and understood, each communication will include no more than three key messages at a time. Communications will be translated into Spanish, Portuguese, and Haitian Creole. ICP Publication A web page will be published which provides stakeholders with information about learning at home, food and nutrition, and other services leading up to and throughout the duration in the case of extended school closure. The OCPS website has translation services and accessibility services built-in.

Overall Comments

Overall Comments

All digital learning resources for families can be found at Please contact Mariel Milano, Director for Digital Learning Outreach with Orange County Public Schools for further information or take a deeper look at any resources referenced within the Instructional Continuity Plan. Mariel Milano can be reached by email at