The Executive Leadership Team will consist of the following: Superintendent Director of Administrative Services Director of Federal Programs Director of Curriculum & Instruction Director of Assessment & Accountability Director of Technology Director of Maintenance, Facilities & Operations, Transportation Exceptional Student Education Coordinator District Safety Specialist Student Information System Data Analyst Input and support will include the following team members: Senior Computer/Network Technician School Principals School Assistant Principals School Counselors School Academic Analysts During a school closure due to emergency disruptions, the district will make every effort to ensure our students’ educational opportunities and services will continue. Based on experiences and insight into best practices that came out of the disruptions caused by the COVID-19 pandemic, the Leadership and Support team has identified the goals for successful implementation of the Instructional Continuity Plan. • Ensure instruction continues uninterrupted despite disruptions at the classroom, school, or district level. • Ensure the safety and security of school staff, students, and their families. • Provide school site instructional personnel with the guidance, tools, and resources they need to ensure continuity of instruction and effective remote teaching and learning. • Remove barriers around access to devices and connectivity for remote learning. • Ensure special population students continue to receive the support/services necessary for their academic success. • Provide information and guidance to parents using a variety of communication channels and platforms. The following critical success factors have been identified: • Successful and equitable continuity of instruction, school operations, and other related services • Effective communication at all levels and through multiple channels, including clear guidance for all stakeholders • Strategic and effective deployment of personnel and resources • Clear and easy-to-follow protocols for continuity of instruction, school operations, and related services • Parent and family satisfaction with continuity of instruction and services • Effective and timely training and professional development for key stakeholders In evaluating the effectiveness of the ICP, the main goal will be the successful effectiveness and continuity of instruction. Data regarding the amount of disruption, the impact on student learning and stakeholder experiences will be collected and reported. The evaluation will include looking at data from formative and summative student assessments to determine the impact on student achievement. Preparing for Distance Learning and Teaching All students will be contacted by phone by school staff. It is crucial that students and families update their contact information at the school of enrollment to ensure they receive all important communications. Homes are surveyed using the online enrollment and annual student information update form to determine if devices or internet access is available for student use within the home. This survey information will be available to teachers and administrators in FOCUS. Schools will coordinate with families for device distribution locations and times. When devices are sent home with a student, school staff will document via inventory spreadsheet. Teacher Preparation Digital resources for Core Subject Areas and Electives will be identified such as iReady and Edgenuity. District resources will be available through Classlink to be used to deliver core content. However, teachers may use other digital resources of their choosing to provide students with assignments during school closures. Communicating with students during a school closure is crucial. If teachers are currently using a collaboration tool such as Google Classroom or Remind, these tools can continue to be used. Links can be posted on school sites or class sites as a way of communicating assignments with students and to monitor progress. Teachers will identify which digital tools they will use to deliver content and plan their classes. Teachers will prepare to use technology by making sure they have access to a reliable computer, a strong internet connection and choose the most appropriate collaboration platform. Most teachers have been issued district laptops and can “check one out” if needed. Note: Teachers will plan for students who will need or prefer paper based lessons and assignments. Administrator Expectations ● Administrators will be at the school during normal school hours as possible. Teacher Expectations Parent -Teacher Communication ● Teachers should be available during normal school hours as possible. ● Teachers should provide daily feedback to students for each class. Recording feedback is a way to personalize and explain or demonstrate the needed outcome. Maintain a consistent online presence and respond to parents/students within 24 hours. ● Teachers should check their email twice a day, at a minimum. ● Teachers may want to use the same period of the day for each class to set up that time for students to complete the work each day. This provides consistency and the mentality that this is still school and students must log in and complete the work. ● Hold virtual conferences video or audio calls for parents to have access to teachers and principals for questions and support. ● Teachers will be available for a minimum of three (3) hours per day during their regular work hours. These “office hours” will be communicated to students and their families. ● Suggested activities during “office hours” include interacting with students via email or an online platform of their choice, planning lessons, monitoring student usage and performance of online software programs, or grading and/or providing feedback on assignments. ● Secondary schools may want to stagger “office hours” by department to avoid scheduling conflicts for students. ● Teachers will keep a log documenting parent/teacher communication in FOCUS. ● Teachers are encouraged to use previously approved forms of communication (i.e. school email, Google classroom, Remind, etc.) ● Teachers will inform parents and students which digital resource and communication tool will be used and which assignments will be required for completion. Teachers will provide appropriate assignments. ● Take into account the time it takes for a student to complete assignments and/or work. ● Assignments may vary in length and format for each subject. ● Students will need flexibility in completing assignments as multiple siblings/relatives in a household may be sharing one device. ● Take into account the rigor of the work and the grade level appropriateness. ● Teachers should try to keep to recordings as opposed to live streams since some students may not have stable internet connections Teachers should plan proper instructional lessons ● Lesson plans should be shared with principals. ● Lesson plans and assignments should line up with orders of instruction and standards. Student Expectations Students should let teachers know if they do not have a computer at home to complete assignments or if they would prefer paper based assignments. During the time school is closed, students should continue learning by completing assignments and tasks as assigned by your teacher. Instructional assignments should be done every day. Students will find out what tool the teacher will use to communicate, what digital resources will be used (if any) for daily assignments and what hours the teacher will be available every day to help. School Support Staff Expectations ● Responsibilities for various roles such as Inclusion Teachers, School Counselors, and Academic Coaches will be flexible to allow for the best use of resources to support the educational needs of the students and their families. Communication During School Closure • The Washington County School District website (wcsdschools.com) and School Websites will provide up to date information on district and school announcements. • At any time, students and parents can contact teachers through district email. • Teachers will communicate on a regular basis weekly to check in with students and parents to answer questions and help with assignments. ICP Planning Checklist Implement Immediately  Share this plan with teachers  Distribute the Initial Connection Call to all teachers to make contact with their students  Ensure that teachers know how to use various online resources to assign lessons  Ensure that teachers know how to login to all digital educational resources Implement Upon Receiving Notification of Closure  Direct students, parents and staff to the Washington ICP Plan on the district website.  Teachers should inform students of their online learning assignments and digital resources that are available to them during the school closure and how to use Google Classroom and Classlink.  Teachers should notify the school principal of any student that does not have access to a cellular device or internet service. Plans should be made immediately on how these students will receive their paper packets of school work. Parents can either come to schools during food pick-up times to receive work packets or they can meet their student’s bus on the days that food deliveries are made. After Closures  Implement contingency plan  Teachers make weekly contacts to students and keep accurate records.  Teachers monitor student work online, through Google Classroom, emails and phone conferences.  Teachers continue to post grades in FOCUS based on students at home assignments Upon the execution of the Instructional Continuity Plan, the Executive Leadership Team will meet daily to ensure the ICP is being implemented successfully. The team will respond to questions and address concerns in a timely manner through communications set up through the district website. Teachers and Principals will serve as first point of contact for students and parents.

Washington County School District is a Google district and has implemented Google Classroom as the LMS for teachers to set up assignments for students. Teachers, students and parents have access to Google Classroom through the student/employee portals. All teachers and students have access to digital resources through Classlink using a single sign on. Classlink and Google classroom serve as a learning/resource hub that provide a platform for content delivery, communication, collaboration and professional development. Zoom conferencing and Google meet are also available to provide safe communications between teachers and students. Teachers will be able to provide continuity of quality instruction remotely through digital resources available though these platforms as well as teacher created materials that are aligned to course standards/benchmarks. When needed, teachers may use print materials and non-internet-dependent materials with select students and when instruction cannot be delivered through the technology platforms. The Executive Leadership Team will monitor the performance of the LMS, based on data usage and stakeholder survey data to make recommendations for improvements or modifications. The team will consist of the following: Superintendent Director of Administrative Services Director of Federal Programs Director of Curriculum & Instruction Director of Assessment & Accountability Director of Technology Director of Maintenance, Facilities & Operations, Transportation Exceptional Student Education Coordinator District Safety Specialist Student Information System Data Analyst Input and support will include the following team members: Senior Computer/Network Technician School Principals School Assistant Principals School Counselors School Academic Analysts The district will provide ongoing training and professional learning to ensure new hires are included. Multiple trainings will occur during the summer and continue throughout the school year so teachers will have ample time to plan and become familiar with digital content incorporated into Google Classroom. Train the Trainer sessions using experienced Google Classroom teachers are ongoing. Video tutorials on the use of Google Classroom are posted on the district website for students and parents. Site-based trainings are scheduled regularly at each school and the recorded sessions are available in a district Google classroom set up for teachers.

Professional Development needs surveys are done through Panhandle Area Educational Consortium (PAEC) via ePDC and available to all school personnel annually. Through this survey that is part of the school improvement process, the district gathers valuable input from teachers to evaluate the effectiveness of the professional learning sessions offered during the school year and to customize professional learning opportunities and support. Survey results are shared with district and school teams to support instructional leadership ensuring continuous improvement. In addition, professional development that is provided at the school site is specifically tailored to the needs of the school and is tied to the school improvement efforts and the strategies that are identified as part of this process. A key component of this process involves the use of student performance data to determine the areas of focus for the site-specific professional development programs. The content area departments survey department chairs after academic analyst's monthly meetings or department chair meetings to customize the professional development opportunities for the department. The content area departments survey teachers either annually or bi-annually to identify the needs for professional development. The district assesses the effectiveness of professional learning efforts to continuously improve the process and provide relevant opportunities in the future using annual and bi-annual surveys, Exit Tickets or evaluations after each professional learning opportunity, and PD follow-up activities that are aimed at supporting application of the content knowledge and pedagogical skills learned through the PD. PAEC provided professional learning is available to district personnel though the ePDC. A district Professional Development calendar is shared through Google classroom with all district staff. The Director of Curriculum and other members of the Leadership team continually provide information on upcoming professional learning opportunities via email and flyers. Two preplanning professional development days and three early release days will be used for training in digital tool planning and curriculum use. A combination of targeted virtual and face to face training based on personnel needs and requests will be ongoing throughout the year. Multiple delivery methods will be used including all day trainings, trainings during teacher planning and after school. Teachers will be paid the hourly rate for trainings done outside of the school day. Resource personnel and academic analysts will be available to provide live support during the school day for teachers. School based PLCs are planned based on specific teacher needs and led by the school academic analysts. All teachers receive training in effective virtual teaching practices and strategies, with trainings done by district technology specialists when needs are identified. Recordings of webinars are posted and available to teachers in a Teacher Google Classroom. Online virtual professional learning modules specific to curriculum is available anytime to teachers through the publishers for core subjects. The district will provide provide professional development on curriculum through company provided trainings when further expertise is needed or new technologies and programs are implemented.

Departmental and grade level teams can help identify needs and communicate through the academic analysts to the Leadership team about specific resources and training needed. School level leadership teams will identify lead teachers in instructional strategies and use of technology. These teachers will provide on site mentoring and guidance. Model classrooms will be implemented at each school. School site teams will assess the effectiveness of delivery methods and alter strategies as needed to engage all students by conducting walkthroughs with district leadership. All teachers will be given training in the use of Google Classroom and the other technology such as ClearTouch boards by district technology specialists at the beginning of the year and ongoing, specific troubleshooting training is available upon request. A Google excel sheet with district and school site professional learning is shared with all district personnel. Professional learning is offered throughout the year to all personnel though PAEC in content specific areas, instructional strategies and use of technology. These offerings are posted on the PAEC website and communications to personnel about upcoming events are shared via email and flyers. Google classroom video tutorials will be created based on identified needs and posted for easy access. A video library will be accessible through the district website and a Google Teacher classroom. Live sessions will be provided to allow teachers to ask questions and receive immediate feedback.

Student enrollment and annual student re-enrollment/update form will be used to survey and collect the information on student access to technology and student needs. Teachers and administration will have access to this information and contact students to ensure the information is up to date. If not, school staff will use phone calls, emails or home visits to ensure each family has access to information and instructional resources. All students will be contacted by phone by school staff. It is crucial that students and families update their contact information at the school of enrollment to ensure they receive all important communications. Homes are surveyed using the online enrollment and annual student information update form to determine if devices or internet access is available for student use within the home. This survey information will be available to teachers and administrators in FOCUS. Schools will coordinate with families for device distribution locations and times. When devices are sent home with a student, school staff will document via inventory spreadsheet. Effective two-way lines of communications with parents and families of students using a variety of media will be established using school email, FOCUS messenger, Remind 101 and phone calls. Paraprofessionals and other non-instructional staff will be used to make phone contacts regularly. School and district websites, social media, local news outlets, orientations, parent nights, weekly call outs, flyers and tip sheets, and FOCUS parent portal will be used to provide guidance and direction to students, parents, and families on how to create distraction-free learning environments at home that are conducive to learning. Digital resources for Core Subject Areas and Electives will be identified such as iReady and Edgenuity. District resources will be available through Classlink to be used to deliver core content. However, teachers may use other digital resources of their choosing to provide students with assignments during school closures. Communicating with students during a school closure is crucial. If teachers are currently using a collaboration tool such as Google Classroom or Remind, these tools can continue to be used. Links will be posted on school sites or class sites as a way of communicating assignments with students and to monitor progress. Notification will be through FOCUS. Teachers of ESE, ELL and homeless students will work with parents to develop a contingency plans to support special student populations students through distance learning. IEP meetings can be done through parent phone calls or video meetings. District homeless liaison works with local agencies and schools. Guidance to complete ESE contingency plan A. Enter the date of the parent contact B. Discuss services. If a teacher, you are addressing instructional planning (to include social emotional if on IEP). Related service providers will take care of their own planning. C. Does the parent agree to forego an IEP meeting currently to accomplish addressing these services in light of the current circumstances yes/no (If no, make staffing specialist aware and note why the parent wants an IEP meeting).It is important to explain to parents that this does not take the place of their annual review and that as soon as we re-enter school this plan is void and the IEP becomes the service-driving document. The reason we are doing this is to provide services and FAPE as quickly as possible. D. Provide specifics for the agreed upon areas. 1. There will not be a resource or separate class service since there is not a class. So if IEP had monthly consultation, continue that or more often as agreed upon as consultation via distance learning. If IEP had support it would be defined as support facilitation via distant learning. If resource or separate class for the service, then put distance learning instructional services in (enter subject(s)). 2. This should be individualized based on the needs of the student. Reference email for instructions on minimal requirements for each type of service. 3. Zoom, email, phone etc. Reference email for minimal requirements for certain services. 4. Provide your email and also any particular hours you are making yourself available for contact. Be accessible. 5. What days and times will you be reaching out to student/parent? E. Did you discuss IEP goals and services to support those goals YES/NO. If not, why? F. Did you discuss accommodations needed YES/NO. If not, why? G. Did the parent participate in developing and agree with this plan Yes/No? If not, why? The agreed upon ESE contingency plan should drive what services now look like. Keep this document, your schedule of services, and be sure to log ALL contact (email, phone, mail) in FOCUS. Teachers have access through PEER. Special Education teachers communicate weekly with parents via phone and text to ensure parent awareness for student accommodations. Classroom teachers and school staff will contact students via two-way communication. Classroom teachers notify guidance of mental or safety concerns. District Mental Health Counselors are available to do home visits or connect through telehealth.

The technology staff members who will be key to the ICP planning process will include the Director of Technology, the Network Managers and the Senior Data Analyst. School sites will identify staff that are experienced with technology as a point of contact for parents and students at the school level. District bandwidth is able to sustain the delivery of online instruction based on the experiences of the COVID-19 pandemic disruption and shutdown of in person learning. Should service disruptions arise, technology staff will be on-call to monitor the network and determine if connection can be re-established. In the case of a disruption, the district has a process in place to conduct emergency technology needs surveys to determine which students and families need technology to continue accessing digital content and instructional activities. In the past, the district has conducted both paper and online surveys to ensure the greatest responses. Students and parents can respond to a paper survey or an online survey accessible from the district’s Parent Portal. Administrators will also survey teachers to determine if any teacher needs a mobile device to work from home. Survey data (students, parents, teachers) will be analyzed and cross-referenced with mobile device inventories at schools to determine device needs at schools. A unique email address has been established for school administrators and staff to request additional mobile devices if needed in times of district-wide school closures, and procedures are in place to request assistance in redistributing mobile devices across the district to address schools with greater need. Homes are surveyed using the online enrollment and annual student information update form to determine if devices or internet access is available for student use within the home. Schools will coordinate with families for device distribution locations and times. When devices are sent home with a student, school staff will document via inventory spreadsheet. Families that do not have internet access are issued jet-packs to provide internet access through Verizon, along with laptops if needed. All devices issued by the district are capable of supporting the district’s collection of digital resources and digital curriculums and the district’s learning management system. The survey to determine which students are in need of internet access will be done within the Student Information Enrollment form and access will be provided as needed. Follow-up with families will be done by phone calls and, if needed, home visits by school and district staff. Students have access to nearly all curriculum via single sign on. Most are accessible in the cloud. Special population students who need student-specific assistive technology devices will have the device sent home with the student in the same manner as other devices. Additionally, all devices come with operating systems that support FAPE by providing accessibility tools enabling students with special needs to use the devices and avoid a disruption of educational services. The district implements a web-content filtering system which blocks unsuitable materials and content. By October 2021, the district will have Net-Ref in full implementation linked to school-issued student and teacher accounts. This software allows teachers to monitor students and what they access during class time. The district IT staff and teachers are able to block certain sites even when the student is not connected to the district network. The district will provide support for device and technology in a remote learning model through various “help desk” modalities including telephone support at each school site and at the district level, virtual webinars, and online FAQs will be linked through the district website and individual school websites. The varied means of providing support for students, parents and teachers by providing multiple points of contact will allow real-time support. It will be imperative for teachers and school staff to be the first point of contact when students have technology needs. Each school will identify a a technology coach who will help to alleviate some of the low-level technology questions allowing the technology department to assist with higher-level support situations. Having a contact at school that was able to work with the centralized district technology team was effective when the schools implemented the online learning option during the 2020-2021 school year.

The Washington County School District uses standard operating procedures aligned with the Cybersecurity Framework developed by the National Institute of Standards and Technology along with a business continuity plan and a secure incident response plan aligned with the framework which includes information on distribution of devices for remote learning, how students/parents can request IT support, how devices will be collected and inventoried after remote learning has ended. WCSD maintains a multi-layered approach to cyber security which includes: Palo Alto Firewall, Palo Alto Web Filtering with threat protection, Microsoft Defender for endpoint protection, TRAPS endpoint protection. The District maintains responsible use guidelines for all staff within our district policies. All employees read and signify their understanding of the district's policies. An annual Pen test is performed (last was Summer 2021). Multi-factor authentication is required for all VPN client connections. Two-factor authentication for district and staff email. Training includes annual in-person training. The district is currently reviewing other cyber security training software which will improve employee awareness. WCSD’s disaster recovery plan is currently being revised to update new school sites as well as job titles of current personnel.

Teachers will be the first point of contact for communication with families about the efforts to provide education and supports for their child. If teachers have not received any communications from students or parents through predetermined channels, phone calls and home visits will be done using school and district personnel. Teachers and principals will be the first contact for direct classroom communication. A tiered level of support from teacher to district support will be in place. Communication will be early and often with students and parents to identify needs and ensure supports. Jump drives and hardcopy of instructional materials will be available for pickup or mail out. If it is necessary, school personnel will make home visits to communicate, check on student status and deliver any necessary materials. Content will not be digital dependent. Parent nights and orientations will be held at the beginning of the year to communicate plans for emergency shutdowns. The district will extend WIFI signal to designated areas throughout the district when needed and provide internet access through Verizon with district-issued jet packs, laptops and any assistive technology needed. Bus drivers will be used to deliver instructional materials as needed. District leadership will engage with special education service providers to deliver needed supports and resources to educators, learners and families. Special attention will be paid to remember students that have IEPs. Therapy packets will be provided. Virtual therapy sessions will be available. The least restrictive environment will be maintained by supporting special education students through the ESE teacher and the general education teacher. Teachers of ESE, ELL and homeless students will work with parents to develop a contingency plans to support special student populations students through distance learning. IEP meetings can be done through parent phone calls or video meetings. District homeless liaison works with local agencies and schools. Guidance to complete ESE contingency plan A. Enter the date of the parent contact B. Discuss services. If a teacher, you are addressing instructional planning (to include social emotional if on IEP). Related service providers will take care of their own planning. C. Does the parent agree to forego an IEP meeting currently to accomplish addressing these services in light of the current circumstances yes/no (If no, make staffing specialist aware and note why the parent wants an IEP meeting).It is important to explain to parents that this does not take the place of their annual review and that as soon as we re-enter school this plan is void and the IEP becomes the service-driving document. The reason we are doing this is to provide services and FAPE as quickly as possible. D. Provide specifics for the agreed upon areas. 1. There will not be a resource or separate class service since there is not a class. So if IEP had monthly consultation, continue that or more often as agreed upon as consultation via distance learning. If IEP had support it would be defined as support facilitation via distant learning. If resource or separate class for the service, then put distance learning instructional services in (enter subject(s)). 2. This should be individualized based on the needs of the student. Reference email for instructions on minimal requirements for each type of service. 3. Zoom, email, phone etc. Reference email for minimal requirements for certain services. 4. Provide your email and also any particular hours you are making yourself available for contact. Be accessible. 5. What days and times will you be reaching out to student/parent? E. Did you discuss IEP goals and services to support those goals YES/NO. If not, why? F. Did you discuss accommodations needed YES/NO. If not, why? G. Did the parent participate in developing and agree with this plan Yes/No? If not, why? The agreed upon ESE contingency plan should drive what services now look like. Keep this document, your schedule of services, and be sure to log ALL contact (email, phone, mail) in FOCUS. Teachers have access through PEER. Special Education teachers communicate weekly with parents via phone and text to ensure parent awareness for student accommodations. Classroom teachers and school staff will contact students via two-way communication. Classroom teachers notify guidance of mental or safety concerns. District Mental Health Counselors are available to do home visits or connect through telehealth.

Ensuring instructional and operational continuity involves the coordination of services in a variety of ways to guarantee that students receive uninterrupted access to required services, including mental health services and meals provided by the Department of Food and Nutrition. The central point of communication for parents and families will be the school sites. As the leaders of their school sites, principals will coordinate all facets of the school closure and will work with teachers and other school staff to ensure they have the equipment and support necessary to teach the students in a remote environment. Non-instructional and other support staff may be reassigned 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 were deployed to school sites during closures to assist in carrying out the day-to-day operations at the schools. This practice will be maintained should any disruptions or emergency closures occur in the future. In the event of a school closure, mental health coordinators will continue to provide services to students and families. Regardless of instructional delivery model, a full continuum of mental health support for students and their families will continue to be provided virtually or by phone. Existing communication channels will be used to keep both families and schools informed to ensure continuity of instruction and services. Paraprofessionals will be used to make call outs and student contacts. Bus drivers will deliver home packets and handle meal delivery. Office staff will help with communication and distribution of curriculum and technology. School administrators, staff and teachers will continue to be available during normal school hours as much as possible during school closures. During school closures, needed renovations, maintenance and upkeep will be performed to take advantage of empty buildings. School district Food Services personnel and transportation personnel will coordinate to ensure bus delivery and meal pick up satellite sites are set up throughout the district to provide food services to students and families in need during school closures following the model implemented in March 2020. The elementary schools and other centrally located community sites will serve as meal distribution centers. Families will be able to pick up breakfast and lunch during a window from 10:00 AM to 1:00 PM. The location and times for meal pickup are communicated by phone call outs, district and school websites, texts and emails, as well as advertised through local media. Additionally, personnel from other district departments will be deployed as needed to assist with the preparation, packaging, and distribution of food. Recognizing that community-based organizations have resources and networks that benefit schools, students, and families, the district will augment its efforts to support students and families during periods of school closure by leveraging community- and faith-based organizations as well as local agencies. These entities will assist the district by enhancing outreach and communication with families, supporting efforts to locate students who are disengaged or unaccounted for, and provide wraparound services. Appropriate education and related services will continue to be provided to students with disabilities during disruptions. All curriculum platforms will be available online to students and teachers as they are currently so that there will be no disruption in instruction. Upon school closure the District will implement the Contingency plan with parents to provide special education services and accommodations to students in need during school closures. Teachers of ESE, ELL and homeless students will work with parents to develop a contingency plans to support special student populations students through distance learning. IEP meetings can be done through parent phone calls or video meetings using Google meets or Zoom. District homeless liaison works with local agencies and schools. Guidance to complete ESE contingency plan A. Enter the date of the parent contact B. Discuss services. If a teacher, you are addressing instructional planning (to include social emotional if on IEP). Related service providers will take care of their own planning. C. Does the parent agree to forego an IEP meeting currently to accomplish addressing these services in light of the current circumstances yes/no (If no, make staffing specialist aware and note why the parent wants an IEP meeting).It is important to explain to parents that this does not take the place of their annual review and that as soon as we re-enter school this plan is void and the IEP becomes the service-driving document. The reason we are doing this is to provide services and FAPE as quickly as possible. D. Provide specifics for the agreed upon areas. 1. There will not be a resource or separate class service since there is not a class. So if IEP had monthly consultation, continue that or more often as agreed upon as consultation via distance learning. If IEP had support it would be defined as support facilitation via distant learning. If resource or separate class for the service, then put distance learning instructional services in (enter subject(s)). 2. This should be individualized based on the needs of the student. Reference email for instructions on minimal requirements for each type of service. 3. Zoom, email, phone etc. Reference email for minimal requirements for certain services. 4. Provide your email and also any particular hours you are making yourself available for contact. Be accessible. 5. What days and times will you be reaching out to student/parent? E. Did you discuss IEP goals and services to support those goals YES/NO. If not, why? F. Did you discuss accommodations needed YES/NO. If not, why? G. Did the parent participate in developing and agree with this plan Yes/No? If not, why? The agreed upon ESE contingency plan should drive what services now look like. Keep this document, your schedule of services, and be sure to log ALL contact (email, phone, mail) in FOCUS. Teachers have access through PEER. Special Education teachers communicate weekly with parents via phone and text to ensure parent awareness for student accommodations. Weekly contact will be made through ESE teachers and general education teachers with the student. Regular communication will occur between ESE and general education teachers to ensure accommodations are provided and goals are showing progress. Communications will be documented in FOCUS student notes. Community sites and volunteers will be used to provide assistance with distribution of meals, school assignments and other district updates.

Stakeholder groups include parents, local businesses, faith-based organizations, and daycare centers. Communications will be through local news media, school social media sites, district and school websites, Superintendent video messages posted on the district website, email, and callouts. The district leadership team will meet daily to determine any communications that need to be updated. The district website will be regularly updated depending on the decisions of the district leadership team. The school administration will receive updates from the district leadership team with directions on what information needs to be relayed. School administrators will make sure to update school websites, social media sites and send out phone call outs and/or emails as needed. School personnel will make phone calls when needed to ensure direct contact with families. The ICP will be posted on the district website. Superintendent of schools will lead communications to ensure stakeholders are informed of procedures and protocols in place. Stakeholders will be directed to district website for timely updates and information related to school activities and services. Stakeholder concerns will be directed to the appropriate district staff. A new dedicated page will be added to the district website to provide current updates to stakeholders.

The Instructional Continuity Plan document is attached to provide more detail in an easy to read format.