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Highline Public Schools
15675 Ambaum Blvd. SW Burien, WA 98166

Office Hours:

Monday-Friday: 7:30 a.m. - 4:30 p.m.

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Highline Public Schools
15675 Ambaum Blvd. SW Burien, WA 98166

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Elementary Support Roles

The charts below summarize key roles and responsibilities in support of our Distance Learning Plan. More details on timelines and specific points of contact will be made available in subsequent communication.

Student Access to Devices
Central Office Role Schedule access opportunities to ensure all learners have access to a device.
Schoolwide Role led by Administrator

Assess need for access and support plan for ensuring all learners are paired with a device. Identify a point person for ongoing technology needs.

PLC/Teacher Role in Alignment with Schoolwide Agreements

Check on families who are not responding electronically for any technology needs.
Student/Family Role Use available technology to prioritize communicating with teacher and completing assigned work.

Instructional Activities/Assignments

Central Office Role

Identify/Communicate grade level learning priorities in language arts and math for Spring 2020. Identify/Communicate existing core math/LA instructional resources to support learning priorities (i.e. identified units, lessons, and activities). Develop suggested activities for other content areas, including Science, Social Studies, PE/Health, and the Arts.

Schoolwide Role led by Administrator Establish predictable schedule for assignments and due dates and communicate to families (e.g., all assignments on Mondays, due by the following Monday).

PLC/Teacher Role in Alignment with Schoolwide Agreements

Assign two literacy activities, two math activities, and one other activity/week *  (averaging one hour of required learning each day for K-2, and one to two hours of learning per day for grades 3-5). Align math and LA assignments to critical learning priorities. Rotate additional weekly activities between specialized content areas. 

*DL teams will provide:

  • 1 English literacy activity
  • 1 Span/Viet literacy activity
  • 2 math (in English) activities
  • 2 other activities (in Span/Vietnamese and/or English) in Science, SS, Health, Math, or SEL (prepared by the Span/Viet teacher)
Student/Family Role Complete assignments weekly, and “turn in” assignments via identified learning platform (i.e. photos of work samples, upload assignments, email to teacher, etc.).

Supplemental Practice

Central Office Role

Develop grade-level supplementary packets (online and paper) to reinforce previously taught skills. Distribute paper resources at meal delivery sites on identified days/locations. Develop and communicate additional digital learning resources.

Schoolwide Role led by Administrator

Publicize supplemental resources in schoolwide communication. Support distribution of materials as needed. 

PLC/Teacher Role in Alignment with Schoolwide Agreements

Encourage use of supplemental resources in weekly communication. Identify reading and writing activities to supplement learning.

Student/Family Role Use supplemental resources as schedule and circumstances allow, while prioritizing weekly assignments from teachers.

Learning Platforms:
See Saw or Google Classroom

Central Office Role

Provide Professional Learning for teachers. Develop support documents and videos for families.

Schoolwide Role led by Administrator

Select a common platform for use across all grade levels and classrooms. Support staff in accessing professional learning needed to use the platform proficiently.

PLC/Teacher Role in Alignment with Schoolwide Agreements

Become proficient with identified learning platform. Use platform weekly. Support families in accessing learning platform as needed.

Student/Family Role Use identified learning platform to complete and submit weekly assignments.
Weekly communication with class
Central Office Role  
Schoolwide Role led by Administrator Determine a predictable schedule for communication to families, and common agreements regarding format/content (i.e. celebrations, noticings from previous week’s learning/assignments, etc.).

PLC/Teacher Role in Alignment with Schoolwide Agreements

Develop weekly communication/newsletter and share via Synergy Messenger.
Student/Family Role  
Evidence of student learning
Central Office Role  
Schoolwide Role led by Administrator Meet with grade level teams to discuss student learning and responsive planning/instruction.

PLC/Teacher Role in Alignment with Schoolwide Agreements

Review student assignments on at least a weekly basis, and assess progress over time with relation to relevant standards.

Student/Family Role Students submit assignments via identified learning Platform (i.e. photos of work samples,google suite, upload of assignments, email to teacher, etc.).
Weekly feedback and
support for individual students
Central Office Role

Identify differentiated supports/extensions related to prioritized grade level skills/knowledge. Provide supports/access to Learning Line for interpretation services as needed.

Schoolwide Role led by Administrator

Determine a predictable schedule/format for individual support and feedback. Meet with grade level teams to discuss family engagement strategies and feedback. Consider common surveys/communication to determine the best times/formats for individual communication to families.

PLC/Teacher Role in Alignment with Schoolwide Agreements

Provide targeted feedback to students via learning platform and/or Synergy Messenger. Use Learning Line or Synergy Messenger to ensure communication is accessible in family’s correspondence language. Direct to additional resources (supplementary resources) as needed, maintaining as much flexibility in time and format as possible to meet student needs/schedules. Prioritize contact with families of students who demonstrate need.

Student/Family Role  
Specially Designed Instruction and Accommodations
Central Office Role

Provide guidance to case managers regarding delivery of SDI and required meetings. Identify possibilities for differentiated supports related to critical skills identified at each grade level.

Schoolwide Role led by Administrator Develop/identify structures for regular collaboration between special education and general education teachers.

PLC/Teacher Role in Alignment with Schoolwide Agreements

PLCs collaborate with special education staff weekly to determine necessary accommodations or supports for students with 504 plans or IEPs.
Student/Family Role  

Grading/ Report cards 
(if closure is extended)

Central Office Role

Identify grade level standards by which students will be graded for the third trimester, related to the identified learning priorities for Spring 2020. Mail families third trimester report cards.

Schoolwide Role led by Administrator

Identify time for report card development near the end of the third trimester. Ensure all trimester grades are entered by due date.

PLC/Teacher Role in Alignment with Schoolwide Agreements

Continue to use existing methods to track student progress. Submit trimester grades by (date) in Synergy. Case managers provide progress reports for students with IEPs, and provide directly to families.

Student/Family Role