Secondary Distance Learning Plan

• Each classroom teacher will have a Google Classrooms and actively collaborate in school level PLCs to provide consistent and aligned instruction and learning experiences to students
• Teach three periods with up to 28 students in addition to advisory based on the master schedule and review of formative assessment as well as ELL and Special Education data

Each Librarian/Media Specialist will have a Google Classroom or actively collaborate as a district-wide PLC to provide weekly activities and resources to families 

• Provide technology assistance to teachers, parents, and students 
• Provide lessons geared towards digital citizenship
• Participate in grade level online activities where appropriate 
• Teach advisory or be assigned a caseload of students to fulfill the role of an advisor *Librarians/media specialists may also be assigned to teach 1-3 courses based on the needs of the students and master schedule. 
• Librarians/Media Specialist may be asked to assist with other duties such as technology and technology distribution and collection

• Plan and schedule differentiated meetings/classes or ZOOM (with parents) to deliver SDI to students with IEPs outside of core instruction
• Collaborate with classroom teachers to provide SDI through co-teaching and push in/small group support
• IEP & Eval Zoom Meetings 
• Collaborate with classroom teachers to accommodate students with IEPs.   
• Teach advisory or be assigned a caseload of students to fulfill the role of an advisor

Paraeducators

• small group support (in-person or virtual)
• weekly collaboration with teachers to ensure alignment of instruction
• 1:1 check-ins with students 
• daily attendance in assigned synchronous sessions

Bilingual Paras

• Provide direct support for students' language development and access to core content through small group instruction and 1:1 student support
• Support family engagement

• Collaborate with teachers of students who receive SLP services to ensure accommodations and modifications are embedded into weekly lessons/activities and the alignment of work and delivery of services.
• Plan and schedule differentiated meetings/classes or ZOOM (with parents) to deliver SDI to students with IEPs

• Collaborate with teachers of students who receive OT services to ensure accommodations and modifications are embedded into weekly lessons/activities and the alignment of work and delivery of services
• Plan and schedule differentiated meetings/classes or ZOOM (with parents) to deliver SDI to students with IEPs while preserving synchronous times

• Collaborate with teachers of students who receive PT services to ensure accommodations and modifications are embedded into weekly lessons/activities and the alignment of work and delivery of services
• Plan and schedule differentiated meetings/classes or ZOOM (with parents) to deliver SDI to students with IEPs While preserving synchronous classroom instruction times.

• Check in with Case Managers and document evaluation/reevaluation needs and plans 
• Collaborate with Case Managers to provide additional supports, services for students and families as needed
• Attend and engage in IEP meetings and other meetings related to the work of a School Psychologist

• Each certificated staff member will have a Classroom on the district approved platform
• Collaborate and coordinate with building MTSS teams 
• Actively collaborate with building grade level PLCs and as a district-wide PLC to provide weekly activities and resources to families 
• Implement synchronous small group instruction and assignments and monitor participation in collaboration with assigned classroom teacher
• New learning should be combination of asynchronous videos and followed up with synchronous small group instruction on a regular schedule
• Coordinate LAP/Title/ELL services with an emphasis on struggling students
• Collaborate with building administrator(s) and/or counselor to serve as an academic, behavior, and SEL resource for staff, parents, and students 
• Participate in grade level activities where appropriate 
• Work with building and district PLCs to implement and monitor all grade level assessments
• Teach advisory or be assigned a caseload of students to fulfill the role of an advisor
• Specialists may be asked to assist with other duties such as packets and materials collection/distribution, to support student learning and may be assigned 1-3 classes as needed
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• Instruction: Prioritize the most critical social/emotional lessons while continuing to teach the school counseling curriculum as much as possible through school/district online platforms.
• Use school/district online platforms or communications methods following the communication plan to provide distance counseling
• Recognize and mitigate the limitation of school counselor confidentiality in a virtual setting, which may include unintended viewers or recipients. Emphasize these limits in communications with students and families and when establishing boundaries of virtual counseling
• Because school counselors do not provide ongoing therapy, the team should review and update the list of available outside mental health services, social/emotional and physical well-being support and share with parents and families. Post referral information on the school counseling website as appropriate
• Use email and any available school/district online platforms and resources to provide consultation and collaboration with families, teachers, administrators and other school staff
• Educate the school community on how to best access the school counselor
• Serve on school-based MTSS teams to assist with interventions
• Attend meetings as already established and appropriate to the counselor role (IEP, 504, SOC, etcc)
• Directly support students' HSBP through course registration practices, adapting as needed, and supporting credit recovery efforts"
• Monitor students HSBP, and engage students to adjust course taking and credit recovery as needed to meet goals