• Continuity of Education Plan (COVID-19) pdf version

    April 10, 2020

    Dear Families,

    Since schools closed, food service workers, bus drivers, and volunteers have delivered thousands of meals.  The tech team has deployed over 400 Chromebooks and worked to connect families with the internet. Teachers have been connecting with students and helping them navigate new systems for remote learning.  Our focus has been on communication, community, and connection.  

    April 13th marks a shift from this “maintenance of learning” period.  This update to our Continuity of Learning Plan describes what is changing and how we will continue to support you and your child through the extended school dismissal.  Here’s what you can expect:

    Teachers will set regular class meeting times and office hours so students and families know when and how to connect.  We will be taking attendance, but if students need to miss a virtual session, teachers will provide options to connect and make up work.  New assignments will be communicated on a weekly basis. We know that balancing homeschooling with other work and home responsibilities is a challenge.  We aim to balance predictability and flexibility to meet a wide variety of family structures and needs.  

    We want to know how things are going for you with this model.  We will email a brief survey prior to April break to ask you what is working well and what we can do better, but you can reach out to us anytime if you have feedback to share.  In this unprecedented time, we are all learning together!

    Sincerely, ACSD Leaders

  • Continuity of Learning (Beginning April 13)

    Since the start of the school closure, we focused on maintaining student learning as directed by Governor Phil Scott and the Vermont Agency of Education.  On April 13, we shift into a new phase, “continuity of learning.” Continuity of learning is the continuation of education in the event of a prolonged school closure. It promotes the continuation of teaching and learning of new skills and concepts despite circumstances that interrupt normal school attendance.  

    Curriculum and Assessment

    At the elementary level, the ACSD remote curriculum emphasizes social-emotional well-being (especially through class meetings and arts, movement, and world language learning engagements), math, literacy, and inquiry.  All K-6 classes will use IXL math and literacy programs to collect diagnostic information and monitor individual student progress in these critical content areas. Instruction will be differentiated based on that data.  

    At the middle and high school levels, teachers will continue to teach class units but at a slower pace.  Units will focus on clearly communicated learning targets and proficiencies.  All assessment through the extended school dismissal is considered formative.  Scores can be used to raise student grades from the pre-closure period, not to lower them.  Students who do not participate in remote learning will receive an INC (“incomplete”) for the quarter and the overall year.  

    At all levels, this remote learning context creates new barriers to access and success in school.  In the coming weeks, ACSD leaders will be discussing opportunities to help students recover missed credits and make up for missed learning upon return to school. 

    In 11th grade, some but not all students are preparing for external exams in the spring of 2021.  These students will need to cover more content during the school dismissal period. Any student in a DP class may elect to join a version of the class focused on preparing for year 2 (differentiated as of April 13).  Students enrolled in AP classes and Dual Enrollment may find that these classes move at a faster pace as well. All students in a class, no matter the strand, will be assessed on the same criteria.

    Additional details have been or will be communicated by building leaders.  

    Learning Platform

    For grades K-12, the primary communication platform is Google Classroom.  Weekly plans, assignment details, and resources are posted there. Students submit work through Google Classroom, and teachers provide feedback.  For younger grades (esp. K-2), parents play an important role in accessing Google Classrooms. For PreK, the primary communication platform is a Google Site.  In some cases, paper packets and other physical materials are sent home (especially where families have limited internet connectivity, where this is an appropriate and necessary academic accommodation).  

    Remote Learning Time Guidelines

    We have considered a number of sources including guidelines produced by neighboring districts, various states, and other education organizations in defining these time limits for remote learning.  These limits represent much less time on task than students would experience at school.  Class content and pacing will be adjusted accordingly.

     

    Grade Level

    Minimum-Maximum Remote Learning Time

    PreK-K

    30-90 minutes/day or 2.5-7.5 hours/week for work assigned by the classroom teacher.  Optional menu items for the arts, PE, Spanish, and digital citizenship may extend total time beyond this range.

    1-6

    60-120 minutes/day or 5-10 hours/week for work assigned by the classroom teacher.  Optional menu items for the arts, PE, Spanish, and digital citizenship may extend total time beyond this range.

    7-8

    90-180 minutes/day or 7.5-15 hours/week for all subjects combined.

    9-12

    150-240 minutes/day or 12.5-20 hours/week or 2.5 hours per class per week for all subjects combined.  Exceptions may be made for AP/DP and Dual Enrollment.  These higher level courses will have a maximum of 3.5 hours per class per week.


    Attendance

    Teachers will maintain attendance records in PowerSchool.  Attendance is based on student engagement in remote learning.   Engagement includes but is not limited to:

    • Participation in a virtual class sessions 
    • Submission of an academic assignment 
    • A Google Classroom posting 
    • An email or phone call from the student (or parent) 

    Per Agency of Education guidelines, “Students who make some form of contact with their classroom teacher or other instructional staff in a day [will] be counted as present for that day.”

    Student Services 

    Special educators, interventionists, ELL teachers, SLPs, and other support personnel continue to work to meet student needs in the remote learning context.  For specific information about Special Education services during the school dismissal period, please refer to our initial Continuity of Education Plan (mailed home on March 20 and available online: https://www.acsdvt.org/Page/6020).  If you have questions about any of these support services, please contact your child’s school.

    Technology - Getting Connected

    ACSD has deployed over 400 Chromebooks to families who have expressed a need.  School and district administrators have reached out to help connect families to the internet, and they continue in these efforts.  If you still need a school-issued Chromebook or help connecting to the internet, please contact Director of Technology, Will Hatch (whatch@acsdvt.org or 802-349-4865).  For students who do not have reliable connectivity and for those who require print resources to supplement or replace digital resources, we will mail or deliver print resources home.  

    For specific information on how to use your school-issued Chromebook, participating in video meetings (or opting out), acceptable use of technology, student data privacy, and internet safety, please review the “Technology Guidelines for Students and Families” on the ACSD webpage here: https://www.acsdvt.org/Page/6011

    Tech Support

    If you are having trouble working within the online learning environment, first contact your child’s teacher.  If the teacher cannot help, you will be connected to our Tech Support Team. Families can file a support ticket by sending an email to: acsd-tech@acsdvt.org 

    Essential Services

    Food

    For information about ACSD meal delivery (free to children 18 and under), contact Brittany Gilman (bgilman@acsdvt.org or 902-382-1280).  Over April break, the buses will not be running.  Families can pick meals up at Middlebury Union High School.  More information is coming next week.  

    For information about free grocery pickup, email Eva McDonough: emcdonough@acsdvt.org, Gina Ciancia Jackson, gciancia@acsdvt.org, or Kelly Landwehr: klandwehr@acsdvt.org.

    Health and Wellness

    To access ACSD Support Services (including nurses, counselors, the district behavior team, etc.), contact your school directly.  If the situation is urgent, please dial 911 or call the Counseling Service of Addison County (CSAC) Emergency Services.

    To connect with CSAC 24-hour Emergency Services, call 802-388-7641.

    To contact the National Crisis Text Hotline, text VT to 741741.  Learn more here: https://tinyurl.com/qo8xlhu.

    Economic Hardship

    If you are experiencing financial distress, homelessness, hunger, job loss, health care related issues, or other hardships, these community resources may be able to help:   

    United Way of Addison County.  Contact Trisha LaFayette by calling 802-388-7189, call/text 802-349-7210, or email  trish@unitedwayaddisoncounty.org.

    Vermont 2-1-1.  Dial 2-1-1 on your phone, connect via text (Text your zip code to 898-211), or visit the website (https://vermont211.org). 

     

    Contact Information

    Students and parents/guardians can contact teachers by email or by calling the remote school number.  Messages will be forwarded to teachers to return calls.

    Matthew Brankman, Bridport Principal, mbrankman@acsdvt.org, 802-458-5901

    Peter Burrows, Superintendent, pburrows@acsdvt.org, 802-458-2351 (Central Office)

    Fernanda Canales, Salisbury Principal, fcanales@acsdvt.org, 802-458-2213

    Nicole Carter, Weybridge Principal, ncarter@acsdvt.org, 802-349-5305

    Cathy Dieman, MUHS Assistant Principal, cdieman@acsdvt.org, 802-349-9685

    Brittany Gilman, Business Manager, bgilman@acsdvt.org, 802-349-6377

    Tracey Harrington, Ripton Principal, tharrington@acsdvt.org, 802-349-9101

    Will Hatch, Technology Director, whatch@acsdvt.org, 802-349-4865

    Kris Holsman-Francoeur, MUMS Principal, kholsman-francoeur@acsdvt.org, 802-349-9333

    Jen Kravitz, Mary Hogan Principal, jkravitz@acsdvt.org, 802-458-2191

    Bill Lawson, MUHS Principal, wlawson@acsdvt.org, 802-349-4882

    Michael Lenox, Shoreham Principal, mlenox@acsdvt.org, 802-458-2266

    Heather Raabe, Cornwall School, hraabe@acsdvt.org, 802-349-5934

    Caitlin Steele, Director of Teaching and Learning, csteele@acsdvt.org, 802-458-2284

    Vicki Wells, Director of Student Services, vwells@acsdvt.org, 802-349-5137

    Michaela Wisell, Mary Hogan Assistant Principal, mwisell@acsdvt.org, 802-349-8317