SPRING 2020 Oregon’s Extended School Closure Guidance

SPRING 2020

Oregon's Extended School Closure Guidance

DISTANCE LEARNING FOR ALL:

ENSURING CARE, CONNECTION AND CONTINUITY OF LEARNING

Table of Contents

A Message from Colt Gill ............................................................................................................. 4 Preamble ..................................................................................................................................... 7 Acknowledgement ...................................................................................................................... 7 Introduction................................................................................................................................. 8 SECTION ONE: Framing Values and Understanding Distance Learning................................... 13 1A. Guiding Principles ............................................................................................................... 13 1B. Guidelines for Distance Learning ........................................................................................ 14

Tool #1: Overview of Guidelines for Distance Learning ........................................................ 15 Social, Emotional and Mental Health .................................................................................... 15 Partnering with Parents, Families and Caregivers................................................................. 16 Instructional Time.................................................................................................................. 17 Equity and Access .................................................................................................................. 18 Teaching and Learning........................................................................................................... 18 Operational and Administrative Logistics.............................................................................. 19 1C. Special Education, English Learner and Talented and Gifted Services ............................... 19 Special Education Guidance .................................................................................................. 20 English Learner Guidance ...................................................................................................... 20 Talented and Gifted (TAG) Guidance .................................................................................... 20 SECTION TWO: Assessing Capacity and Making a Plan .......................................................... 21 2A. Distance Learning Capacity Framework.............................................................................. 21 Distance Learning Capacity Framework ................................................................................ 21 Tool #2 Distance Learning Capacity Framework ................................................................... 22 2B. Distance Learning Planning ................................................................................................. 22 Tool #3 District Distance Learning Planning .......................................................................... 23 Sample Workflow Chart......................................................................................................... 24 Timeline ................................................................................................................................. 25 Planning Checklist .................................................................................................................. 26 SECTION THREE: Helpful Resources and Setting the Stage for Collective Action .................... 29 3A. Distance Learning Resources .............................................................................................. 29 3B. Next Steps and Commitments ............................................................................................ 30 SECTION FOUR: Graduation Pathways 2020 and Supporting our Seniors .............................. 31 4A. Naming Inequities and Centering Guiding Principles ......................................................... 33

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4B. Graduation Requirements for Seniors ................................................................................ 34 What's Essential: Graduation Pathways 2020 Guidance ...................................................... 34 Summary of 2020 Oregon Diploma Requirements ............................................................... 35 Reconciling Credit .................................................................................................................. 35 Requirements and Recognition ............................................................................................. 36

4C. Personalized Student Graduation and Transition Plans ..................................................... 36 Steps for Identifying Senior Credit Status ............................................................................. 37 Communication Timeline ...................................................................................................... 38 Communication Guidelines ................................................................................................... 38

4D. Special Education Services for Seniors ............................................................................... 39 Seniors with IEPs On Track to Graduate ................................................................................ 40 Additional Considerations for Seniors with IEPs who may Need Credits to Graduate ......... 40

4E. Specific Student Scenarios for the Class of 2020 ................................................................ 41 4F. Celebrations, Traditions, and Ways to Honor Seniors ........................................................ 43 4G. Graduation Pathways FAQ.................................................................................................. 44 SECTION FIVE: Supporting our Students in Grades 9, 10 and 11 ............................................ 55 5A. Naming Inequities and Centering Guiding Principles ......................................................... 56 5B. Graduation Requirements for the Classes of 2021, 2022 & 2023 ...................................... 57

Essential Skills and Personalized Learning Requirements ..................................................... 58 Summary of 2021 Credit Requirements ................................................................................ 58 5C. Grading and Credit for Students in Grades 9, 10 & 11 ....................................................... 59 Passing Marks/Demonstration of Essential Learning ............................................................ 60 Safeguarding Student Opportunity Clause ............................................................................ 61 Credit-Earning Opportunities ................................................................................................ 62 5D. Special Education Services for Students in Grades 9, 10 & 11 ........................................... 64 Additional Considerations for students with IEPs ................................................................. 64 5E. Credit in Career and Technical Education (CTE).................................................................. 64 5F. Grading Capacity and Post-Secondary Transitions.............................................................. 65 Grading Capacity.................................................................................................................... 65 Post-Secondary Transitions ................................................................................................... 65 5G. Promising Practices for Secondary Students During Distance Learning ............................ 66 Promising Practices for Secondary Students during Distance Learning................................ 67 5H. Frequently Asked Questions ............................................................................................... 70

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SECTION SIX: Supporting our Students in Grades K-8............................................................ 74 6A. Naming Inequities and Centering Guiding Principles ......................................................... 75 6B. Assessment Practices, Report Cards and Grading .............................................................. 76 Assessment Practices in K-8 .................................................................................................. 76 Report Cards and Grading ..................................................................................................... 77 Clarifying Pass/Incomplete Grading Practice in K-8 .............................................................. 78 Grading Equivalency Table (K-8)............................................................................................ 78 Grade-Level Promotion ......................................................................................................... 79 6C. Safeguarding Student Opportunity ..................................................................................... 79 Safeguarding Student Opportunity Clause ............................................................................ 80 6D. Special Education, English Learner and TAG Services for Students in Grades K-8............. 80 Additional Considerations for Students with IEPs................................................................. 80 Additional Considerations for English Learners and Emergent Bilinguals ............................ 81 Additional Considerations for Students Identified as Talented and Gifted (TAG) ................ 81 6E. Promising Practices for K-8 Students During Distance Learning......................................... 82 Promising Practices for Students in Grades K-8 during Distance Learning ........................... 83 6F. Ensuring Successful Transitions........................................................................................... 85 Transition to Elementary School ........................................................................................... 86 Transition to Middle School/Junior High............................................................................... 86 Transition to High School....................................................................................................... 87 Ending the Year Strong .......................................................................................................... 87 6G. Frequently Asked Questions............................................................................................... 88

Appendix............................................................................................................................. 90

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A Message from Colt Gill

Director of the Oregon Department of Education and Deputy Superintendent of Public Instruction:

Thank you for your committed leadership during these challenging times. We are partnering with you on an historic transformation of our education system to maintain care, connection and continuity of learning for our students.

How We Got To This Moment

Let's consider the shifts over the course of just the last two weeks (one of them spring break) for our children, families, and educators:

On March 12th we learned that our children would lose seven school days. On March 17th we learned that our children would miss over a month of school. Today we know there is a very real potential that our students, like in many other

states, may not return to school this academic year.

We started with the idea that our children would miss a few days of school and that some days might be made up in the summer ? something that is normal in Oregon which regularly encounters snow days and forest fires that close schools for a few days each year.

Then, to slow the spread of COVID-19 and protect our students and educators, Governor Brown issued executive order 20-08 that closed schools through April 28. This order also called on schools to deliver, "supplemental education and learning supports to students to the extent practical through independent study and other appropriate options." This was intended to be a reasonable and essential solution to ensure there was continued learning through a short-term closure.

How We Are Evolving

Our state's response to COVID-19 has responsibly and necessarily evolved with the use of data and knowledge of effective suppression measures. We now have a moral imperative to meet the changing nature of the pandemic and evolve our approach to serving our children.

As we continue the effective measures of Governor Brown's "Stay Home, Save Lives" order, we also foresee the strong possibility that our students may not come back through our school house doors this academic year. This calls for a shift from providing supplementary education to a formidable effort to provide Distance Learning for All.

Of course, education without face-to-face interaction between students and teachers will look and feel different and cannot be fully replicated across a distance. It will not and cannot happen overnight. We need the grace and patience of our state's leaders, our communities, our families, and our educators as we learn together to move powerfully to ensure care, connection and continuity of learning happen in entirely new ways for our students.

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