Academics

  • The following section describes instructional models, prioritizing standards, academic gaps and interventions, structures and expectations for K-12 hybrid/remote learning, and considerations for supporting diverse learners. Based on guidance from the NYSED, the DOH, and the Governor, the district will determine the instructional model for the 2020-2021 school year. All core and special area courses will follow the specifications of the determined model.

    • Prioritizing Standards and Curriculum
      • The District conducted a curriculum needs assessment throughout the closure period to determine essential standards and skills addressed, as well as those needing reinforcement in the 2020-21 school year. The District focused on prioritizing standards, which creates clarity around what is to be taught and what students should learn next school year. Furthermore, prioritizing the standards fosters efficient planning and more efficient sharing of resources. These analyses identified what is most important for students to know and be able to do, and prioritized our curriculum and teaching around essential standards.

    • Academic Gaps and Interventions
      • The District has established instructional practices and procedures for implementing Districtwide initiatives that address a Response to Intervention (RtI) process applicable to all students. The Clyde-Savannah Central School District will provide appropriate prevention, intervention and/or remediation while ensuring high quality instruction and access to grade level standards for all.
      • Response to intervention is structured as a three-tiered program. Tier 1 provides Prevention through standard-based, high quality, classroom differentiated instruction. Tier 2 provides Intervention through targeted grouping with essential standard focused instruction. Tier 3 provides intervention through smaller groups.

    • Instructional Models (Three instructional models needed to be taken into consideration and planned for accordingly.)
      • In-Person Model
        • In this model, 100% of Staff and students will attend school in the physical building for a full day on each scheduled school day, and instruction will be delivered in traditionally scheduled courses/subject areas with established precautions for maintaining health and safety. Social distancing measures will be in place and masks are to be worn. Using this model, students will be actively involved in the school learning environment.  In addition, instructional programs, for the most part, will maintain their current integrity.

    ***As of the publication date of this reopening plan, the In-Person Model is not feasible due to current social distancing implications.***

    • Hybrid Model
      • In this model, Students will be back in school with an altered schedule to reduce student population within the building. Students would attend school in-person for a portion of a day or a portion of a week, and the rest of the time they will engage in remote instruction. Social distancing measures will be in place, and masks are to be worn.  Using this model, students will be actively involved in the school learning environment in a smaller group setting.  (Ex. Two-Day Rotation Blended Learning – Alternating Days, A/B Week Blended Learning  - Alternating Weeks, Looping Structure, Early/Late Day Staggered Schedules – Half Day On Site, Targeted Remote Learning, By Grade

    The Clyde-Savannah CSD will be implementing a Hybrid Model due to current social distancing guidelines which have been compounded by transportation challenges surrounding social distancing as well.

    • Remote Model
      • In this model, students will not attend school in the physical building. Instruction will be conducted digitally through online methods. The structure of the classes, expectations for students and teachers, and protocols for taking attendance, delivering lessons and instructional materials, assessing student work, and grading/providing feedback will be explained.

    • Structures and Expectations for K-12 Hybrid/Remote Learning
      • A predefined set of structures has been established for hybrid/remote learning. When planning for and delivering instruction, all faculty and staff will follow the expectations outlined below:
        • Systems Management
          • Grades K-12 will use Google Classroom to post assignments, communicate with students and parents, create assessments, and share digital information.
          • A Learning Management System (LMS) is used to plan, deliver, and manage the learning content for Hybrid/Remote instruction. Content is created in other applications and uploaded and organized within the LMS. Learning content may include documents, videos, learning activities, and assessments.
          • All students will be provided with an electronic device.  Grades PK-2 will continue to be issued an iPad while students in grades 3-12 will continue to be issued a Chromebook for in person and remote learning.
          • Portable connections to the internet will be provided for students who do not have an internet connection at home.
          • Keep a regular school schedule with exact times for course/subject area instruction. Times established by PK-5, 6-12 grade level bands.
          • Take attendance for each lesson or course.
        • Communication Protocols for Students and Families
          • Provide clear communication to students and families to share course expectations and online learning participation expectations, including set office hours ( Eagle Hours) and opportunities to collaborate with educators and other students.
          • District welcome letters sent to all students and families including directions for parent access to the Google Classroom Management System.
          • Establish remote classroom materials access for students and families.
          • Provide guidance and ensure all students are able to login to all systems that are a part of the class/course.
          • Setup, test, and troubleshoot hardware in the audio/video enabled meeting space.
          • Communicate tech-help protocol for logistical and technical help.
        • Setting Learning Objectives
          • Establish weekly checklists with clear instructions that can be followed on- or off-site.
          • Create standards-aligned lessons that work toward mastery of the learning targets for instruction in a traditional classroom, adhering to health and safety recommendations.
          • Provide resources for students to create evidence of their knowledge in a variety of formats to demonstrate mastery.
          • Create customized learning pathways, where learning goals and objectives are linked to explicit directions for completion.
          • Ensure targets are being met to provide quality off-site instruction to include regular check ins with students on a daily/weekly/set intervals.
          • Students will be provided with additional time and support for assignments, activities, and assessments in consideration of the diverse home experiences for remote learning.

    Engagement Strategies and Online Tools

    Definition of Terms

    Asynchronous Learning - Asynchronous virtual learning occurs when students work independently on learning activities and assignments. Teachers provide lesson content through written materials and video presentations. Students show what they know by completing interactive learning activities, self-grading and teacher graded assessments, and teacher graded written work and projects.

    Synchronous Learning - Synchronous virtual learning occurs when students join an audio/video enabled meeting space at the same time. This space is greatly enhanced when the meeting space includes an interactive whiteboard, chat, and breakout rooms. This synchronous session may include whole group instruction led by the instructor and small group work amongst the learners. The structure of this session is much like an In Person learning experience.

    • Use video conferencing ( Meet, Zoom,) software for daily live (synchronous) lesson instruction.
      • One way to keep students engaged in the learning process during the lesson is to pose open-ended, higher level thinking questions. Students who may not raise their hand in a face-face classroom may feel more comfortable sharing a response in chat. Students can also ask questions and provide insights during the lesson. ○ Wait time is important when asking questions in the classroom. This gives students time to prepare a response. Wait time is especially important in the virtual classroom.
      • Students may have delays in video and audio feed due to equipment, network, or bandwidth limitations. Students may type or click at different speeds.
    • Online Tool: Interactive Whiteboard
      • During class meetings, instructors can use the whiteboard to keep learners engaged in the material. Design activities that learners must respond to using the whiteboard tools by typing or drawing.
      • Remember that using the whiteboard will be new for most learners. Offer a practice activity to give them the time and opportunity to figure out how the tools work.
    • Recording each video conference lesson (asynchronous) and store the saved file to an easily accessible location for sharing with students.

    Supporting Diverse Learners

    • Special Education-In accordance with the Individuals with Disabilities Education Act (IDEA), each student with a disability has unique needs, and it is the purpose of the education system to ensure every student has access to his/her grade-level standards, making educational progress. The IEP is the roadmap for each student with a disability, including COVID-19 challenging times. It is critical that the IEP team meets and works with the family to jointly determine what works for each student in distance learning, considering accommodations and learning modalities for greatest access.
    • The following are NYS Re-opening guidelines and corresponding action steps for the Clyde-Savannah Central School District:
      • The school reopening plan will address meaningful parent engagement in the parent’s preferred language or mode of communication regarding the provision of services to his/her child to meet the requirements of the IDEA.
      • Technology will be used to translate into home language (Talking Points, website).
      • The school reopening plan will address collaboration between the committees on preschool special education (CPSE) and committees on special education (CSE) and program providers representing the variety of settings where students are served to ensure there is an understanding of the provision of services consistent with the recommendations on individualized education programs (IEPs), plans for monitoring and communicating student progress, and commitment to sharing resources.
      • The Special Education Office will communicate directly with programs, service providers and agencies to ensure that a child’s program and services are provided in a manner consistent with the IEP and the LRE (Least Restrictive Environment).
      • The school reopening plan will ensure access to the necessary accommodations, modifications, supplementary aids and services, and technology (including assistive technology) to meet the unique disability related needs of students.
      • Accommodations, modifications, supplementary aids, services and technology will be accessible to all students and determined on a case-by-case basis, while maintaining the LRE.
      • The school reopening plan will address documenting the programs and services offered and provided to students with disabilities as well as communications with parents, in their preferred language or mode of communication.
      • The Special Education Office will maintain learning plans, service plans, service logs, and parent contact documentation for all students.
      • The Special Education Office will ensure that all outside agencies, programs, and service providers maintain the equivalent plans and documentation.
      • The school reopening plan encourages CPSEs/CSEs to prepare contingency plans to address students’ remote learning needs in the event of potential future intermittent or extended school closures.
      • The Special Education Department will create contingency plans as part of 20-21 learning plans, aligned to the district reopening plan.
      • Students with Disabilities must have equal access to high-quality programs that are designed, based on their individual needs and abilities, to enable them to achieve the desired learning results established for all students. Schools are encouraged to be creative in ensuring that students with disabilities have opportunities for instruction with students without disabilities to the greatest extent possible consistent with their IEP. If providing in-person instruction, schools must ensure that health and safety requirements do not result in the unnecessary separation of students with disabilities from their non-disabled peers.
      • Students with Disabilities will have equivalent access to programs as outlined on their IEP, in line with the LRE and will creatively develop learning plans that provide for students’ needs to the greatest extent possible
      • As schools plan to reopen and make determinations about how students with disabilities will receive access to the LRE, they must consider how that process is documented, including who is involved in making those determinations. Schools should consider how the parent voice in making LRE considerations is documented.
      • Student learning plans will document this, and will include parent voice - documented with service logs.
      • Until schools return to normal operating conditions, the same flexibility with respect to IEP implementation for delivery of services during school closures due to the COVID-19 outbreak continues to apply to the programs and services whether delivered in-person and/or remotely (e.g., flexibility with respect to the mode and/or manner; group or individual sessions; specific group size for related services, frequency, duration and location of related services, and special class size ratio etc.).
      • The Special Education Department  will make case-by-case determinations on how to maximize program and service, in collaboration with parents, teachers, service providers, based on the IEP.
      • Consistent with previously issued OSE guidance, the district will ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student’s IEP. During the 2020-21 school year, due to the health and safety requirements that must be in place when schools resume, schools may not be able to provide all services in the same mode and/or manner they are typically provided. Schools will determine what methods of delivery of services will be utilized to deliver special education programs and services to meet the needs of students with disabilities as they plan for various types of instructional models including in-person and remote learning. When providing remote services, schools will continue to use the information included in OSE’s March 27, 2020 and April 27, 2020 guidance documents.
      • The Special Education Department will make case-by-case determinations on how to maximize program and service, in collaboration with parents, teachers, service providers, based on the IEP.
      • Teachers and service providers must continue to collect data, whether in-person or remotely, and use this data to monitor each student’s progress toward the annual goals and to evaluate the effectiveness of the student’s special education services. Determining student progress is necessary for understanding the student’s present levels of academic achievement and functional performance, and for determining whether, and to what extent, the school closures may have disrupted the student’s learning. Reports of progress to parents may be made via telephone or other electronic means if progress reporting procedures specified in the student’s IEP cannot be met with reasonable efforts.
      • The Special Education Office will maintain learning plans and service plans that include data collection, service plans, service logs, and parent contact documentation for all students.
      • The Special Education Office will ensure that all outside agencies, programs, and service providers maintain the equivalent plans and documentation.
      • In March 2020, NYSED provided guidance in conformance with the federal Office of Special Education Programs (OSEP) that IEPs did not need to be amended as schools converted to online or virtual learning platforms. As the COVID-19 pandemic evolves, CPSE/CSE should prepare for all contingencies and consider plans to address students’ remote learning needs in the event of potential future intermittent or extended school closures.
      • The Special Education Office will make case-by-case determinations on how to maximize program and service, in collaboration with parents, teachers, service providers, based on the IEP, regardless of setting.
      • Virtual CPSE/CSE meetings will be held to discuss significant changes to program or service.
      • Because schools were required to provide FAPE consistent with the need to protect health and safety in the first instance, students may have experienced a loss of skills despite best intentions, efforts and creative solutions when providing educational programs and services. In these circumstances, CPSEs/ CSEs must make an individualized determination whether and to what extent compensatory services are to be provided once school reopens; how those services will be provided in conjunction with the school’s reopening plan and continue if the school must close again over the next school year.
      • CPSE/CSE meetings will be held to determine the need for compensatory program/service, based on updated assessment data that identifies regression in excess of cohort groups, and/or significant regression related to goals/objectives identified on the IEP.
      • Schools will determine how they will process and maintain the additional documentation regarding changing student needs due to the period of remote instruction and a return to a traditional classroom environment after a lengthy period away from in-person instruction.
      • Additional documentation will be captured on the student’s IEP, identifying considerations related to student needs, as a result of remote instruction and tele-therapy (Speech, Occupational and Physical Therapy, and Counseling delivered in a remote setting).
      • This documentation will be captured in service logs separately, then transferred to the IEP prior to any CPSE/CSE meeting.
      • Schools will determine how documentation will be maintained on the instruction and services that were provided to each student so that it may be communicated to the CPSE/CSE for consideration when making any individualized determinations of subsequent student needs, including transition services.
      • Additional documentation will be captured on the students’ IEP, identifying considerations related to student needs, as a result of remote instruction (or lack thereof) and teletherapy.
      • This documentation will be captured in service logs separately, then transferred to the IEP prior to any CPSE/CSE meeting.
      • Schools will consider how formative assessment and ongoing monitoring of student progress will be documented and maintained and how that documentation will be available to the CPSE/ CSE and parents, in their preferred language or mode of communication.
      • We will utilize bi-lingual staff to communicate with families.
      • We will contract with an agency to provide translation for all school-based communication.
      • Technology will be used to translate into home language (Talking Points, website).
      • Schools will maintain documentation of collaboration with parents to develop any contingency remote learning plans that may be implemented during a school closure.
      • The Special Education Office will maintain learning plans and service plans that include data collection, service plans, service logs, and parent contact documentation for all students.
      • Schools will document the ongoing provision of compensatory services to individual students upon the reopening of schools. Documentation will then be available to parents, CPSE/CSE and other relevant parties, in their preferred language or mode of communication.
      • CPSE/CSE meetings will be held to determine the need for compensatory program/service, based on updated assessment data that identifies regression in excess of cohort groups, and/or significant regression related to goals/objectives identified on the IEP.
      • Before referring a student for special education, the district will take into consideration all factors that may have influenced the student’s progress during school closures due to COVID-19. If the school district suspects a student of having a disability, it must refer the student for an initial special education evaluation and obtain parent consent for the evaluation. However, a referral may not be warranted if the reason for underperformance is due to school closures and a change in the provision of education. All parent referrals and requests for referrals by school staff should be considered as usual per the procedures in Commissioner’s Regulations section 200.4(a).
      • The Special Education Office will ensure that all general education supports have been attempted, documented, and data collected before considering a referral to special education.
      • The reopening plan ensures that special education evaluations (i.e., initial and reevaluations) are conducted whether in-person or remotely within required timelines. The use of technology should be considered to meet timelines for evaluations and reevaluations that must be conducted remotely. CPSEs/CSEs should review records to determine which students are due for an initial evaluation or reevaluation and have a plan to address any backlog of evaluations. Schools should continue to follow OSE’s March 27, 2020 and April 27, 2020 guidance for conducting evaluations and reevaluations during the COVID-19 pandemic to meet the special education timelines.
      • Evaluation type, setting, validity, and parent collaboration will determine whether evaluations should occur in person or remotely.
      • Any in-person testing environment will be subject to CDC, NYSDOH, NYSED guidance.
      • The district will develop clear procedures and expectations for CPSEs/CSEs to meet as required including to make eligibility determinations following initial evaluations and to review and, if appropriate, revise each student’s IEP at least annually. When conducting CPSE/CSE meetings, the parent of a student with a disability and a school district may agree to use alternative means of meeting participation requirements, such as video conferences and teleconferences.
      • All CSE/CPSE meetings will held in a format that is aligned to NYSDOH, NYSED and CDC guidelines.
      • The Special Education Department will collaborate with parents to consider the factors involved in determining the setting of CSE/CPSE meetings.
      • Ensuring clear, ongoing, and shared communication and collaboration is critical to ensuring equitable access to special education programs and services and the continued offer of FAPE for students with disabilities. School districts and approved programs serving students with disabilities must collaborate with parents and families to ensure that students continue to be provided FAPE consistent with the need to protect the health and safety of students and their service providers.
      • Various means of communication will be used to connect with parents on a consistent basis to ensure communication regarding their child’s IEP.
      • Working collaboratively and creatively to help ensure there is an understanding of the school’s efforts to provide services consistent with the recommendations on the IEP and monitor student progress; and communicating with parents in their preferred language or mode of communication and documenting outreach efforts.
      • Various means of communication will be used to connect with parents on a consistent basis to ensure communication regarding their child’s IEP.
      • The district will continue to provide the procedural safeguards notice to parents.
      • The district will continue to provide parents with prior written notice in a reasonable time before a change in the identification, evaluation, educational placement or provision of FAPE to the student.
      • The procedural safeguards notice, prior written notice, and CPSE/CSE meeting notice may be provided to the parent by email if the parent elected to receive documents by email.
      • Prior written notice is not required if instruction or related services continue to be provided remotely or through a hybrid model because remote learning and telepractice is considered an alternate mode of instructional delivery and not considered a change in the student’s educational placement. If, however, based on current circumstances, revisions or additions to a student’s IEP need be made to continue to meet the student’s needs while school is closed due to COVID-19, such changes must be made by the CPSE/CSE at a meeting or through a written agreement with the parent to amend the IEP without a meeting (with the expectation that parents must be provided a copy of the document amending the IEP and prior written notice of the proposed changes to the IEP).
      • Email and post office delivery of documentation pertaining to prior written notice will continue, regardless of learning environment.
      • Delivery of procedural safeguards will continue, regardless of learning setting.
      • For those students who are receiving special education programs and services in a charter school, Board of Cooperative Educational Services (BOCES) program, independent or religious school, approved school-age program serving students with disabilities, or for approved preschool special education providers contracted by the county, the district will conduct outreach efforts to remain informed regarding the planned activities for the nature and delivery of instruction and related services and to identify shared resources, materials, and technology that may be available to students, as appropriate.
      • The Special Education Office will ensure that all outside agencies, programs, and service providers maintain the equivalent plans and documentation.
      • The Special Education office will collaborate and communicate with outside programs and service providers to ensure all C-S students are provided FAPE (Free and Appropriate Public Education).
      • Schools must review their instructional practices to plan for the necessary accommodations and modifications for students with disabilities to progress in the general education curriculum. Accommodations are alterations in the way tasks and/or assignments are presented. Modifications are changes in what students are expected to learn. Both accommodations and modifications ensure equity and access to the general education curriculum in consideration of a student’s unique disability related needs.
      • The Special Education Office will maintain learning plans and service plans that include data collection, service plans, service logs, and parent contact documentation for all students that will include all learning environments (remote, hybrid, in-person).
      • Supplementary aids and services are aids, services, and other supports that are provided in regular education classes, other education-related settings and in extracurricular and nonacademic settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate in accordance with the least restrictive environment. Schools must ensure students with disabilities have access to supplementary aids and services to meet their unique instructional and social emotional needs.
      • The Special Education office will maintain learning plans and service plans that include data collection, service plans, service logs, and parent contact documentation for all students that will include all learning environments (remote, hybrid, in-person).

    • PPE and Social Distancing Procedures
      • Teachers and teacher aides need to wear facial coverings at all times when working with students who are unable or unwilling to wear face coverings for medical or programmatic reasons. Some teachers may need face coverings that have a clear opening in order to see their mouths during instruction. If teachers are scheduled to work with students who spit, they will be provided with a face shield in addition to face coverings. When an individual student is unable to wear a mask and/or social distance due to a disability and/or medical condition, the staff/teacher will be expected to follow the PPE guidelines outlined in this plan while working with the student.  The student will be provided instruction and accommodations to increase tolerance to wear a mask and understanding of PPE guidelines (i.e. social stories, visual cues, verbal prompting, behavior reinforcement plan, etc.).   If a student requires a break due to sensory or behavioral concerns, a room/area will be provided in accordance with appropriate social distancing and PPE requirements will be implemented. The student will be monitored by an appropriate number of staff to ensure safety.

    • Maintaining Inclusive Practices and Least Restrictive Environment
      • To maintain inclusive practices, any student integrated into general education settings will be included in the same grade level class and pulled out for core academics with the same students receiving special ed services in that general ed class. The students will be required to follow the PPE requirements and practice social distancing when moving from classroom to classroom. IEP services will be provided in accordance with the IEP while following PPE and social distancing guidelines.   Should any changes be necessary to follow the guidelines, the general education teacher, special education teacher, related service providers, and families will discuss the student's individual needs and agree to a prioritized set of services that provide access to the curriculum and enable progress towards IEP goals. In a hybrid or remote model, families and staff will discuss and agree to a set of prioritized services to be delivered based on each setting.

    • Evaluations
      • We will continue to identify, locate, and evaluate students suspected of having a disability and needing special education and related services. Some evaluation procedures can be completed in remote learning situations.  Some evaluations require in-person contact with students or observations of students in school settings.  We will conduct evaluations remotely and/or in person while adhering to public health guidelines for the safety of students and staff.

    • Accommodations and Modifications
      • Accommodations and modifications can be provided regardless of the educational setting. General and special education teachers will continue to collaborate in determining the appropriateness and success of a student’s unique accommodations and modifications.  The IEP Team (general education teacher(s), special education teacher(s), related service providers, and families), will work collaboratively to identify alternative solutions if it believes an accommodation or modification is not appropriate or successful in a particular setting.

    • Individualized Education Program (IEP) Meetings
      • We are committed to providing families an opportunity to have meaningful participation in the special education process. Whether in-person or an alternative format, such as videoconferencing or by phone, Special Education teams will partner with families to determine the most practical format to conduct IEP meetings and arrange for an interpreter if necessary.

    • Progress Monitoring and Reporting Special Education
      • Teams will continue to use consistent data collection and service log procedures across all learning environments (in-school, hybrid, or remote). Collecting data and tracking the provision of services will assist educators and families in determining the effectiveness of instruction provided, student performance on IEP goals/objectives, and assist IEP teams in making the necessary adjustments to instruction.  Periodic reports on the progress the child is making towards meeting the annual goals will continue to be provided.

    Bilingual Education and World Languages
    The spring 2020 COVID-19 crisis was extremely challenging for all students, but created particular difficulties for our most vulnerable students, including English Language Learners (ELLs). Our school reopening plan addresses the special needs of ELLs, and that all communications with ELL students and their families be in their preferred language and mode of communication. Clyde-Savannah CSD is mindful and in compliance with the legal requirements and proactively addresses inequities, including, to the greatest extent feasible, providing support and instruction to all parents/guardians regarding the use of technology in their preferred language of communication. We will continue to provide ELLS with the supports needed to close the potential learning loss that may have been a result of the school closures due to COVID-19.

    As part of our reopening plan for in-person or hybrid instruction, CSCSD will complete the ELL identification process within 30 school days of the start of the school year for all students who enrolled during COVID-19 school closures in 2019-20, as well as all students who enroll during summer of 2020 and during the first 20 school days of the 2020-21 school year. After this 20 day flexibility period, identification of ELLs will resume for all students within the required 10 school days of initial enrollment as required by Commissioner’s Regulations Part 154. Provision of required instructional Units of Study will be provided to all ELLs based on their most recently measured English language proficiency level during in-person or hybrid instruction. We will maintain regular communication with the parents/guardians and other family members of ELLs to ensure that they are engaged in their children’s education during the reopening process and pro- vide all communications for parents/guardians of ELLs in their preferred language and mode of communication

    • Units of Study for English as a New Language (ENL) and Transitional Bilingual Education (BE) Programs
      • All ELLs will be provided the required instructional Units of Study in their ENL or BE program based on their most recently measured English language proficiency level as evidenced in their most recent NYSESLAT or their NYSITELL assessment during in-person or hybrid learning. Former ELLs at the Commanding level of proficiency within two years of exiting ELL status are to continue receiving Former ELL services in the form of Integrated ENL or other Former ELL services approved by the Commissioner under Part 154-2.3(h) during in-person or hybrid learning.
      • The District and schools will review the proficiency of students who are entering their third year as a Former ELL at the Commanding level of proficiency in 2020-21 (students who achieved Commanding on the 2018 administration of the NYSESLAT) and provide these students with supplemental Former ELLs services as they deem appropriate.

    • Communications and Language Access
      • All communications for parents/guardians of ELLs will be in their preferred language and mode of communication. Language access obligations under federal and state law – including but not limited to those pursuant to Part 154 – have remained in effect throughout school closures, and schools continue to have the responsibility to ensure that parents/guardians of ELLs/MLLS receive access and information available to other parents in the language or mode of communication they best understand.
      • The district will, to the greatest extent possible, provide interpretation and translation through a qualified interpreter/translator in the languages most commonly spoken in the district, and at a minimum in those languages spoken by a large number and percentage of ELLs.

    • Continuity of ELL services
      • ENL teachers will continue to provide appropriate instruction and support to all students with English language acquisition needs. For students unable to attend school, Clyde-Savannah CSD will strive to provide remote ELL services to the greatest extent possible, including targeted and scaffolded instruction and support. Teachers will utilize each student’s level of language proficiency to design instruction with appropriate scaffolds that support continuity of learning and take individual students’ levels of language proficiency into account as instruction is planned with the appropriate scaffolds. ENL teachers, as well as content area teachers co-teaching with ENL teachers in Integrated ENL courses, will provide instruction and support to all ELLs in their classes, as well as remotely. ENL and content area teachers will work collaboratively to address the needs of all the ELLs they are teaching, including differentiating grade level materials and instruction.