ELLENDALE PUBLIC SCHOOL DISTANCE LEARNING PLAN 2020-2021
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ELLENDALE PUBLIC SCHOOL
DISTANCE LEARNING PLAN
2020-2021
Ellendale Public School
Board Approved
August 17, 2020EPS DISTANCE LEARNING PLAN
In accordance with the North Dakota K-12 Smart Restart (Fall 2020) and the Governor’s Executive Order
released July 2020, all district distance education plans must meet the purpose of educating our K-12
students and safeguarding the health and safety of student, teachers, staff, families, and the community
at large.
Equity is a critical consideration when designing learning structures. Districts must be intentional to
understand the needs of and to provide support/services to all students with special considerations for
subgroups. Only distance education plans outlining a full continuation of services for all students will be
considered as replacing instructional time.
Please note that this plan is subject to change due to a variety of factors. The Ellendale Public School
District Administrative Team will evaluate the contents of this plan and make updates and changes to
reflect current guidelines from the North Dakota Department of Public Instruction (NDDPI) and the
North Dakota Department of Health (NDDoH). Any changes to the Ellendale Public School District
Distance Learning Plan will be communicated to the Ellendale Public School Board and stakeholders.
Our Mission
To educate and empower ALL to thrive as productive citizens.
Our Vision
Empower ALL to succeed in a student-centered environment that fosters learning and growth. We will
accomplish this by utilizing a standards-referenced curriculum that cultivates 21st Century learning,
technology literacy, and life skills.
Our Values
Collaborative and safe learning environment
Academic opportunities
Respectful relationships
Dedicated and caring staff
Student learning and growth
Our Belief
ALL can succeed.
2I. ATTENDANCE PROCEDURES
Detailed process for determining assurance and adherence to North Dakota K-12 Smart
Restart expectations.
Ellendale Public School is prepared to educate our learners in accordance with the North
Dakota K-12 Smart Restart (Fall 2020) expectations. All actions Ellendale Public School takes
shall balance the North Dakota K-12 Smart Restart guidelines and local conditions. The
school district has created appropriate protocols to meet the expectations of the K-12 Smart
Restart and will continue to monitor these protocols. We will also continue to collaborate
with the North Dakota Department of Public Instruction (NDDPI), North Dakota Department
of Health (NDDoH), North Dakota Counsel of Educational Leaders (NDCEL), Dickey County
Health District, Dickey County Emergency Management, local clinics and medical facilities,
and the city of Ellendale.
How will the school district ensure that all students have access to an educator?
Ellendale Elementary Teachers in grades K-3 will be responsible to provide learning
opportunities for their homeroom students. They will present activities that incorporate
learning and application in all content areas. In cases where students normally receive
instruction from different teachers (MTSS), teachers will partake in collaboration time to
prepare appropriate instruction based on individual student needs with input from all
team instructors.
1. When possible, we will try to offer cross-curricular learning opportunities
2. Reading, writing, and math will be a priority.
3. Devices will be available to families. EPS has 1:1 device capabilities.
4. Expectations will be realistic and activities will be meaningful.
5. Teachers will be available for support during the hours that school is normally in
session (phone, email, video conference, etc.). If teachers so choose, they will
also be available during extended hours.
6. All modifications and accommodations normally afforded for IEP, 504, and EL
students will be recognized and offered.
7. Teacher teams are organized into PLC groups. Each group will submit weekly
plans in a shared Google Drive folder to the Elementary Principal.
Ellendale Elementary Teachers in grades 4-6 teach in a departmentalized structure. They
will be responsible to provide learning opportunities for the students they would normally
teach during the normal school day. They will present activities that incorporate learning
and application in individual content areas and will also strive to offer activities that
incorporate all content areas together. Teachers will partake in team determined
3collaboration planning time to prepare appropriate instruction based on individual
student needs with input from all team instructors.
1. When possible, we will try to offer cross-curricular learning opportunities.
2. Devices will be available to families. EPS has 1:1 device capabilities.
3. Expectations will be realistic and activities will be meaningful.
4. Teachers will be available for support during the hours that school is normally in
session (phone, email, video conference, etc.). If teachers so choose, they will
also be available during extended hours.
5. All modifications and accommodations normally afforded for IEP, 504, and EL
students will be recognized and offered.
6. Teacher teams are organized into PLC groups. Each group will submit weekly
plans in a shared Google Drive folder to the Elementary Principal.
7. As we scaffold delivery, we will scaffold the learning opportunities available.
Elementary students do not take their devices home under normal circumstances.
However, given the potential for prolonged closure of schools the devices may be sent
home with students and assignments will be posted online. The students can complete
the work either electronically or on paper to turn in to the teacher by special
arrangement. Teachers will be available during the regular school day to support student
learning and answer any questions. During a portion of the school day, teachers will be
working collaboratively to create learning opportunities and may not be available to
students.
Special Education and 504 students will be provided the accommodations and
modifications as outlined in their IEP or 504 document. Special education teachers will
work with regular education teachers to determine appropriate modifications for any
electronic/home based learning materials. These assignments may include general
education teacher assignment, or it could be something completely different related to
one of the student’s goals. All teachers and co-teachers will be available during the school
day to support student learning and answer any questions. During a portion of the school
day, special education teachers will be working collaboratively with general education and
Title/MTSS teachers. Special education teachers and paraprofessionals will also
continually monitor to make sure IEP accommodations are met.
In grades 7-12, teachers will work individually or in grade-level teams to develop
engaging, standards-based lessons.
1. Teachers may offer cross-curricular learning opportunities in content and/or
grade level teams.
2. Students have access to materials in a variety of formats (i.e., online offerings,
book pick-up times, etc.).
43. Devices will be available to families. EPS has 1:1 device capabilities.
4. Expectations will be realistic and activities will be meaningful. Quality over
quantity will be encouraged.
5. The initial focus will be on building relationship via the online platform and then
transition to rigorous opportunities for learning.
6. Teachers will be available for support during the hours that school is normally in
session (phone, email, Schoology, video conference, etc.). If teachers so choose,
they will also be available during extended hours.
7. All modifications and accommodations normally afforded for IEP, 504, and EL
students will be recognized and offered.
All 7-12 student have school issued devices (EPS is a 1:1 district). The students can
complete the work either electronically or on paper to turn in to the teacher by special
arrangement. Teachers will be available from 8:35-3:25 to support student learning and
answer any questions.
Special Education and 504 students will be provided the same accommodations and
modifications outlined in their IEP. Special education teachers will work with regular
education teachers to determine appropriate modification for any electronic/
homebased learning materials. These assignments may include general education
teacher assignment, or it could be something completely different related to one of the
student’s goals. All teachers and paraprofessionals will be available from (8:35-3:25) to
support student learning and answer any questions.
Maple River Colony Teachers in grades K-8 will be responsible to provide learning
opportunities for their students. They will present activities that incorporate learning
and application in all content areas. In cases where students normally receive
instruction from different teachers (EL), teachers will partake in collaboration time to
prepare appropriate instruction based on individual student needs with input from all
team instructors.
1. When possible, we will try to offer cross-curricular learning opportunities.
2. Reading, writing, and math will be a priority.
3. By choice, Maple River Colony Governance does not allow internet access into
their homes as it is not culturally acceptable.
4. Students will complete paper/pencil work via correspondence. Assignments
will be delivered and picked up daily.
5. Expectations will be realistic and activities will be meaningful.
6. Teachers will be available for support during the hours that school is normally
in session via telephone. Video conferencing will also be explored as an option.
5Additional communication between the school and home will happen via
journals.
7. All modifications and accommodations normally afforded for IEP, 504, and EL
students will be recognized and offered.
8. Teacher teams are organized into PLC groups. Each group will submit weekly
plans in a shared Google Drive Folder to the Elementary Principal.
Detailed process for how districts will track participation and attendance for all students
attending remotely, whether full time or intermittently.
During an extended school closure, student engagement in learning opportunities is
critical to student’s continued academic growth. Attendance shall be monitored by
teachers through student logins in asynchronous learning experiences and
participation in synchronous learning experiences (when available). Assignment
completion may also be used to verify participation and attendance.
Any student demonstrating prolonged absence or disengagement is a cause for
concern. Teachers, the counselor, or administration shall contact that student’s
guardian to seek input and assist them as needed to ensure student participation.
Teachers are required to log their communication with students and share
documentations with respective principals.
6II. EDUCATIONAL STAFF EXPECTATIONS
Detailed job expectations regarding duties in a distance learning environment.
Educational staff expectations are detailed in Ellendale Public School District
ACAA-AR Telework Procedures.
Purpose
These guidelines outline procedures for eligible employees to telework on a temporary
basis, when the Superintendent has determined that schools, offices, or school property
must be closed due to hazardous weather conditions, an epidemic, or other unexpected or
extraordinary circumstances. Teleworking is not an entitlement. It is an option that allows
employees to complete their duties and responsibilities from a location other than their
assigned school or office.
Eligibility
The Superintendent shall determine telework eligibility and work functions of district
employees during the telework period. Not all district positions may be eligible to telework.
Work Location
The employee’s remote location must be free of distractions. The employee must be
accessible by email, phone or other technological means during work hours. Employees are
required to attend meetings in person when directed by their supervisor.
Guidelines for Telework
The employment relationship for an employee teleworking stays the same as for employees
working on-site. Compensation does not change, and employees are expected to follow
existing job requirements, contracts, district policies and procedures, and all expectations
that are in effect on school property. Teleworking employees shall:
1. Be available by phone and e-mail during normal work hours. Absences (including
unavailability during work hours) must be pre-approved.
2. Promptly notify their supervisor when unable to perform work assignments due to
illness, equipment failure, or other unforeseen circumstances.
3. Alter their schedule to attend mandatory meetings or other situations needing a
physical presence and/or as needed by the supervisor. For overtime eligible
employees, certain activities, such as travel to and from required meetings that
occur during scheduled work time, are included as hours worked.
4. Report, at once, to the supervisor any work-related injuries that occur in the
alternative work location during work hours. Teleworking employees are covered by
workers’ compensation for job-related injuries that occur in the course and scope of
employment.
5. Maintain and protect equipment on loan from the district. Equipment on loan shall
7be used for work-related purposes only and use is governed by the district’s
Acceptable Use Policy (ACDA).
6. Protect all data and ensure compliance with all regulations regarding confidentiality of
materials. Records generated or accessed during teleworking remain subject to
applicable open records laws.
Supervisors shall regularly check employee compliance with the teleworking procedure,
relevant policies and guidelines, performance standards, expectations for work products,
productivity and time accountability. An employee’s performance when teleworking shall be
monitored in the same manner as employees at their assigned school or office.
Commitments on delivery of employee support services including, but not limited to the
following:
o Human resource policies:
Ellendale Public School will adhere to the Families First Coronavirus Response Act
(FFCRA). The FFCRA requires certain employers to provide employees with paid sick
leave or expanded family and medical leave for specified reasons related to COVID-
19. The Department of Labor’s Wage and Hour Division administers and enforces
the new law’s paid leave requirements. These provision will apply from the
effective date through December 31, 2020. For more information, contact the
Ellendale Public School Business Manager.
o Professional development opportunities:
Ellendale Public School District has implemented and sustained a one-to-one
technology initiative for nearly a decade. This initiative has allowed each child to
have a device. Since the onset of this 1:1 initiative, teachers have been participating
in professional development centered on technology integration. Our technology
department has already provided training for online platforms such as SeeSaw and
Schoology.
Since the spring of 2020, teachers have engaged in professional development on
transitioning to distance learning. In March, teachers worked collaborative around
building their distance learning curriculum. During the summer all teachers
participated in Schoology training. Additional professional development
opportunities will be provided during back to school professional development in
the fall of 2020. Moving forward, we are planning to partner with our local REA and
Virtual Learning Consortium for ongoing teacher support for distance learning.
The technology department will be available by phone, email, and video conference
in the event of a school closure.
8o Regular communication and opportunities for input with district/school administration
and colleagues:
In the event of an extended school closure, regular communication opportunities
will be made available through virtual Professional Learning Communities (PLCs) and
committee meetings (Professional Development Committee, Emergency Response
Team, etc.).
9III. HIGH-QUALITY, EFFECTIVE, STANDRDS-BASED EDUCATION
Plans and examples of how the school district will provide substantive distance learning such
as a description of models of instruction, methods of content delivery, and a process for
monitoring learning, including, but not limited to the following:
o Student access to devices, if necessary
Ellendale Public School has had 1:1 device connectivity for nearly a decade, so the
technology infrastructure is already in place for distance learning. In the event that
devices need to be distributed to families, a deployment schedule will be created.
For example:
Last Name Pick Up Option 1 Pick Up Option 2
A-D 9:30 - 10:30 AM 4:30 - 5:30 PM
E-K 10:30 AM - 12:00 PM 4:30 - 5:30 PM
L-P 12:45 - 1:45 PM 6:00 - 7:00 PM
Q-Z 2:00 - 3:00 PM 6:00 - 7:00 PM
o Student access to reliable, high-speed internet, if necessary
Dickey Rural Networks (DRN) is a reliable, high-speed internet provider in our
community. Ellendale Public School will work with DRN to provide Internet service
to families that need it during a prolonged school closure. Alternative instruction
formats will be provided for students whose family refuses free Internet or the use
of school devices.
o Student access to assistive technology and/or appropriate device(s) to meet needs, if
necessary
Special Education and 504 students will be provided the same accommodations and
modifications outlined in their IEP. Special education teachers will work with regular
education teachers to determine appropriate modification for any distance learning
materials. These assignments may include general education teacher assignments,
or it could be something completely different related to one of the students’ goals.
o Communication and support to all families, including those families whose native
language is not English
Ellendale Public School will provide regular and routine updates via the current
notification system. Technology support resources will be shared with parents.
10o Exposure to high-quality, standards-based skills and content
For grade K-3, emphasis of instruction from our highly qualified instructors will be
placed on reading, writing, and math with opportunities to apply skills and
knowledge in other content areas. Our school is committed to offering personalized
learning opportunities, teachers will adjust time, pace, and means of learning based
on our data gained throughout the school year. Our school uses standards based
instruction, assessment, and reporting which allows us to focus on individual
student needs.
For grades 4-6, we are a departmentalized school, instruction from our highly
qualified instructors will focus on cross-curricular opportunities to align with our
reading, writing, and math priority. Our school is committed to offering
personalized learning opportunities, teachers will adjust time, pace, and means of
learning based on our data gained throughout the school year. Our school uses
standards based instruction, assessment, and reporting which allows us to focus on
individual student needs.
For Grades 7-12, student engagement and unique needs will be monitored by
teachers in the following ways: assessment monitoring, participation in online
learning platforms, participation in class meetings (video conference), and individual
contact through email/phone. Moreover, students will meet twice a month with
their homeroom mentors.
Ellendale Public School Career and Technology Education (CTE) and Southeast
Region Career and Technology Center (SRCTC) courses are addressed separately
from the High School. These courses include: Technology and Engineering
Education, Family and Consumer Science, and Business Education. These courses
will focus on project based learning opportunities.
o Academic progress monitoring and provisions for instructional support (including
assessment and evaluation of work)
Teachers at Ellendale Elementary and Maple River Colony will continually monitor
participation, quality of work submitted, and will provide feedback to students and
parents. Through the use of selected online learning programming, teachers at
Ellendale Elementary will be able to monitor progress, provide support, and adjust
instructional needs for each individual student. Teachers at Maple River Colony will
monitor progress, provide support, and adjust instructional needs without the use
of online learning.
Teachers at Ellendale High School will utilize numerous resources to align state
standards to content and assessments. Students will be able to access these
materials through online platforms, along with various websites. Grade-level
content will be adjusted and personalized for students based upon their unique
needs. Progress monitoring will occur through various means which include:
assignment completion, participation in video conference meetings and discussions,
quality of completed work, etc. Teachers will provide support/feedback, adjust
11instruction, and continue assessing the learning of our students. Teachers will
intensify interactions with those students who need additional assistance.
PowerSchool will continue to be utilized for grade reporting for our 7-12th students
and parents.
12IV. ENSURING EQUITABLE SERVICES
School districts must include provisions for addressing the unique needs of all grade levels, classes,
and courses as well as address processes for ensuring both equity and access to high-quality, age-
appropriate instruction at each level to ensure full continuity of the regular school experience. All
plans should including the following:
Special Education Considerations – Individual Educational Plans (IEPs) and 504s:
All educational decision for students with IEPs must be made on an individual basis and be
consistent with the Individuals with Disabilities Act (IDEA) and the North Dakota Department
of Instruction’s Office of Special Education guidelines. More information regarding Special
Education can be found online.
o Procedures for ensuring each student on an IEP or a 504 plan is continued while
maintaining student and staff safety.
Ellendale Public School is a member of the James River Special Education Cooperative. In
partnership with James River Valley, Ellendale Public School Teachers will ensure each student
on and IEP or 504 plan is provided services.
Case managers will review each student’s goal(s) and objective(s) on current IEP and create
deliverables. Special education teachers will be working in coordination with the general
education teacher to ensure materials meet the goals and objectives of each student and
provide accommodations and modifications, as needed for general education content.
Teachers are encouraged to supplement any materials with online resources.
Case managers will be available through virtual meeting hours. During this time, case
managers will be accessible to support families and students. This may be done through
telephone, teleconference or any online platform. IEP meetings will be scheduled through
virtual methods. In addition, all case managers will meet with each family they case manage a
minimum, but not limited to, one hour per week using virtual methods.
Necessary meetings, such as the annual IEP meeting, will continue to be held virtually. Case
managers will communicate with families throughout the school closure and prior to the
beginning of distance/virtual learning instruction, during instruction, and when the extended
closure has been completed.
It may be necessary to adjust special education and related services, such as physical therapy,
occupational therapy, and speech services, while students are receiving distance/virtual
learning. Any changes to services will be reflected in the child’s IEP per an individualized
contingency plan. The ability to provide related services will be determined based on school
closures, risk assessments, and student needs.
Upon the completion of the school closure, the district will determine if the closure has
impacted each student. This will be determined through progress monitoring and applying
regression/recoupment measurements. Additional services may be utilized to support the
child’s learning based on those measurements.
13 English Learner Considerations
o Process for the continued identification of English learners within 30 days of the first
day of school or two weeks of enrollment during the school year
Home language surveys will be provided to families that enroll during distance
learning. School personnel will review the Home language survey and educational
records to determine if the student is potentially EL. If necessary, the student will
be given the WIDA screener (online or paper) to determine EL services.
o Process for appropriate scaffolding of instruction for English learners to ensure
accessibility to content
English Learners (EL) will access instruction through distance/virtual methods.
These students will continue to be serviced by the EL instructor through virtual
supports. Additionally, the EL instructor will communicate with the family to
address individual issues. The EL instructor will support the general education
teacher to accommodate, as necessary, for the specific needs of the EL student.
o Process for adapting the language instruction educational program (LIEP) for distance
learning
Case managers will review each student’s goal(s) and objective(s) on current ILPs and create
deliverables. English language teachers will be working in coordination with the general
education teacher to ensure materials meet the goals and objectives of each student and
provide accommodations and modifications, as needed for general education content.
Teachers are encouraged to supplement any materials with online resources.
Case managers will be available through virtual meeting hours. During this time, case
managers will be accessible to support families and students. This may be done through
telephone, teleconference or any online platform. ILP meetings will be scheduled through
virtual methods.
Federal Title Considerations
o Process for appropriate instruction to ensure accessibility to content, dependent on
federal title designation (schoolwide).
Ellendale Elementary School is a Title I Schoolwide program. To ensure equitable
services to these students during the closure, Title I / MTSS teachers will
communicate with classroom teachers to provide additional supports as needed in
general education courses. Title I / MTSS teachers will also provide intervention
services to students in reading and mathematics virtually or online.
14V. SCHOOL COUNSELING SERVICES
Schools must continue to provide school counseling services, even if this is done electronically. School
counselors must still follow all ASCA Ethical Standards for School Counselors. School Counselors
should also work collaboratively with all stakeholders to ensure equity, access and success of all
student whether virtual school counseling is offer synchronously or asynchronously.
Description of plans and examples of how the school district will provide social and emotional
support to students, including counseling services.
Ellendale Public School Counseling services will be made available through individual
appointments, which will include virtual opportunities. The school counselor will have
scheduled office hours and individual sessions to meet with students needing support. The
school counselor will adhere to the ASCA virtual learning guidance and ethics. Online
documents will be shared with families and are available on the school website.
15VI. ASSESSMENT AND GRADING PRACTICES
Description of how the school district will require students to demonstrate ongoing
understanding and growth toward academic proficiency in grade level or advanced grade level
content
Student learning and growth is a core value of Ellendale Public School District. All students
are required to demonstrate ongoing understanding and growth towards the identified
curriculum. We will know that students are making progress towards their learning through
informal assessments of the whole class and formal assessments of individual students.
Additionally, students will be asked to reflect on their learning and track their own progress.
Description of the mechanisms in place for assessing students and assigning grades in
continuation of your school districts grading policies
Teachers will provide support/feedback, adjust instruction, and continue assessing the
learning of our students. Teachers will intensify interactions with those students who need
additional assistance. PowerSchool will continue to be utilized for grade reporting. Some
grading practices and policies may be suspended or modified.
Plans on how the school district will assess student within the first four weeks of the school
year for all students, kindergarten through grade twelve
Ellendale Public School will administer an interim assessment (such as NWEA or STAR) for all
students in grades kindergarten through grade twelve. Ellendale Public School has the
capability to administer the assessment in-person or via distance.
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