Lincoln-Way Area Special Education Joint Agreement District #843 - Lincoln-Way Area Special ...
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Lincoln-Way Area Special Education
Joint Agreement District #843
S ARAH R EXROAD
D IRECTOR
e-Learning Program/Remote Learning Plan
Initially ROE Verified on: March 23, 2020
Revised on: April 3, 2020
Revised on: May 22, 2020
Work Provision: Short-Term Plan
All students will be provided packets of educational materials and activities that are
developmentally appropriate for their individualized educational needs. Students will require
various levels of assistance with the completion of tasks that have been selected for them.
Activities included are not only academic, but may contain materials for development of
communication skills, social emotional skills, transition skills, as well as, fine and gross motor
skills. We encourage students to practice daily living skills during this time such as the
completion of household chores, a self-care routine, and activities to provide physical activity
such as stretches or yoga. Additionally, students can work on social skills and communication
skills through participation in games that require turn-taking, having conversations with others,
etc. We know that many of our students benefit from structure and some have difficulty with
transitions. It is recommended that parents work with staff to develop a schedule or routine to
keep a student engaged.
Work Provision: Long-Term Plan
Students enrolled at the Mackay Education Center and Pioneer Grove Educational
Center will be provided with most work electronically that is appropriate for their individual
needs and course schedules. Paper packets can be created on an individual basis. Students
will require various levels of assistance with the completion of tasks that have been selected
for them. Activities included are not only academic, but may contain materials for development
of communication skills, social emotional skills, transition skills, as well as, fine and gross
motor skills. We encourage students to practice daily living skills during this time such as the
completion of household chores, a self-care routine, and activities to provide physical activity
such as stretches or yoga. Additionally, students can work on social skills and communication
601 W ILLOW S TREET F RANKFORT , IL 60423 P HONE : (815)806-4600 F AX : (815)806-4601
S ERVING : M ANHATTAN D ISTRICT #114 ~ FRANKFORT D ISTRICT #157 C ~ M OKENA D ISTRICT #159 ~ S UMMIT H ILL D ISTRICT #161 ~ L INCOLN-W AY D ISTRICT #210skills through participation in games that require turn-taking, having conversations with others,
etc. We know that many of our students benefit from structure and some have difficulty with
transitions. It is recommended that parents work with staff to develop a schedule or routine to
keep a student engaged.
The Mackay Center and Pioneer Grove students will be set-up with a Microsoft 365
accounts that provide access to all web-based Microsoft products including email, Word,
Excel, Teams, Classroom Notebook, etc. All District #843 staff, including Teachers and
Related Service Providers, already have Microsoft 365 accounts and would be able to do
individual chats, group chats, and provide materials/instruction/services to students assigned
to their caseload through the use of Microsoft Teams or Classroom Notebooks. The student
email login and password information has been mailed to the house via USPS and can be sent
out individually through parent email.
Students enrolled in SELF, housed in Mokena District #159, will be provided work
electronically that is appropriate for each student’s individual needs and course schedules.
These students and staff utilize Google. Google Classroom and Google Meet will be used to
push out instruction, materials, and related service activities. A weekly schedule will be
provided to families to create structure for the assignments given.
All District #843 Teaching and Related Service Staff will maintain logs of communication
and services provided via a district created documentation form. The documentation form will
be devised for each student and maintained as a student record. Additionally, parent
communication and Medicaid services will be logged within EasyIEP for each student/service
provision.
Parent feedback was solicited for all District #843 families regarding how they felt
remote learning was assisting their students thus far, what technology needs they may have
yet in their homes and support they may otherwise need for remote learning during this time.
Multiple correspondences were sent in attempt to find out which families needed laptops in
their homes. Many connections were made to provide families with free laptops with ATEN,
through Infinitec Southwest. Presently, District #843 is working with Xfinity-Comcast to provide
internet via hotspot for in home use to staff and students. District #843 has access to
GoToMeeting to conduct conferences and to meet IEP mandates. Consideration for other
assistive technology needs would be on an individual basis and could include switches, eye
gaze, iPads, speech-to-text devices, voice output devices, etc. The Teaching and Related
Service Staff will make administration aware of needs as these are identified by the parent
and/or staff.
2 of 11Curriculum Accessibility:
Curriculum was initially disbursed utilizing paper packets with some provision via
internet or electronic means from March 17th through March 27th. Spring break occurred
between March 30th and April 3rd. Effective April 7th, curriculum has been set-up to be
provided via email or electronic means. However, paper packets of appropriate materials can
be provided upon request. Individualized login and password information has been provided,
as applicable to a child’s program. District #843 has worked with Xfinity-Comcast to provide
internet via hotspot for in home use to staff and students. District #843 is working with
Infinitec/ATEN to acquire refurbished laptops for students in their homes. Consideration for
other assistive technology needs is determined on an individual basis and could include
switches, eye gaze, iPads, speech-to-text devices, voice output devices, etc.
Resources: The following online resources would be available to students, as appropriate:
Acellus online courses for grades K-12
Eureka Math
Google
IXL: Math, Language Arts, Science and Social Studies
Journeys
Lexia
Microsoft Office Suite
National Geographic Kids
Scholastic
Teach Town
Unique Learning
Zearn
Appropriate Learning for Special Needs:
All materials will be selected by the Teacher and Related Service Providers including
Speech Language Pathologists, Social Workers, Behavior Specialists, Occupational and
Physical Therapists, and Itinerant staff. Materials are developmentally appropriate and
selected to address individualized educational needs. Opportunities for parental input will be
provided through regular communication between parents and District #843 staff. Using the
3 of 11guidance of ISBE, the instructional day will be adjusted dependent on grade level and the
individual needs of a child.
Notice to Parents:
Parents will receive correspondence from the District through multiple means.
Communication will be shared through the Student Information System and from staff directly
via email, announcements will be posted on the District #843 website: www.lwase843.org,
automated messages will be sent through Blackboard Connect, additional information and
materials can be sent through the US mail, and communication may also occur via phone call
or video conferencing platforms. The program administrator will provide additional instructions
as it pertains to each program.
Staff and Student Training:
Staff and students were initially trained via face to face meetings on 3/13/2020 and
3/16/2020. Staff participated in online Microsoft Teams training on 3/20/2020. Additional
instructions were provided through written correspondence and phone calls to those who were
absent. Staff have been provided additional guidance through emails from administration.
Parents and students have been provided directions for how to access various online materials
that often include screen shots. Ongoing questions about their e-Learning materials can be
addressed through contact with staff using email at [first initial][lastname]@lwase843.org or by
calling (815)806-4600.
Staff Access to Materials:
Staff initially created paper packets for students and have access to a master set of
materials via a OneDrive account setup at learning@lwase843.org. Staff have access to
online curriculum and resources. They are able to share these with students through the use
of Microsoft Outlook, Teams, Classroom Notebooks, or Google Classroom. District #843
Administrators will be available to assist with the provision of additional materials, as needed.
Access to Staff for Parents/Students:
Teachers and Related Service Providers will be expected to monitor District provided
emails at least two times per day. During a long-term closure occur, staff are available
between the hours of 9:00 and 2:00, as agreed upon with the LWASEA and LWASPO.
Teachers and Related Service Staff are to coordinate communication with students and
families via email, phone call or video chat weekly. Teachers should have a daily schedule
4 of 11that includes instruction/provision of instructional materials, emails, phone calls, video
conferencing, etc. Related Service Providers are to make a minimum of one personal contact
via email, phone call or video chat with each student on their caseload per week.
Parents/Students can contact staff using email at [first initial][lastname]@lwase843.org or by
calling (815)806-4600. Administration will be available via email or can be located by calling
their office extension or cell phone.
Transition to Return to On-Site Learning:
Staff at the Mackay Education Center and the Pioneer Grove Educational Center will
utilize one Remote Learning Planning day to allow staff to transition back to on-site learning.
This day will be used to review the student’s present level of performance and to prioritize
learning objectives for the remainder of the school year. In addition, staff will orchestrate the
return of devices, medications, etc. from the home back to the school setting to ensure
students have what they need upon return.
Staff within the SELF program will transition per the plan of Mokena Elementary School
District #159. The SELF Supervisor will be responsible for communication with SELF staff and
families.
5 of 11Mackay Education Center
Academic Delivery Model for E-Learning or Remote Learning:
Microsoft Teams will be used with teachers setting up a suggested schedule with
students to virtually attend class and/or have access to staff. Instruction will be aligned to the
Illinois Learning Standards. Other options can be provided to students on a weekly or bi-
weekly schedule if utilizing Microsoft Teams is not an option.
Students will be assigned academic courses they were enrolled in prior to the
implementation of remote learning. Related service providers will continue to provide services
through the provision of appropriate materials and activities for the home, as well as through
personal contact via phone or video chat.
Student Attendance:
Staff will keep attendance working with the program secretary on a daily basis based
upon student participation while remote learning. Parents can call in to report a student’s
absence as they usually would if a student will not be participating on a day to day basis.
Grades:
Grades for the current term will continue to be recorded in Tyler. Students grades will
not fall any lower than prior to the school closure. If a student was failing prior to the closure,
and did not participate during the closure months, the failing grade may be issued.
IEP Goals and Objectives:
During remote learning student’s IEP goals and objectives, accommodations and
modifications will all be taken into consideration as instruction is planned for and delivered. If
you are finding that you have a need that is not normally present with face to face instruction,
please let your teacher know. Social-emotional learning strategies are integral to students’
learning and well-being. This pandemic can exacerbate some of those needs. Teachers will
collaborate with the students’ social workers in order to work on activities that support students
with stress/anxiety reduction and other SEL activities. Social work and transition programming
will be the focus of student’s typical lunch/resource periods and the “teachers” of those classes
include the social workers.
6 of 11When Planning, Mackay Teachers Will Be Considering:
Students may have:
• Multiple classes
• Other responsibilities
• Personal or family illness
• Limited access to devices and internet
• Difficulty focusing due to added stress & possible trauma related to the ever changing
situation
• Limited English language support from family members at home
• Different schedules of students/instructors/schools/break/holidays/work
Suggested Student Schedule for E-Learning or Remote Learning:
While we understand students will not all be working at a specific time during the day,
teachers will follow the below suggested timelines while planning for student work:
Period Time Break
1st 9:00-9:20 10 minutes
2nd 9:30-9:50 10 minutes
3rd 10:00-10:20 10 minutes
4th 10:30-10:50 10 minutes
5th 11:00-11:20 10 minutes
6th 11:30-11:50 10 minutes
7th 12:00-12:20 10 minutes
Related Service Delivery Model E- Learning or Remote Learning:
Related Service Staff will create a weekly and daily schedule to provide individual or
group therapy.
Related Services Service Delivery Needs/Avenue
Social Work Individual/Group Technology Device, Webcam, Wi-Fi,
Weekly Microsoft Outlook, Microsoft Team,
Video Conference, Email, Phone
Speech, Occupational Individual/Group Technology Device, Webcam, Wi-Fi,
Therapist, Physical Weekly Microsoft Outlook, Microsoft Team,
Therapist, Vision & Hearing Video Conference, Email, Phone
Itinerant
7 of 11Pioneer Grove Educational Center
Multi-Needs (MN), Adapted Individualized Methods (AIM), Self-Contained Individualized Life
Skills Program (SCILS), Supported Opportunities for Life Skills and Readiness Program
(SOAR)
Teacher Academic Delivery Model for E-Learning or Remote Learning:
Teacher will create packets for individual students in the content areas of Math,
Language Arts, Science & Social Studies. Additional packets can be created on an individual
basis. Teachers will also utilize Microsoft products, Zoom or other district approved video
platforms, and email to send assignments electronically to students. Instruction or live
interaction will happen on an individual basis, and videos or other materials can be shared to
groups of students for virtual instruction in the areas of Math, Language Arts, Science and
Social Studies.
Teachers will have direct contact with the parent/guardian a minimum of three times per
week. They will be responsible for documenting all contacts with parent/guardians and any
support provided to students and their families. A suggested daily schedule of assignments
and activities will be created and shared
Student Attendance:
Parents can call (815)806-4685 to report their child absent should they be unable to
complete their work or participate in Remote Learning due to illness.
Grades:
Grades for the current term will be reported on a pass/incomplete basis.
IEP Goals and Objectives:
The primary focus of teacher instruction, assignments and activities will be directly
related to individualized student IEP goals/objectives aligned with state standards and
individual needs.
Suggested Student Schedule for E-Learning or Remote Learning:
While we understand students will not all be working at a specific time during the day,
teachers will follow the below suggested timelines while planning for student work:
8 of 11Grade Level Minimum Maximum Recommended Length
of Sustained Attention
PreK/EC 20 minutes per day 60 minutes per day 3-5 minutes
K 30 minutes per day 90 minutes per day 3-5- minutes
1-2 45 minutes per day 90 minutes per day 5-10 minutes
3-5 60 minutes per day 120 minutes per day 10-15 minutes
6-8 15 minutes per class 30 minutes per class
or or 1 subject area or class
90 minutes per day 180 minutes per day
9-12 20 minutes per class 45 minutes per class
or or 1 subject area or class
120 minutes per day 270 minutes per day
Related Service Delivery Model E- Learning:
Related Service Staff will create a suggested weekly and daily schedule to provide
individual or group therapy. Related Service staff will have direct contact with the
parent/guardian a minimum of one time per week. They will be responsible for documenting all
contacts with parent/guardians and any support provided to students and their families.
Related Services Service Delivery Needs/Avenue
Social Work Individual Technology Device, Webcam, Wi-Fi,
Weekly Microsoft Outlook, Microsoft Team,
Video Conference, Email, Phone
Speech, Occupational Individual/Group Technology Device, Webcam, Wi-Fi,
Therapist, Physical Weekly Microsoft Outlook, Microsoft Team,
Therapist, Vision & Hearing Video Conference, Email, Phone
Itinerant
9 of 11SOCIAL EMOTIONAL LEARNING FOUNDATIONS K-8
Academic Delivery Model for E-Learning or Remote Learning:
Teachers utilizing Google Classroom to send assignments and videos electronically to
students. A weekly schedule of assignments will be created and shared with individual and
groups of students each Monday morning of each week. Teacher led live instruction will occur
through the use of Google Meet.
Student Attendance:
Student attendance will be tracked and recorded each day by the teacher in both the
Tyler and Skyward systems. If any student is not in attendance for remote learning, the
teacher will notify the administrator of the program for assistance.
Grading:
Grading will focus on complete or incomplete assignments, where teachers will offer
constructive feedback. Students will be issued a “COVID Pass” or “COVID Incomplete”.
Goals and Objectives:
Teacher instruction, assignments, and activities will be directly related to the individual
student IEP goals and objectives, as well as, follow the Illinois State Learning Standards.
Suggested Student Schedule for E-Learning or Remote Learning:
While we understand students will not all be working at a specific time during the day,
teachers will follow the below suggested timelines while planning for student work:
Grade Level Minimum Maximum Recommended Length
of Sustained Attention
PreK/EC 20 minutes per day 60 minutes per day 3-5 minutes
K 30 minutes per day 90 minutes per day 3-5- minutes
1-2 45 minutes per day 90 minutes per day 5-10 minutes
3-5 60 minutes per day 120 minutes per day 10-15 minutes
6-8 15 minutes per class 30 minutes per class
or or 1 subject area or class
90 minutes per day 180 minutes per day
9-12 20 minutes per class 45 minutes per class
or or 1 subject area or class
120 minutes per day 270 minutes per day
10 of 11Related Service Delivery Model for E-Learning or Remote Learning:
Related Service Staff utilizing Google Classroom to send assignments and videos
electronically to students. A weekly schedule of assignments will be created and shared with
individual and groups of students each Monday morning of each week. Related Service live
instruction will occur through the use of Google Meet.
Goals & Objectives:
Related Service instruction, assignments, and activities will be directly related to the
individual student IEP goals and objectives, as well as, follow the Illinois State Learning
Standards.
Related Services Service Delivery Needs/Avenue
Social Work Individual Technology Device, Webcam, Wi-Fi,
Weekly Google Classroom, Google Meet,
Phone
Speech, Occupational Individual/Group Technology Device, Webcam, Wi-Fi,
Therapist, Physical Therapist, Weekly Google Classroom, Google Meet,
Vision Itinerant Phone
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