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Sanger Independent School District

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Sanger ISD Return To Learning » Online Learning

Online Learning

Online Learning
 
*Plans will be updated according to TEA Guidelines
Last updated August 7, 2020
 
Sanger ISD will provide a robust curriculum that includes video lessons and grade-level appropriate assignments and assessments that follow the Texas Essential Knowledge and Skills.  We will support students as they achieve mastery in every skill, ensuring that each student receives instruction and support as needed during Online Learning.  All Sanger ISD grading policies posted in the handbook will be followed for both remote and in-person learning.  Parents and students who choose the online learning environment will be required to sign a contract and participate in a meeting with staff members.
 
All Online Learning details are listed in alphabetical order.  Click the arrow on the right to expand any section.
Families opting for online learning will be asked to complete a contract to help SISD determine the staffing ratios needed to support online and in-person schooling. Contracts will be completed at the required Online Learning Launch Meeting.

See the Switching to In-Person Learning section to explore options for changing your learning method during the school year. 
The following are some of the ways our SISD Counseling Department will meet student, staff , and needs. Services provided will vary depending on the assigned campus/age group of students.
Guidance Curriculum:
Counselors may virtually deliver developmentally appropriate social-emotional lessons on topics such as:
  • Self-regulation
  • Stress/Anxiety
  • Wellness Strategies
  • Self-Confidence
  • Manage transitions and adapt to changing situations and responsibilities 
  • Effective coping and personal safety skills 
  • College/Career Exploration and Awareness
Counselors will share sites where students can access lessons/resources to address counseling needs. 
 
Responsive Services:
Counselors may address the following immediate concerns of all students.
Counselors may: 
  • Serve as liaison for communication with students/families in crisis.
  • Make referrals to outside agencies if deemed appropriate.
  • Communicate with faculty regarding needs of students if deemed appropriate.
  • Collaborate with administrators and teachers to ensure student safety and well being are at the forefront of all decisions.
 
Individual Planning:
Counselors may: 
  • Address academic concerns/goals.
  • Assist students in developing career, personal, and social goals. 
  • Provide information to students/parents regarding post-secondary options.
 
Support System:
  • Resources will be provided to students, staff, and parents via district/campus webpages. 
  • Counselors may provide online workshops/presentations.
  • An online Google form will be provided for students to request counseling services specifically.
  • There will be clear communication on how to access school counseling services and academic support.
  • Counselors may provide online counseling/resources for teachers and staff and make referrals when appropriate. 
 
Our SISD Counselors adhere to the American School Counselor Association’s Ethical Standards for School Counseling, and these standards help guide us during school closures.
Courses that are offered in-person will also be offered for Online Learning.  Some elective courses for students who select virtual learning may require the student to complete a required assignment or project at the campus if the course requires assignments that cannot be reasonably completed remotely, e.g., welding, a/v production, etc. We are working to finalize which elective courses will require in-person assignments. 
  • All students will dress appropriately when participating in online classes.
  • Any time they are participating in on-campus activities, students will follow the Sanger ISD Dress Code.
  • All students will abide by the Student Code of Conduct, Student Handbook, and Acceptable Use Policy. 
  • Sanger ISD will protect the privacy of students during the instructional day. FERPA rules and regulations will be applied. 
Sanger ISD will follow our current drug testing policy. Those students who are participating in online learning are still subject to drug testing if applicable.  Proper notification will be given to come to campus for testing.
Each campus will follow the guidelines listed below on how services will be conducted and what materials and/or resources will be needed during periods of online learning. 
  • All services in the current 504 plan must be provided accordingly unless a 504 Amendment has occurred.
  • When a campus is closed and students are receiving virtual learning, Dyslexia instructional services will be provided as outlined in their individual plan. Provisions of special education and related services during an emergency closure may occur via video conferences, telephone calls, homework packets, internet-based lessons/therapy, and/or other distance-based learning approaches. Decisions on appropriate services are made on an individualized basis. 
  • To ensure communication between the campus Dyslexia therapist and parents, office hours will be shared so they know when the therapist can be reached for questions or concerns. 
 
Safety Procedures during On-Campus Dyslexia Instruction
  • All Dyslexia services will be conducted with appropriate safety precautions as per district guidelines when on campus.
 
Progress Monitoring
  • Service providers will need to monitor each student to ensure appropriate progress within the dyslexia program is being made along with progress on the general education curriculum and accommodations. Additional ARD/504 meetings may be necessary if a student begins to struggle and cannot remediate.
  • Progress monitoring will be provided, at a minimum, once per nine-week period using a progress monitoring resource.
  • Student progress will be shared with parents/guardians via email or traditional mail.
In the case of a school closure, the ESL/Bilingual Department will provide a continuation of services in the following areas: 
ESL Services:
  • ESL Teachers will support students and classroom teachers by following guidance from TEA, district administrators, and campus administrators concerning ESL student services. Services may include parent phone calls, lesson planning, virtual lessons, reading groups, finding ELPS/ESL resources, etc… as needed to support students in mastering academic skills and language acquisition. 
Bilingual Services:
  • Bilingual Teachers will continue to support students by providing lesson plans through Canvas for parents, reading groups for students, and virtual Meets or lessons for students according to the curriculum/lesson plan. Teachers also provide parent support through the translation of lesson plans, phone calls, and conferences as needed.
     
English Language Assessments:

Initial Identification
  • The LPAC attempts to complete the English learner identification process within the four calendar weeks requirement, as feasible, and documents in the student’s permanent record the reasons for which the timeline was extended.
  • In  Fall 2020, if the new student has not yet been assessed for English proficiency using LAS Links/pre-LAS identification assessment prior to school closure, the identification process will resume once the LEA resumes the 2020-2021 school year.
  • In Fall 2020, if the new student has already been assessed using the appropriate LAS Links/pre-LAS identification assessment prior to school closure and results are available
  • LPAC may meet through alternative meeting methods (phone or video conference) in order to complete the identification
  • If the student is identified by the LPAC, the student’s parent is notified of the identification, and parental approval may be obtained in writing or through an email or documented phone conversation. 
  • If the LPAC cannot meet, the LEA will resume the identification process once school resumes for the year. 
 
Reclassification:
It is not allowable for a district/campus to choose not to reclassify English learners. English learners must be given the opportunity to reclassify. No provisions have been provided negating the §89.1220. Language Proficiency Assessment Committee requirement.
    • Due to COVID-19, the timeline for English Learner reclassification decisions has been extended through the first 30 calendar days of the 2020-21 school year since they were unable to be completed before the close of the 2019-20 school year.  This follows TEA's English Learner Reclassification Criteria and Guidance Chart
  • Reclassification Criteria issued by TEA will be followed in determining reclassification for EL’s.
 
Language Proficiency Assessment Committee (LPAC): 
Due to LEA closures related to COVID-19 precautions, the LPAC may utilize alternative meeting methods, such as
  • phone or video conferencing
  • Use of electronic signatures that adhere to LEA policy
  • Optional LPAC parent representation (although highly encouraged)
  • Extend the timeline for English learner decisions - 
  • The LPAC documents the reasons for which the timeline was extended, including the plan for completing the process in a timely manner
  • Document in student’s ESL/BE folder and in LPAC documentation in DMAC per campus.
Because you have formally offered your support of this online experience, we would like you to help us and your student by doing the following:
  • Ensure your student has the necessary equipment and internet access to participate in online learning (see District Expectations for more information on obtaining devices)
  • Provide your student with a safe and appropriate place to work while at home
  • Ensure your student has planned sufficient time in his/her schedule to work each day in their courses, including tutoring times and potential face-to-face requirements for courses
  • Become familiar with your student’s instructor/facilitator
  • Monitor your email for weekly updates regarding your student’s progress
  • Monitor your email to ensure your student is attending the TEA required number of minutes to prevent non-attendance that could lead to truancy as students (both in-person and online students) must attend 90% of the days the course is offered (per Texas Education Code §25.092)
  • Ask your student to show you his/her coursework and progress
  • Encourage your student to seek help when stuck or frustrated
  • Ensure that all tests and work is done by your student without the aid of others
  • Be aware of all course deadlines and pacing guides
  • Communicate academic concerns with the instructor/facilitator as needed
  • Because the drug testing policy is still in effect, any student who is in online learning and subject to the drug testing policy will be required to come to campus on a drug testing day.  Notifications will be given the day of and students will have one hour to get to campus
  • Attend required Online Learning Launch Meeting with their student to obtain devices as needed and learn how to access learning content
The intent of this is to outline the standards and behaviors expected of students who choose to participate in online learning.
  • Daily progress is required
  • The window for completing assignments will be Monday through Friday with daily activities to be completed
  • Adhere to the district's code of conduct and behave with integrity and honesty while participating in online learning
  • Read and acknowledge the District Acceptable Use Policy regarding technology and the internet
  • Maintain an average of 70 or above on all coursework
  • Attend weekly Zoom group check-ins with your instructor/facilitator
  • Communicate with the instructor/facilitator in a professional and respectful manner 
  • Daily participation is required at different times in  the day
  • 180 minutes PK-5
  • 240 minutes 6-12
  • Attendance will be tracked through active time and participation in Canvas. Non-participation can be considered non-attendance, and can, therefore, lead to truancy as students (both in-person and online students) must attend 90% of the days the course is offered (per Texas Education Code §25.092)
  • Ensure that you have the means to access your coursework at required times
  • Understand that the school district has full and complete access to your coursework
  • Seek help from the instructor/facilitator as needed
  • Because the drug testing policy is still in effect, any student who is in online learning and subject to the drug testing policy will be required to come to campus on a drug testing day.  Notifications will be given the day of and students will have one hour to get to campus
  • Attend required Online Learning Launch Meeting with their parent/guardian to obtain devices as needed and learn how to access learning content
As a community, we are committed to providing high quality, robust curriculum to all students who are enrolled in Sanger ISD.
The district will provide:
  • High-quality instruction that is aligned to the scope and sequence and follows all Texas Essential Knowledge and Skills as outlined by TEA
  • Device
    • All 6-8 grade students have a school-issued iPad
    • All 9-12 grade SHS students have a school-issued MacBook
    • All Choice students have access to a school-issued Chromebook
    • PK-5 grade students can request a device if they do not have one at home
    • Hotspots will be provided to students without internet access at home
  • Instructor/Facilitator
    • Develop high-quality remote lessons and assignments that address the Texas Essential Knowledge and Standards (TEKS)
    • Provide necessary accommodations for all under Section 504, English Language Learners, Gifted and Talented, and/or Special Education
    • Plan and use appropriate instructional strategies, activities, materials, and equipment
    • Provide a variety of learning experiences through synchronous and asynchronous activities appropriate for the grade level
    • Consistently assess student achievement through formal and informal assessments and use results to plan instructional activities
    • Communicate regularly with students and parents to communicate student performance
    • Support classroom performance through tutorials and study materials
    • Respond to students and guardians within a 24 hour period (excluding weekends)
  • Communication that is current and appropriate as needed
  • As part of the required Online Learning Launch Meeting, the district will develop a readiness process to help students and parents make an informed decision about enrolling in online learning.  A campus administrator and/or counselor will meet with the parent and student to discuss online learning expectations.
  • While Sanger ISD highly recommends in-person learning, secondary students may participate in extracurricular activities while enrolled in online learning. This includes all UIL athletics, fine arts, and activities offered to students who choose in-person schooling. 
  • Transportation will NOT be provided to these students for practices and activities; transportation will be provided from the campus to away games/competitions with a return to the campus only. 
  • Both in-person and virtual learning experiences will provide the same expectations around coursework and grading. Further, all high school credit courses that count in GPA calculation and class rank per the Sanger High School Course Guide will be used in that calculation.
  • Grades received in a virtual format will follow the same grading guidelines as face-to-face, in-person instruction. Teachers and staff will receive additional support and guidance on effective grading practices to ensure that grades are valid and reliable for all students.
  • Teachers will be providing online lessons through the Canvas Learning Management System and Edgenuity for students 9-12 and will contain grade-level appropriate assignments and assessments. 
  • Sanger ISD is committed to teaching students and to help them progress toward mastery of skills no matter the learning environment. 
  • Grading will be completed according to the Sanger ISD grading policy for students who participate in online learning as well as those participating in in-person learning.
In response to the survey sent at the end of the 2019-2020 school year, Sanger ISD will be using the Canvas Learning Management System for all subjects PreK-8.  Students 9-12 who choose online learning will use Edgenuity for some courses.  We are working hard to ensure that no matter what grade level you have students in, all will be easily to navigate Canvas.
 
The In-Person Learning scenario will also include a blended instructional platform that involves the use of Canvas in all instructional areas. This will ensure that students are familiar with the virtual platform in the event we have to quickly switch to an all-virtual setting as a result of a short-term sporadic district closure.
 
Parents of both in-person learners and online learners are encouraged to download the Canvas for Parents app; more information will be provided on where to get the app as well as how to use it during the required meaning.
In order to provide as much support to families as possible, SISD will host an orientation for those parents and students who have chosen Online Learning.  An introduction to the learning platforms, daily schedule, attendance and participation requirements, lesson plans, and grading practices will be reviewed.  This is a required session for families choosing online learning. A campus administrator and/or a counselor will conduct these meetings.
Meetings:
Annual Meetings for the 2020-2021 school year will be completed by video or teleconference by the campus 504 Coordinator; all required members will be in attendance. 
 
Procedures for Attending a Virtual 504 meeting:
The campus 504 Coordinator will inform parents when scheduling the meeting that the meetings will be held remotely rather than in person. When a virtual meeting is not an option, the campus administrator will be consulted.
  • Required 504 meetings will be scheduled between 8:00-3:30 according to campus policy and schedule. There may be some instances when a 504 meeting must be held later to ensure parent participation. Campus administration will be notified and will ensure they happen within the legal timeline.
  • The campus 504 Coordinator will document those present for the meeting and discussions made in the minutes. With the permission of each individual, the 504 Coordinator will add their signature using the “type it” option. Campus administrators have access to the signature page and will provide their signature. Parents’ agreement/disagreement will also be noted in the minutes.
  • A copy of the 504 plan can be emailed after the campus 504 Coordinator receives permission from the parent through an email; otherwise, the 504 paperwork will be mailed home.
 
Evaluations:
Please refer to the Evaluation section in the Special Education portion of the plan.
If campuses are closed but continue to provide educational opportunities virtually to the general student population during the closure (Online Learning), the school must ensure that students with disabilities also have access to free and appropriate public education (FAPE). The school must 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 individualized education program (IEP) or 504 plan which has been reasonably calculated to enable the student to make appropriate progress. 
 
During sporadic school closures, educational opportunities/support will continue to be provided to general education and special education students remotely through virtual/distance learning.
 
Safety Procedures
All Special Education services will be conducted with appropriate safety precautions as per district guidelines when on campus or virtual.
 
ARD Meetings 
Legal requirements related to the legal timelines for initial and annual ARD meetings still apply whether we are conducting school in person or virtually. 
The ARD committee will meet by video or teleconference for the 20/21 school year; all required members must be in attendance. When virtual is not an option, the campus administrator will be consulted. 
 
Procedures for a Virtual ARD 
  • Diagnosticians, SLPs, and/or Special Education Teachers will inform parents when scheduling the ARD that the meeting will be held remotely rather than in person.
  • A link will be sent to the required members to join the ARD meeting at the scheduled time.
  • ARD notices and Procedural Safeguards may be emailed to the parent.  Second and third notices may be communicated through phone calls, mailed notices, or sent home with the student.  
 
Evaluations
  • Practices during periods of on-campus learning:
    Initial assessments, three-year re-evaluations, and requests for additional assessment will continue to be completed within required timelines while students are learning online while taking safety precautions per district guidelines.   
  • Practices during periods of virtual learning:
    • Assessment personnel will gather as much data as possible virtually through student observations, online assessment when available and parent interviews, checklists, review of ECI evaluation data when available and ECI progress notes, etc.
    • If, after gathering all available data without face to face interaction, sufficient data exists to write an FIE, evaluators will complete the written report with all available assessment data. The signed written report will be shared with parents and staff. 
    • The ARD will be scheduled to review the Full and Individual Evaluation.
    • If sufficient data doesn’t exist to write a complete FIE, assessment personnel will contact the parent and discuss options. 
    • In situations in which school is closed and not in session (no virtual learning), evaluation timelines halt as these days are not considered school days. 
 
Instructional/Related Services
    • All instructional and related services will be conducted with appropriate safety precautions as per district guidelines when on campus.
    • When students are receiving virtual learning, Speech, OT, PT, counseling, and special education instructional services will be provided as outlined in their most current Interim Special Education Distance Learning Plan that was put in place in the spring of the 2019-20 school year.  Provision of special education and related services during an emergency closure may occur via video conferences, telephone calls, homework packets, internet-based lessons/therapy, and/or other distance-based learning approaches.  Decisions on appropriate services are made on an individualized basis.
    • Data will continue to be taken to determine if compensatory services will be needed when students are not on campus and receiving services through virtual learning.  
  •  
Progress Reports
  • Goals and objectives will continue to be updated every nine weeks, whether students are on campus or receiving virtual learning, this is in accordance with district policy by all providers including special education teachers, instructional and related service providers, and itinerant staff. 
  • Updated progress reports may be emailed home to parents.
Impact to Online Learners 
If your child is already an "online learner", SISD does not anticipate that your child's schedule or learning will be impacted by a sporadic closure due to COVID-19. 
 
Impact to In-Person Learners
In the event of a sporadic closure, all in-person students and educators will rapidly shift to online learning and teaching.  Because of what is being taught in school with a common learning management system (Canvas), the transition will be quick.
Parents and students who choose the Online Learning Platform at the beginning of school will be able to switch at the end of the first three weeks of school (September 11, 2020).  If a parent chooses to continue the Online Learning Platform past September 11, 2020, they will continue with the Online Learning Platform for the rest of the nine weeks.  While In-Person Learners can switch to Online Learning, they cannot switch back to In-Person until the end of the nine weeks.  Parents/guardians who wish to change from online learning to in-person learning must submit their request to change to In-Person Learning in writing no later than September 9, 2020, for the first three weeks, October 9 for a return to in-person learning for the second nine weeks,  December 11 for the third nine weeks, and February 26 for the fourth nine weeks. 
Sanger ISD will provide devices as follows:
  • All 6-8 grade students will have a school-issued iPad
  • All 9-12 grade SHS students will have a school-issued MacBook
  • All Choice students will have access to a school-issued Chromebook
  • PK-5 grade students can request a device if they do not have one at home
  • Hotspots will be provided to students without internet access at home
 
We are asking for information about devices and hotspots in the survey being sent home mid-July.  This will also be discussed at the required Online Learning Launch Meeting.
 
If students have an internet outage and need to complete assignments, there are some places to go in district to get access:
  • Sanger Middle School - front, small parking lot by flag pole
  • Sanger Sixth Grade - large parking lot by the gym
  • Sanger High School - between the tennis courts and the school
All parents/guardians and students should read the Stakeholders Responsibilities that can be found on the link on the left as well as in the Expectation sections on this page and be ready to meet all the expectations listed there.
  • Because the drug testing policy is still in effect, any student who is in online learning but subject to the drug testing policy will be required to come to campus on a drug testing day.  Notifications will be given the day of and students will have one hour to get to campus.
  • Sanger ISD highly recommends that any student who plans on participating in extra-curricular and co-curricular events choose In-Person Learning.