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What transportation logistics will need to be addressed for safe transporting of students who get bus services?

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How are parents being kept up to date on legal changes, board decisions, etc.? (with considerations of home language and access)

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How do we ensure compliance of mandates , equity and consistency across the district in service delivery for SPED, EL, ELD students?

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What practices have other districts and agencies (CDE, SMCOE, consultants) implemented successfully with SWDs and EL students?

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Best Practices/ Recommendations from CDE/County

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Best Practices/ Recommendations from CDE/County

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What has already been done?

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How does the distance learning plan prescribe parent communication and/or education?

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What specific education will parents of SPED/ ELD/ LTEL parents require to support their children in distance learning?

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What specific plans/protocols will be in place to address the additional needs of students and staff with compromised health?

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4.  Based on assessment data,  how should learning gaps that may have happened as a result of loss of language acquisition for ELD students be addressed?

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Has equal importance with Parent Ed as it is a sub category under EL and SPED

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Has equal importance with Parent Ed as it is a sub category under EL and SPED

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SPED and EL students have equal considerations for this working group.

Group like questions under this box, give category a label and edit 'Category Title' above, and grade category (below) to reflect priority:  1 for most important, 3 for lowest priority.

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SPED and EL students have equal considerations for this working group.

Group like questions under this box, give category a label and edit 'Category Title' above, and grade category (below) to reflect priority:  1 for most important, 3 for lowest priority.

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Questions and Comments from Other Working Groups

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Questions and Comments from Other Working Groups

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8.  What has been learned in this area that can be useful for planning the transitional and transformational phases?

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7. For English learners, how can curriculum and instruction be organized in such a way to create conceptual redundancy and engagement?

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6. For English learners, how can an emphasis on oral language production and rich academic vocabulary development be emphasized in a distance learning environment?

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5. For English learners, how do distance learning plans specifically address the needs of English learners and non-English speaking parents?

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4. Based on assessment data,  how should learning gaps that may have happened as a result of the recent SIP order be addressed for students with 504 plans or IEPs?

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3. How can the teachers take advantage of technology tools to increase engagement and access to curriculum and instruction for students with a 504 plan or an IEP (e.g. close captioning, scripts of audio or video recordings, descriptions that hover over images, providing a balance or text, video, image and audio, linked resources that have accessibility features)?

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2. If a student requires assistive technology, how can the school make that resource available when students are learning from a distance?

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1. For students with a 504 plan or an IEP, how can accessibility of resources  be ensured when learning at school or from a distance?