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Middle School and High School (7 - 12)

For middle school and high school, we also have two choices but the delivery model is slightly different.

The differences are based on the level of independence of students. They are also based on the robust

nature of the program of studies and variations in courses. As a starting point for the year with plans to run

through the end of September at least, this model significantly reduces the number of students in physical

attendance. It increases the importance – however – that students at home are able to stay on track with

curriculum pacing and learning. The increased independence of students will allow them to follow along

with direct instruction and continue engagement in learning activities in a more synchronous environment.

More information about technology will be shared in an upcoming slide.

Students with Intensive Needs
Lead Person: Building Principal and Director of Student Services & Special Education

● For some educational programs (e.g., Autistic Support and Life Skills Support), it is critical to

provide additional planning.

● Key Concepts: Smaller number of students with intensive needs in classrooms (Sensory

rooms); Consideration of close proximity for student and staff member(s) (e.g. PPE); 1:1 intense

intervention safety needs; and detailed procedures were established for each intensive program

to address sanitation, related services, hygiene, etc.
● K-12: Special Education and Students in Tier III Interventions will have three options:
○ Attend in-person every day (green)

○ Attend in-person on an A/B day schedule [students remotely connect on alternating

days] (green/blue)

○ Attend 100% virtually [K-6 taught by a teacher ​designated as the virtual teacher] or [7-12

​

these students will remotely connect to their classrooms and follow the same schedule

as in-person students] (yellow)

● Members of the Pupil Services office are collaborating with special programming schools in the

region to share best practices for PPE and health/safety mitigation. These strategies will be

provided to teachers and paraprofessionals during return-to-school training and professional
development.

● Specific training and classroom-by-classroom procedures are being developed. Additional

communication and training will be addressed at the building, classroom and student level

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