DOCUMENT

POL - Dept. of Education - Recommendations to Ensure Continuity of Learning for Schools During Extended Student Absence or School Dismissal due to the Flu 2009

  • YEAR CREATED: 2009
  • ENTITY TYPE: K-12
  • TYPE OF DOCUMENT: POL - Policies/Procedures
The document is a set of recommendations by the U.S. Department of Education to ensure continuity of learning during periods of extended school closures. The document provides various instructional delivery options and resource opportunities for districts and schools to consider. The recommendations include considerations for providing free or low-cost education services to affected students, including those with disabilities and limited English proficiency. It suggests working with textbook publishers and education vendors to provide materials and take-home kits. It also suggests exploring online materials and other aligned content that can be posted online for students. The document emphasizes the importance of internet capacity and suggests contacting local business leaders for equipment donations or rentals to fill any technology gaps. It also highlights the need for alternative formats for students with disabilities and tools to organize and distribute digital content. The recommendations further suggest teacher check-ins and tutorials through telephone conferences to review student progress and provide tips for structured learning at home. It also mentions the possibility of recorded class meetings and incorporating captioned close-circuit, public television, web-based tools, or cable channels for delivering live or pre-recorded lessons. The document addresses the technology requirements for distance learning, including the need for phones, computers, internet, and webcams. It emphasizes the importance of teachers and students being familiar with the tools and having access to necessary resources. It also mentions the availability of assistive technology for students with disabilities. Other student supports mentioned in the document include plans for time-sensitive supports such as FAFSA preparation and ACT/SAT preparation. It also highlights the need for ensuring accessibility of lessons and materials for all students, including those with limited English proficiency or disabilities. The document concludes by suggesting inter-school and inter-district partnerships to compile and share best practices, available resources, and commonly agreed-upon online resources across jurisdictions.
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