• login to the LMS (either directly through the LMS website or through single sign-on NCEdCloud)
• access email
• locate weekly modules to receive/submit assignments
• where to find the teacher’s office hours
• communicate with teacher(s) remotely
• access to the district provided technical support

Teachers will regularly present instruction through the LMS to ensure student and parent comfort and knowledge of the learning management system.

If face to face instruction for the use of the LMS is not possible, the school will use prepared videos from the LMS vendors or the school Media Coordinators, with support from the district Digital Learning Facilitators (DLFs), may develop asynchronous instructional videos for students and parents that includes information on how to:

• login to the LMS
• access email
• locate weekly modules to receive/submit assignments
• where to find the teacher’s office hours
• communicate with teacher(s) remotely
• access to the district provided technical support

These videos will stay linked on the school website for easy access by students and parents.

8. How is your PSU communicating learning targets to students on each remote instruction day and ensuring that lesson design provides instructional time, practice, and application components to demonstrate learning? The Plan shall include a process for monitoring the quality of remote instruction materials.

Based upon the WCS Teaching and Learning Framework as well as the NCDPI Instructional Design Principles for Remote Teaching and Learning:

It is an expectation that teachers will have a clearly defined, easily accessible learning target for every lesson and assignment. The learning target will be standards aligned and created in a way as to measure student progress.

To ensure lesson design provides instructional time, practice and application components to demonstrate learning, teachers will be required to have fully developed lesson plans documented for easy access by administrators. It is expected that administrators will regularly monitor the lesson plans, assignments and remote instructional materials of every teacher.

Appropriate remote lesson design will be an element of the Remote Instruction PLC that is provided weekly, facilitated by the instructional specialist in grade-level/period meetings and reiterated in the collaborative planning sessions with school administrators.

School Administrators will monitor the quality of remote instruction materials by observing the synchronous and asynchronous instruction presented by teachers. School Administrators will provide feedback to teachers concerning learning targets, lesson design, and the quality of materials used and the effectiveness of instructional materials. Rubric and/or Walkthrough documents will be developed at the district level and shared with schools.

Lessons should be posted daily or at the most, weekly, but never more than a week in advance. Lesson plans posted for several consecutive weeks is not a best practice and should not be followed. Feedback to assignments given during remote instruction should be timely and descriptive. If assignments are uploaded weekly, feedback needs to be given throughout the week and assignment due dates should be spread throughout the week (it is not best practice to have all assignments due on a single day of the week). This takes away confusion of due dates, assists students in pacing themselves and aids in taking attendance. In addition, daily updates will keep students focused and completing assignments in the appropriate order.

9. How is your PSU ensuring that remote instructional time, practice, and application components support learning growth that continues towards mastery of the standard course of study? The Plan shall include work measurement guidelines appropriate to each grade level, including deadlines for submission of assignments and methods to assess and grade learning during remote instruction.

The WCS Teaching and Learning Framework as well as the NCDPI Instructional Design Principles for Remote Teaching and Learning will be used to determine:

Isolated Remote Instruction Days:
On isolated remote learning days, students could be engaged in independent practice, spiral review assignments and/or formative assessment. New instruction will not occur but teachers may use this time to provide remediation or direct instruction to select students who, based on their individual learning needs, would benefit from extended learning time with the teacher. Teachers may use Zoom/virtual meetings, flipped instruction, or telephone calls to support these students with remote direct instruction.

Any assignment or instruction given during remote instruction must be standards based with a focus on priority standards. The expectation is that there will be at least a learning target for the student as well as practice and application components for the student to demonstrate learning. It is important to keep in mind student choice increases engagement and that students will likely have limited adult support and supervision during remote instruction.

Teachers will have established office hours to support student needs on these isolated remote instruction days. Expectations of student work should be expressly given (a rubric) and grading/feedback must occur in a timely manner and be descriptive. During isolated remote instruction, student assignments should be graded or feedback given within three days. Students submission of assignments during remote instruction should have explicit due dates that take into consideration the barriers at home during remote instruction days. We must keep the student’s home circumstances in mind when setting due dates as well as punitive grades on late work submission. Students will have two days after returning to school to turn in assignments.

Important note:  We must repeatedly remind students that there will be grades given. There will be no P19 or W19!

Extended Remote Instruction Days:
During a time of extended remote instruction, teachers will develop their lessons based on the WCS Teaching and Learning Framework working in alignment with the NCDPI Instructional Design Principles for Remote Teaching and Learning. The following are required elements of extended remote instruction days:

• Learning targets posted every day
• Direct instruction (schedule of time per grade level and teacher expectations)
• Assignments with clearly stated instructions, clear due dates, and if to be graded, clear
  expectations or rubrics
• Descriptive feedback or descriptive grade for every assignment within the week
• Daily contact with students

Any assignment or instruction during remote instruction must be standards based with a focus on priority standards. It is important to keep in mind student choice increases engagement and that students will likely have limited adult support and supervision during remote instruction.

Teachers will have established office hours to support student needs on these extended remote instruction days.

Grading and/or feedback must occur in a timely manner and be descriptive. During extended remote instruction, student assignments should be graded within one week. Deadlines for work to be turned in will be established by the classroom teacher, but students must be given some grace in submitting assignments during remote instruction. We must keep the student’s home circumstances in mind when setting due dates or putting limits/punitive grades on late work submission. Students will have one week for late work submission. Important note: We must repeatedly remind students that there will be grades given. There will be no P19 or W19!

10. How will your PSU ensure that students with disabilities have equal access to the remote instruction provided by their public school units and that remote instruction is provided in a manner consistent with each student's individualized education program (IEP) or 504 plan? Remote learning day supports shall be considered and included, as appropriate for the student, when an IEP or 504 plan is initially developed or at any subsequent review or revision of an IEP or 504 plan.

Students with disabilities are regular education students first. All students have access to remote instruction from their teacher in the most appropriate manner as determined for each individual student. Every teacher is knowledgeable of students’ IEP or 504 plans and the needed accommodations for those students.

The Exceptional Children’s Department will work with EC teachers, schools and parents to review/develop appropriate goals, supports and services as part of every EC student’s IEP. Therefore, when EC students participate in remote instruction the plans within their IEP will ensure individual needs are met and educational access is provided. EC teachers will continue to provide accommodations remotely as well as any other related services indicated in their IEP as appropriate.

EC teachers will collaborate with the classroom teacher to make sure IEPs are being followed accurately, plan appropriate instruction, and determine if the student needs extra support.

All EC teachers will establish and maintain consistent communication with parents/guardians for early detection of parent concerns.

All students who are identified as 504 will receive their needed accommodations from their teachers. IEP and 504 meetings will still take place, virtually as necessary.

11. How will your PSU track and report attendance on remote instruction days, including protocols for determining attendance, the reporting system to be used, and how attendance procedures will be communicated to parents before remote instruction begins?

• Student engagement (completion of assignments)
• On pace (participation in class or virtual classroom)
• Offering academic and emotional support (communication with student and family)

12. How will your PSU provide online and offline contact options for students to communicate with teachers or staff for remote instruction days that are not used as teacher workdays?

• Email
• LMS
• Online communication tool (this will not be used as the LMS)
• Virtual meetings (WCS will have Zoom Pro for admins and teachers)
• Telephone (classroom phone forwarded to cell phone)
• Face to face (when available)
• Other online platforms as applicable

13. How will your PSU provide technology support for students experiencing technical difficulties on remote instruction days?

• Teachers should be the first line of support.
• Each school will be assigned a technology technician and students will be instructed how to contact the technician for hardware support and how to get assistance from the school for help with software login.
• Technicians will work with students and schools to provide loaner devices as needed for equipment
  issues.
• All hardware issues requiring repairs will be entered by the Sherpa Desk support ticket designee at the school.
• Technicians will follow protocols for proper handling of devices based on guidance from the CDC.
• Vendors/manufacturers, MCNC, and DHHS.

14. How is your PSU responding to how the needs of English learners, Academically and/or Intellectually Gifted learners and students who have been identified and are served under the McKinney-Vento Act as homeless will be met during remote instruction?
     

• EL teachers will periodically collaborate on assessment results, planning and for professional development.
• Follow the EL Language Instruction Educational Program (LIEP) plan for EL students.
• EL teachers will provide individual interactions with newcomers via Zoom, phone, email or packet in a language and format easily understood by students and parents.
• EL teachers will provide classes via Zoom to meet with the various levels of students in small groups or individually. EL teachers will be available with office hours for all students and parents to access, when needed, via Zoom or phone. Interpreters will be scheduled for parent and family communication if needed.
• EL teachers will keep a weekly log of interactions with EL students to track level of engagement for each EL student according to their LIEP plan.
• Our EL teachers will collaborate with regular education teachers weekly to discuss student progress and determine needs of the students. Based on these needs, the EL teachers will collaborate with regular education teachers to ensure the incorporation of English Language Development (ELD) standards, curriculum modifications and scaffolds.
• Our EL teachers will continue to provide accommodations to the students and ensure that the regular classroom teachers know what accommodations are needed for each EL student. The school staff will provide instruction in the language and format understandable to students and parents on the operation of devices and programs used to access remote learning and instruction. If students are continuing their remote learning by using paper/pencil packets, feedback on their work will be provided weekly.

• Implement the Advanced Learning Labs from NCDPI Advanced Learning Department
• Weekly update of resources on the Gifted Google Drive
• Purchase of consumable resources for students who do not have technology access
• Weekly Zoom meetings with teachers to discuss needs and resources that are available
• Optional weekly Zoom meetings with students (separated by district and by elementary, middle and high) to discuss how they are doing what’s going well, what would they like to see more/less of, etc.
• Revisions of DEP’s to address remote learning services
• Collaboration with teachers and administrators on data and ideas for identification
• Monthly newsletters to parents
• Grants available to Math I (8th) and honors/AP classes to promote remote learning

15. How is your PSU describing the limitations that exist for implementation of quality remote learning based on each public school unit’s local context?

• The most concerning limitation for quality remote learning in Wilkes County is the inequitable access to the internet.
• We have a device for every student, but do not have reliable access for every student.
• Households that do have internet access may not be able to support 3-4 users during the same time frame.
• Families that may be able to afford internet access cannot get it based on their location or simply may choose not to have it in their home.
• Students in remote instruction cannot always participate in real-time.
• Childcare will be a very difficult limitation to overcome. Parents will have to make a decision whether to leave their child home alone or not work during remote instruction days.
• Social-Emotional needs of our students, staff and families will need much attention and support.
• Quality remote instruction is a limitation. Though many of our teachers have embraced remote instruction, they have no formal training and many do not prefer this mode of instruction.

16. Providing students and parents/families with remote learning strategies and behaviors to support success.

• Designate a quiet place to work and reduce distractions during work time
• Help your child create a daily schedule/routine for completing school work
• Ensure your child completes his/her schedule each day
• Check in with your child each day regarding his or her school work
• Encourage your child to reach out to his/her teachers if they have questions
• Encourage your child to take scheduled breaks
• Prioritize physical activity
• Make adjustments if your child works better in the evenings or for shorter periods of time
• Reach out to teachers if your child is struggling or needs additional support

17. Impact on other existing programs, such as Transition to Kindergarten and Career and College Promise.

• Wilkes County Schools students will continue to have access to CCP courses.
• WCS works closely with Wilkes Community College and together we are developing a plan so every student who wants to attend WCC for CCP courses during remote instruction will have the opportunity.
• Schools will work with WCC instructors within the necessary guidelines to accommodate course requirements when WCS is in remote instruction.
  • • • • • • •  

• work regular work hours at their school site
• have office hours posted for each school day that are readily accessible to students and parents
• lessons posted daily or weekly
• provide lessons that may include: direct instruction, practice activities and/or application assignments
• have daily contact with students

• Learning targets are posted every day
• Assignments with clearly stated instructions, clear due dates, and if to be graded, clear expectations of student work or rubrics
• Descriptive feedback or descriptive grade for every assignment within one week
• Daily contact with students
• Use one of three Learning Management Systems (LMS) to deliver/post lessons and assignments.
• Kindergarten – 5thgrade teachers will use Seesaw or Google Classroom 
• Grades 6th– 12th teachers will use Canvas

• Be prepared and participate actively (either online or by completing assignments offline
• Follow the WCS Acceptable Use Guidelines and follow online etiquette when using technolog
• Communicate with your teacher (when you are sick or have questions/concerns
• Complete assignments and meet deadline
• Use the WCS Technology Helpdesk when needed
• Advocate for yourself when you need a break/brain break

• Attendance protocols will be communicated with students and parents. These will be posted on school websites and social media along with the district website.
• Protocols for determining attendance will be:
  • Student engagement (completion of assignments)
  • On pace (participation in virtual classroom online or by phone)
  • Offering academic and emotional support (communication with student and family)

• All attendance will be taken in PowerSchool.
• K-8 attendance will be taken daily by the students’ homeroom teacher.
• 9-12 attendance will be taken daily by the course teacher as scheduled.
• Attendance will be taken by the end of the day each day.
• For a student to be counted absent the student would not be present for class, engaged in the content, or be able to be contacted.
• School staff will contact students/families directly in the event that there is no student contact or work completion after 3 days.

• Wilkes County Schools will meet the academic and social emotional needs of all students as well as support the extra needs of our special population students by following the education plans specific to their needs.
  • Individual Education Plan
  • 504 Plan
  • LEP Plan
  • AIG Plan
  • McKinney-Vento identified students

• School counselors, instructional coaches, school social workers, related service providers, program specialists, etc. will sustain the school’s instructional program and support of the social-emotional needs of students and families as articulated by school administrators.
• The instructional support team will report to their work site each day to assist in the school’s instructional program and support of our students.

• School Administrators will monitor the quality of remote instruction materials by observing the synchronous and asynchronous instruction presented by teachers. 
• School Administrators will provide feedback to teachers concerning learning targets, lesson design, and the quality of materials used and the effectiveness of instructional materials.

• Designate a quiet place to work and reduce distractions during work time
• Help your child create a daily schedule/routine for completing school work
• Ensure your child completes his/her schedule each day
• Check in with your child each day regarding his or her school work
• Encourage your child to reach out to his/her teachers if they have questions
• Encourage your child to take scheduled breaks
• Prioritize physical activity
• Make adjustments if your child works better in the evenings or for shorter periods of time
• Reach out to teachers if your child is struggling or needs additional help

• Designate a quiet place for your student to complete assignments.
• Reduce distractions while completing assignments.
• Help your student manage his/her online learning by establishing a daily routine and encouraging him/her to participate and complete all assignments.
• Partner with your student’s teacher and reach out should any challenges arise.
• Encourage your student to incorporate physical activity and healthy breaks.

• Mr. Eric Barker spoke to the Board about the attestation forms with questions that screen children for COVID-19. If a child doesn’t display one of the forms, signed by a parent or guardian for that day, the child’s temperature must be taken before he or she can board a school bus. If a child doesn’t have a form and has a fever exceeding 100.4, the objective will be getting the child home. Temperatures will be taken before students enter schools as well. Bus drivers will receive pay for an extra thirty minutes of work for thorough cleaning and sanitizing of buses at the end of each day. Also, each school will have an electrostatic machine for additional sanitizing when needed. Kits will be placed on each bus containing hand sanitizer, masks, and thermometers.
• Mr. Bergie Speaks addressed the Board stating that maintenance and custodial staff in the Wilkes County Schools received additional in-person and online training in cleaning and sanitizing measures that address COVID-19. Mr. Speaks stated that 1200 gallons of hand sanitizer had been ordered for distribution. Also, funding for additional custodial services is in the budget. Each classroom has sanitizing supplies, masks, and rubber gloves.
• Mrs. Julie Triplett addressed the board and commented that 1,081 Chromebook laptops were purchased to make sure each student in the Wilkes County Schools has a laptop for remote learning at home under Plan B or Plan C. Zoom software was purchased to help teachers communicate with students during remote learning. Hardware has been purchased to enable parking lots at each school to provide WiFi access points for Wilkes County school devices. We also have 21 free WiFi access sites established by Wilkes Communications at most of the fire stations and church parking lots in the county.