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Continuity of Education Plan

School District Capital Area Intermediate Unit 15 
Superintendent Dr. Andria Saia
Address 55 Miller St Enola, PA 17025
Phone 717.732.8400
Website www.caiu.org (See email contacts below, if needed.)

Goal of Plan
The mission of the Capital Area Intermediate Unit 15 (CAIU15) is to provide innovative support and service in partnership with schools, families, and communities in order to build capacity and model courageous leadership to help them be great.  During the physical closure of schools due to the Covid19 pandemic, the CAIU15 has developed a Continuity of Education (CoE) plan to frame our work across Early Intervention, School Age Programs and Supports, and the Loysville Youth Development Center (YDC).  There are three goals for the plan: 1) continue core instruction in English Language Arts (ELA) and mathematics, 2) maintain and progress in skill areas related to IEP goals and services - including but not limited to mental health and social, emotional, and behavioral wellbeing, and 3) connect and extend learning in other academic subject areas.  


Overview of Plan (Updated 4/5/2020)
The CoE plan covers a broad continuum of support, ranging from enrichment and review to formal planned instruction; and addresses the many different programs operated by the CAIU15.  The CAIU15 will provide a good faith effort to ensure students have access to FAPE given the current state, national, and world epidemic conditions.  It is our first priority to ensure that students’ and their caregivers’ health are prioritized.  Outreach will be conducted with parents/guardians by the case manager (teacher) and related service staff (when appropriate) related to student and family needs and access as well as prioritizing educational needs in the adjusted learning environment.   

Early Intervention
The CAIU will make a good faith effort to provide IEP related services to all CAIU preschool students. The CAIU understands the complexity of needs across all students served by the CAIU, the variety of family circumstances and the potential barriers presented by school closures and the inability to have in-person services. CAIU preschool staff will engage families in meaningful planned instruction, collaboration through consultation, coaching, video modeling, and exchanges of resources.

School Age Programming where Students are able to access online supports independently
During the first three weeks of closed schools, teachers have provided opportunities for enrichment in various subject areas.  In addition, program social workers have engaged in “well checks” with families and have shared a variety of resources to assist with basic needs. 

Upon implementation of planned instruction, anticipated to begin the week of April 6th, elementary students will receive virtual instruction in ELA and math via Google Sites and Classroom to introduce new material and provide opportunities to reinforce prior learning.  They will continue with Houghton Mifflin Harcourt (HMH) as a curriculum framework.  Secondary students (6-12+) will receive virtual instruction via the Capital Area online Learning Association (CAOLA) with respect to their current courses and schedule. Accommodations and modifications as per the IEP will be implemented to the maximum extent possible in a virtual setting. Program social workers, mental health workers and other related service staff (when appropriate) will work in tandem with the teacher to support instruction and embed social emotional learning opportunities into instruction. Each student in these respective programs receives social services (individual and/or group). Upon obtaining consent from parents/guardian, students will continue to receive these services to the extent possible via a virtual model.  For other related services such as but not limited to speech/language and occupational therapy, upon consent for virtual delivery, these services will also be delivered to the extent possible as well.  

School Age Programming where Students are not able to access online supports independently 
The CAIU15 will ensure FAPE to the best of ability given the current state, national, and world epidemic conditions.  It is our first priority to ensure that students’ and their caregivers’ health are prioritized.  Caregivers will be interviewed through personalized connections from each case manager and related service member (when appropriate) related to prioritized educational needs in the adjusted learning environment.  Specific attention will be made to what caregiver’s greatest areas of need are in the new learning environment.

Based on those interviews with individualized caregivers and students, teams will develop individualized virtual learning opportunities to support the current prioritized learning needs through the collaboration with IEP team members.  Intensity of instruction will be dependent on both the staff arrangement as well as the needs/abilities of the student.  Base levels of Continuity of Education will be established to ensure personalized learning with a goal to engage the student in longer durations of instruction. 

Loysville Youth Development Center
The Loysville School’s mission is to provide an education that will allow students to return to the community with an enhanced self-image and function as a socially productive member. Research indicates that students returning to the community are much less likely to reoffend if they are able to get and keep a job. An emphasis has been placed on employability skills, career planning, and job readiness both at the school and at the facility. 

The facility is operated by the Department of Human Services. Options for instruction were discussed with the Facility Directors. Online access for students is not an option during this time of school closure. Students are isolated in 5 separate dorms and all students are not accessing any common areas. Due to these limitations, the best option was offering education through paper and pencil academic work. 

Planned Course Instruction in English Language Arts, Mathematics, Social Studies, and Science will continue through the school shut down. These areas are where most of the students lack academic skills and high school credits. Core subject teachers will maintain their class load of familiar students and continue to provide instruction, providing any modifications as necessary. These subjects will continue to earn high school credit toward graduation. Regular education teachers work closely with Special Education teachers when planning instruction. This will continue through messaging, phone, and virtual gatherings. 

Art, Computer, Basic Living Skills, Employability, and Vocational staff will provide enrichment and/or review materials to all students. These activities are designed to continue the mission of career planning and development, employability soft skills, and developing skills needed for independent living. These learning activities are for enrichment and will not accrue high school credit. 

Supervised physical activities have increased since students are confined to their living area.  Time spent engaged in physical activity will be logged by supervising DHS Staff and converted into high school credit in Physical Education. 

Diakon Center Point Classrooms
Diakon teachers have provided opportunities for enrichment in various subject areas. In addition, the program social worker, in collaboration with Diakon staff, have engaged in “well checks” with families and have shared a variety of resources to assist with basic needs. These check-ins will continue throughout the Convid-19 closure. Upon implementation of planned instruction, anticipated to begin the week of April 6 th , students in grades 6-12+ will receive virtual instruction via the Capital Area Online Learning Association (CAOLA) with respect to their current schedule. Accommodations and modifications as per the IEP will be implemented to the maximum extent possible in a virtual setting.

The program social worker and mental health worker will work in tandem with the teacher and Diakon staff to support instruction and embed social emotional learning opportunities into instruction. For related services such as but not limited to social work, speech/language and occupational therapy, upon consent for virtual delivery, these services will be delivered to the extent possible. Diakon Center Point staff will be utilizing google classroom to provide and PACT and TND groups as well as opportunities to reinforce vocational skills and other aspects of social emotional learning.

ELECT
The CAIU ELECT staff are continuing to provide all of the required ELECT services to students enrolled in the program through virtual platforms such as Face Time, Skype and Zoom. They are also using phone calls to stay in touch with students.  Virtual contacts can be one-on-one or in groups.  ELECT staff continue to participate virtually in team meetings and online professional development for staff.  ELECT staff continue to plan educational activities and to share resources that pregnant teens need.  Topics for professional development include a virtual version of the ELECT spring conference, curriculum work specific to ELECT topics, technology, etc.). ELECT is not having any physical contact with students during the period of  school district closings.  ELECT staff will have  no physical contact with students during the period of COVID-19 closure.

When CAIU ELECT school districts re-open, ELECT will notify Lisa Lockwood, ELECT Program Officer at PDE, and per directive, resume regular ELECT program guidelines. Regarding private cyber schools, ELECT will  follow the school district policy that the student resides in. Ongoing contact with ELECT Program Officers during the Covid-19 pandemic will ensure a seamless transition through school closings and re-openings.




Expectations for Teaching and Learning
In Early Intervention, all staff will engage families in meaningful planned instruction, collaboration through consultation, coaching, video modeling, and exchanges of resources as well as reinforcement and review.  Staff will continue to adjust and refine the provision of special education and related services to provide FAPE based on progress monitoring and the conditions of the closure.

For students able to engage in online learning independently, teachers will provide virtual instruction (synchronous and asynchronous)/reinforcement/remediation of content material with accommodations and modifications to the maximum extent possible for students on a daily basis. Frequency for each course and activity will be determined by the teacher based on the learning needs of students. Students are expected to attend and engage in virtual learning sessions and participate in the opportunities provided by the teacher to demonstrate their knowledge of the content. Students are expected to participate and engage in related services. 

For students not able to engage in online learning independently, teachers will work with parents, family members, and caregivers to provide opportunities for live 1:1 instruction, as much as the student/caregiver can tolerate and support.  Teachers and support staff will provide a live morning meeting (morning check-in) and a live end of the day meeting (check-out).  Asynchronous connections and content will be provided for students who cannot participate in live sessions. Education staff will provide pre-recorded video modeling of teaching and routines that correlates with IEP goals that parents can easily understand and implement of their choosing/ability.  As well, staff will provide general, student specific, resources that will help caregivers provide structure/routine/familiarity. 

At Loysville YDC, a priority will be placed on increasing Reading and Math Skills while allowing students to earn the same total amount of high school credit that they would receive if school was in session. All planned instruction is individualized and adapted to meet the academic performance levels of each student. 


Communication Tools and Strategies
The CAIU15 conducted a needs assessment survey to determine access needs of families and students. Devices will be provided as needed by the CAIU15 or LEA.  When available, resources for families to gain access to the internet will be shared. All parents will receive notification (letter/email/phone call) outlining the COE plan for their child’s program and the parents will have the opportunity to ask any questions they may have.  Staff will collaborate with families through online learning platforms, emails, phone calls, and texts.

At Loysville YDC, the adapted educational plan will be communicated through a letter to parents. Most parents do not live in the area and have little impact on the student’s day-to-day experiences. DHS Counselors and Youth Development Aides have the biggest impact on each student’s daily experiences at this time. School staff and DHS staff have a close working relationship established. Communication through e-mail and phone is consistent. Daily packets with assignments will be delivered through inner-facility mail. DHS staff will contact teachers for clarification and/or help on an assignment is necessary. Teachers will call in to the living unit to communicate with students and DHS Staff. Teachers will also communicate with students through individual notes of instruction, encouragement, and feedback on a consistent basis. Calculators, dictionaries, and other materials as needed are provided to each student. 


Access (Devices, Platforms, Handouts)
Families were surveyed on their needs to access remote instruction.  The Capital Area Intermediate Unit has a team preparing to deliver resources to those families in need of technology or working through LEAs to provide needed technology.  ‘Paper packets’ or ‘hard manipulatives’ will be provided to students that do not have access or behavioral issues with technology.  Student AAC devices, supplemental aids and services, and other adaptive equipment will be made available in the remote setting as applicable.  A plan for delivery of those materials will be developed on as needed basis, but teams are encouraged to continue to practice social distancing and avoid unnecessary travel to district based classrooms and/or other CAIU sites.

For students in Early Intervention programming, staff will communicate with families to determine the appropriate virtual learning strategies that will work for them.  Support to use these platforms will be provided as needed.  Zoom will be used for real time online special education experiences, as well as for coaching and consultation with parents.  When other platforms such as Google Classroom and Seesaw are used by the case manager, the student’s early intervention team members will consider using the same platform in conjunction with them to participate in inclusive learning experiences.  Emails will be used to send print resources, videos, and links to resources to parents as another platform for providing related service instruction to students.  Packets of paper resources will be mailed to families if that is the only means for engaging the student.  Paper packets can also be mailed as needed to support online activities.

For students who are able to access online instruction independently, laptops will be available for loan by the CAIU15. For elementary students, google classroom will be the primary platform for virtual instruction. At the secondary level, CAOLA will be used with accommodations and modifications based on the student need. he Capital Area Online Learning Association (CAOLA) will be used.   

For students who are not able to access online instruction independently, teams will use Google Sites for teacher’s homepages and Google Classroom for each student as a one-stop resource for caregivers and students.   Our goal is to make access easy for students/families and streamline their individualized Continuity of Education.  Teams will use Zoom for parent meetings when the parent chooses video conference options.  Other resources are available for use and training from CAIU Educational Consultants/Coaches as needed for each IEP team and their individual members.  Training and support is readily available for families.  Teams will use a blended model of coaching the caregiver, pre-recorded video modeling, live virtual instruction, tangible materials, etc. to support learning in the home environment.

At Loysville YDC, all handouts and instructional materials will be provided daily. These are prepared by the teachers and distributed in the living unit by DHS staff. No technology devices or internet connectivity is required.


Staff General Expectations
Teachers and education staff are expected to plan lessons and deliver virtual instruction. This can be both synchronous and asynchronous. Staff will modify and accommodate content to meet the learning needs of their students in alignment with the IEP to the extent possible given the modality of instruction.  Program support staff (mental health workers, educational paraprofessionals and personal care aides) will support instruction and provide assistance and remediation. Program social workers and behavior consultants will provide social, emotional, and behavioral learning opportunities for students as well as provide related services as written in the IEP, pending consent. 

Teachers are expected to maintain communication with students, families, CAIU15 administration (DHS staff at Loysville YDC) and school districts as appropriate.  Teachers are expected to be available at the designated times to receive calls and help students understand materials and work through assignments. As requested, teachers are expected to grade assignments, gage progress, and communicate with relevant stakeholders.  

Professional development will be provided to educational staff by supervisors, consultants, and coaches.  

Additional or more specific expectations may be highlighted in specific programs or by program supervisors.


Student Expectations
The responsibility of the Capital Area Intermediate Unit Early Intervention program is to provide students and caregivers a meaningful Continuity of Education.   In general, student weekly plans will take into account the student’s age, current behavioral levels of participation and persistence, and ability to complete work.  As discussed above duration, intensity, and level of engagement will be varied per the student/caregiver’s needs and abilities. We understand staff need some direction to begin.   Early intervention sessions will be determined with the family and may change as virtual learning continues.  A session may consist of both direct contact with a student or group of students and coaching/consultation with the caregiver.  Both synchronistic and asynchronistic sessions will be considered for meeting the needs of the student. 

For students able to access online learning independently, engagement, effort, and participation is expected of all students.  Accommodations and modifications will be provided as per each student’s IEP to the extent possible given instruction via a virtual platform. 

For students not able to access online learning independently, student weekly plans will take into account the student’s age, current cognitive, academic, social/emotional, and behavioral levels of participation and persistence; and ability to complete work.  As well, intensity, and level of engagement will be leveled per the student/caregiver’s needs and abilities, we understand staff need some direction to begin.  Staff should plan for each learner to have 2 hours of planned instruction and/or enrichment and review per day.  MDT teams should evaluate this recommendation weekly for each learner and adjust appropriately in coordination/collaboration with the caregiver.

At Loysville YDC, student engagement, effort, and participation is required of all students. DHS staff will monitor students and ensure that all students have quiet study time as designated above. DHS staff will provide feedback regarding engagement, effort, and participation. Students are expected to reach out to DHS Staff and to school staff with questions.


Attendance / Accountability
Attendance will be documented by each case manager, and shared with the LEA as requested.   Program Supervisors will provide individual support to teachers/teams on what attendance/accountability measures should be taken based on the LEA’s Continuity of Education Plan (planned instruction vs. enrichment).  

At Loysville YDC, DHS staff will indicate if a student has missed an assignment due to a court proceeding, medical reason, etc. DHS staff will set time aside for make-up assignments in these cases.


Good Faith Efforts for Access and Equity for All Students
Staff will collaborate extensively with families to enhance our teaching, consultation, coaching,  and video modeling. We will continue to adjust and refine our practices for students to recognize FAPE and meaningful progress as much as possible with the conditions at hand.

At Loysville YDC, Class size at Loysville is 8 or less students. The teachers are very familiar with the academic levels, accommodations required, and special learning needs or preferences of each student in their class. Each teacher maintains contact with other teachers and Special Education teachers. Our educational team is small and communicates well to support one another. Staff at the IU offer additional support. The DHS staff support the school and understand the importance of education. They will be a support to the educational team through this difficult time. We will continue to adjust and refine our plan and practices for students to recognize FAPE and make meaningful progress as much as possible under the current conditions.


Special Education Supports
The overwhelming majority of students who received programming within the CAIU15 are entitled to special education supports.  As such, the totality of the CoE addresses individualization and the pursuit of FAPE. 

At Loysville YDC, the teachers are very familiar with the academic levels, accommodations required, and special learning needs or preferences of each student in their class. Each teacher maintains contact with other teachers and Special Education teachers. Our educational team is small and communicates well to support one another. Staff at the IU offer additional support. The DHS staff support the school and understand the importance of education. They will be a support to the educational team through this difficult time. We will continue to adjust and refine our plan and practices for students to recognize FAPE and make meaningful progress as much as possible under the current conditions.


EL Supports
Case managers will collaborate with ELL staff to implement supports.  As well, we have offered to translate our family survey and provide interpreters as necessary.  


Gifted Education
Case managers will collaborate with gifted staff to implement supports. 


Building/Grade Level Contacts
Alicia McDonald - Director of Student Services amcdonald@caiu.org
Andrew McCrea - Assistant Director, Student Services amccrea@caiu.org
Clyde W. Caldwell Jr.  –  Loysville YDC Principal ccaldwell@caiu.org
John Thompson - Hill Top Academy Principal jthompson@caiu.org 
Rachel Montiel - Program Supervisor @ Hill Top Academy rmontiel@caiu.org 
Tim Dorsey - Program Supervisor tdorsey@caiu.org 
Keith Watson - Program Supervisor kwatson@caiu.org 
Chad Pellman - Program Supervisor cpellman@caiu.org 
Kathy Gottlieb - Program Supervisor  kgottlieb@caiu.org
Eric Bostick - EI Program Supervisor  ebostick@caiu.org    
Terry Telep - EI Program Supervisor  ttelp@caiu.org
Jennifer Lyden - EI Program Supervisor  jlyden@caiu.org
Meghan Harvey - EI Program Supervisor mharvey@caiu.org
Irene Reedy - Project Supervisor ireedy@caiu.org 


Resource Links
As a leader and partner in the region, the CAIU15 hosts a number of resources for use both internally and externally.  These resources have been centralized on the CAIU15 website (www.caiu.org).  Links to a wealth of supports for families and educators are available, as are opportunities for professional development - focused on shifting to a distance learning model.