Distance Learning

(Webinar Recording and Slides, April 9, 2020)

1. Identify what can be sent home with students
1. Leverage online or digital integrated resources from publishers or subscriptions that districts have already purchased for ELD content
2. Leverage packets, PBS and other broadcasters for alternatives to online learning resources
2. Provide specific time for ELD within the DL schedule
3. Continue to offer bilingual, dual language, and LA programs through DL
1. Capitalize on students use of home language
2. Provide EL students and their families with literacy resources
4. Continue to provide culturally responsive lessons
5. Lots of resources for ELD
1. EL newsletter provided by CDE
2. See slides for list of resources
6. State Seal of Biliteracy will continue to be offered
1. Process is the same
2. See CDE SSB page
7. Kern County Office of Education is a good model to follow
1. Work with other districts and schools to share resources and best practices

(Webinar Recording, April 2, 2020)

NOTE: Communication and collaboration were stressed throughout the webinar by all speakers. It is an important element that permeates all other areas addressed above. Collaboration with both teacher groups and parents was presented as a major factor in the success of a school or program’s transition to DL. While it is listed as #4 in the above summary, it should be seen as overarching.

1. Identify the needs of students and families as quickly as possible
   1. First, establish that social, emotional, health, etc. needs are met
      1. Connect families with services and resources
   2. Then identify possible access and accommodation issues
      1. Partner with service providers, community groups, etc. to meet the needs of families
         1. Technology access (computers, internet hotspots, mobile devices)
         2. Food and other services
2. Based on needs analysis, develop a Distance Learning Plan. This is a best practice tool and not a mandate.
   1. Plan should prioritize goals from IDP – keep in mind that not all needs can be addressed through DL
   2. DLPs are essential for ongoing communication
   3. Can be used to coordinate schedules
   4. Should be reviewed at least every two weeks
   5. Must include SPED provisions to ensure all students are considered
3. Identify staff and teacher needs and address as possible
   1. Provide training for new DL technology and provide resources and guidance
   2. Provide a variety of delivery options that may be used separately or in conjunction
      1. Teleconferencing
      2. LMS
      3. Bi-weekly or regular sessions with students
      4. Zoom, Google Classrooms, WebEX, etc.
   3. Teachers should:
      1. Set office hours
      2. Communicate as frequently as they would with traditional IEPs (to the degree possible)
      3. Log all interactions and communication and share logs with other specialists to collaborate and provide greater support
      4. Collaborate with GE and SPED Grade Level teams to continue to develop and maintain successful DL experience for all students to the degree possible
      5. Service providers should also follow above guidance
4. Communicate with students and families frequently to reassure them that support is available and to check in
   1. Service providers and case managers should have regular contact with their students and families as well
   2. Create amendments to IEPs based on communication with families and changing needs of students during DL experience
   3. Frequent contact makes parents feel heard and may provide some comfort if they struggle to educate their child at home
   4. If possible, offer 1:1 counseling sessions (both academic and mental health) through Zoom or similar program will help provide students with support
5. Hold virtual IEP meetings
   1. Ensure confidentiality and parental consent
   2. Work with necessary faculty, staff, and administrators to make sure school/district has a policy for handling IEP meetings
   3. Walk parents through process prior to meeting
      1. If possible, practice with parents prior to meeting if using Zoom or similar service
6. Provide ongoing support and resources to families, students, and teachers
   1. Encourage teachers to attend virtual PD workshops
   2. Provide teachers with more guidance, best practices, and resources
   3. As possible, provide teachers with financial support to develop a workspace that is conducive to DL
   4. Provide students with “in-class” support during virtual learning sessions to the degree possible
   5. As possible, provide physical accommodations to students at home
      1. WISH Academy maintains a “Materials and Supplies” Google form where students and parents can request adaptive software and other accommodations like special chairs
   6. Provide families, teachers, and staff with tech support and assistance for new DL technology

(Webinar Recording, April 9, 2020)

How to Remain a “Community” While Our Physical School Sites are Closed:

1. Supporting parents as they take on the role of educators
2. Federal law, the Individuals with Disabilities Education Act is still in place Flexibility is needed
   1. For many students, the special education supports and services need to be delivered in a different way
   2. Current adaptations to the delivery of support is not meant to replace the Individualized Education Programs (IEP) that will still be in place when we return to the school sites
3. We will not lose our focus on inclusion

Mario from Teams of Advocates for Special Kids (TASK) Shared the Following:

1. Statewide supports are available from Parent Training and Information Centers (PTIs) and Family Empowerment Centers (FECs). Educators can refer families to these resources in their area. PTIs and FECs are in place to assist families, children, and young adults with disabilities to navigate the Special Education system, serving as a bridge between families and schools.
   1. PTIs
      1. Federally Funded
      2. 105 Locations
      3. Seven Offices in California
      4. www.parentcenterhub.org/find-your-center/
   2. FECs
      1. State Funded
      2. California has 14 Offices
      3. www.seedsofpartnership.org
   3. Families can be assisted with a wide range of topics by the PTIs and FECs
      1. Basic Needs
         1. Food
         2. Shelter
         3. Diapers
      2. Stress
         1. Unemployment
         2. Health Issues
         3. Isolation
      3. Connectivity Issues
         1. Lack of technology
         2. Language barriers
         3. Not understanding educational materials and how to deploy them
      4. Uncertainty about IEPs
   4. Schools can get support in managing the overwhelming task of preparing for distance learning
      1. Clarification on IEP compliance issues
      2. Addressing basic needs
         1. Health
         2. Technology and connectivity
      3. Ideas for including students with disabilities into the distance learning model
   5. PTIs and FECs can support families and schools with a variety of tools—Communication and collaboration are critical at this time.
      1. Dissemination of information from schools to families
         1. Contact your PTI or FEC and share the information that your school needs to have distributed
      2. Support Groups
      3. Webinars
      4. Communicating directly
         1. Calls
         2. Emails
         3. Social Media
      5. Website resource lists
   6. Priorities—General Guidance from PTIs and FECs to families
      1. Self-care
         1. Mental Health
         2. Wellbeing
      2. The needs of your family
         1. Create a flexible routine
      3. Communicate with child’s school site
         1. Be proactive in asking for assignments, clarification, and assistance
      4. Have patience
   7. Specific Recommendations to families
      1. Identify and contact your local FEC or PTI via the Seeds of Partnership or the Parent Center Hub websites (links will be posted at the end of this document)

Melinda Melgar from Camino Nuevo Charter Academy

Offered a timeline of the past 4 weeks

1. First Week and a half
   1. Canceled major events
   2. Followed Los Angeles Unified School District’s lead and closed “for 2 weeks”
   3. Teachers prepared packets for parents to home school
   4. Arranged to provide 2 meals a day
   5. Sent out Tech Survey to determine what families had access to
   6. Decided to pay all staff during closure
2. Week 2
   1. Learned that closure would last to May 1
   2. Finalized guidance for related services
      1. Services are provided by outside vendors
         1. Most services could continue virtually
   3. Passed out Chromebooks to families who needed them
      1. Prioritized high school students for technology loans
   4. Student/Family services coordinators reached out to families and assisted with basic needs (housing, employment)
3. Week 3
   1. Set up a technology trouble shooting inbox for technical support for families.
   2. Spent a week in professional development
      1. 3 hours a day
         1. Online platforms
         2. Lesson planning
   3. Closure was extended
4. Spring Break
   1. Ready for distance learning
   2. Ready for virtual IEP meetings
   3. Ongoing communication
      1. ParentSquare, robocalls, social media, Prior Written Notices, coordination of messages
5. Assure families of continuity of academics
6. Teaching with both technology and paper and pencil
   1. Lesson plans are being created to accommodate students no matter what resource they have (tablet, phone, personal computer, or nothing)
7. A common thread with all presenters seems to be wrap-around services for vulnerable families.
8. Figure out a plan to connect with families who are not engaging

Samantha Pellitteri – School Psychologist, Adjunct Professor, and Parent of a Student Receiving Special Education Services

1. Son receives supports (40% general education, 60% mild/moderate supports)
   1. 1:1 aide
   2. Speech
   3. Occupational Therapy
   4. Physical Therapy
   5. In-Home tutoring
   6. Partial school day
2. Reports similar timeline
   1. Temporary school closure
   2. Extended closure
   3. School sent resources and email
      1. Too many emails (this was overwhelming to wade through)
   4. Spring break
   5. Set up her own schedule and plan for her son
   6. Contacted his team and coordinated a long-term plan
      1. Prioritizing health
      2. Making meaningful tasks
      3. Allowing time for social connections
      4. Minimize regression
3. Suggestions from a parent
   1. What didn’t work
      1. Too many mass emails to wade through
   2. What was useful
      1. Texts and email from teachers and providers
      2. Clear communication from team
         1. Planned weekly zoom meeting at end of week
      3. IEP team coordination
         1. Teacher created a google doc with a schedule that school and family have access to
         2. Outline goals
         3. Make time for breaks
      4. This coordinated schedule allows family to schedule their day also
      5. Quality over quantity
4. New Goal
   1. Contact general education choir teacher to arrange interaction with the choir class again

(Webinar Recording, April 16, 2020)

Joe Xavier, Department of Rehabilitation (DOR)

1. Looking forward to the future: response vs. planning
   1. The work and problem solving done today will impact how other situations are faced 20 years from now
      1. Health aspects
      2. Social implications
      3. Economic implications
   2. Rather than have low expectations, we must challenge youth with disabilities. Overcoming challenges is what empowers them and gives them a pathway to their future
2. Once planned, how are the strategies implemented?
3. What does normal look like in today vs 2021,2023, and so on
4. The goal of DOR is to build the hard skills and social skills of students with disabilities to be successful in the workforce and to earn a living wage.
5. DOR endorses the California Surgeon General’s posted material on dealing with stress.

Val Wiltse, Monterey County SELPA

How Monterey County is working together to build capacity and improve practices in secondary transition.

1. The CDE website regarding secondary education, resource link will connect you to transition planning basics.
   1. Individualized education program (IEP) development
   2. Meeting Individuals with Disabilities Education Act (IDEA) mandates
2. Monterey County SELPA hosted a workshop on secondary transition basics; Transition is a process, not a document.
3. Subjects covered at the workshop:
   1. Effective transition language in the IEP that is consistent with current legal mandates
   2. Federal and State legislation
   3. Predictors of positive outcomes in employment, education, training, and independent living
4. California Transition Alliance (CATA) recognizes the value of this type of workshop and developed a “Train the Trainer” program to train individuals to train and support their local areas. This program covered all areas of transition, including:
   1. Employment
   2. Independent living
   3. Compliance
   4. Guide posts for success
5. Monterey County SELPA recognized the value in the Train the Trainer program. Utilizing the resources of the CATA, they developed a program based on this model to serve their county.
   1. Guides and supports districts through a self-assessment of their secondary transition programs
   2. Trains classroom staff in the areas of:
      1. Task analysis
      2. Reinforcement
      3. Prompting
      4. Data collection
6. Soledad Unified School District was the first to receive the secondary transition support. Based on their assessment of secondary transition they recognized an immediate need in their adult transition program.
   1. Phase 1- Trainer of Trainers training
   2. Phase 2- Implement models outlined in the training
      1. Student Center
      2. Planning of job exploration
      3. Post-secondary employment
      4. Education options
      5. Work based learning experiences
      6. Community based experiences
         1. Local emergency response teams
         2. Government
      7. Workplace readiness centers were created in the areas of:
         1. Hospitality
         2. Food service
         3. Clerical
         4. Interior design
         5. Industrial
         6. Auto detail
         7. Handmade items: Soledad Sewing Company
      8. While assisting students in improving their functional and daily living skills, keeping in mind their self-advocacy skills
7. Soledad USD implements a person-centered approach at Soledad High School
   1. Determining a student’s “dream job” or passion
   2. Look at these interests from a practical standpoint
      1. Is it a good fit?
      2. Can a “dream job adjacent” be identified?
8. How does distance learning affect this?
   1. It has helped many students
      1. Students who struggle socially, are thriving in distance learning
      2. Video conferencing has improved collaboration
9. Monterey SELPA is using different approaches with each individual district
   1. Zoom meetings
   2. Google classroom
   3. One on one using the above platforms

Gavin Mirigliani and Gilbert Richards, Los Angeles Unified School District (LAUSD)

How Willenberg Career and Transition Center, in the LAUSD, has achieved a 52% rate of graduates obtaining and maintaining jobs– more than double of the national average of 19.1%. During this time of quarantine, it is important to ensure continuity of processes and programs by:

1. Building and reinforcing connections with:
   1. DOR
   2. Regional Centers
   3. Local Businesses
2. Identifying technology or other tools needed for students to use at home
3. Identify new employment for students who have jobs in industries that are temporarily shut down
   1. Culinary
   2. Horticulture
   3. Print center
4. Through the use of virtual classes and YouTube videos, develop different skills for job success
   1. Critical thinking and problem solving
      1. What to do when a job is different from day to day
         1. Example- supplies are missing on the second day. Does the student problem solve and figure out how to communicate to get the task accomplished?
      2. In the virtual classroom students are given a hypothetical problem scenario and are asked to discuss the problem, solutions, and consequences to the solutions that they’ve developed and then determine the best choices.
   2. Strength of character
      1. Through a program called “Character Counts”, students learn about 6 pillars:
         1. Trustworthiness
         2. Respect
         3. Responsibility
         4. Fairness
         5. Caring
         6. Citizenship
      2. The same virtual classroom discussions are used around these topics
   3. For students with more physical and cognitive disabilities, the emphasis is on building life skills in the home.
      1. Teachers reached out to families to get a feel for what the situation and needs are at home. Materials are provided so that they family can access them whenever they need them rather than attending scheduled Zoom meetings, via YouTube and other recordings.
         1. Prerecorded stories
         2. Teaching life skills such as towel folding
         3. Helping sweep
      2. The same topics are covered using age appropriate materials
         1. Critical thinking and problem solving
         2. Citizenship
         3. Fairness, caring, sharing
      3. Engagement and happiness is the goal

Liz Zastrow, Lodi Unified School District (LUSD)

Secondary transition planning begins long before the mandated age of 16. LUSD begins transition discussions as soon as preschool. Given the task of increasing the percent of students who graduate and move on to college or making a living wage, they designed a program plan called Lodi Career Connections (LCC).

1. LCC is made up of programs from:
   1. California Promise
   2. WorkAbility I
   3. Transition Partnership
   4. Paid Internships programs through the local regional center
   5. California Career Innovations
2. LCC moved from a funding focused model to a student driven model. Rather than label a student as a WorkAbility student or a Transition Partnership Program student, the student’s needs were the focus.
3. The program provides:
   1. Person-centered planning
      1. Identifying goals
      2. Identifying strengths
      3. Planning for the future
   2. Education for the student and family on Social Security
      1. Explaining how benefits can be maintained while working
      2. Developed a reporting and payment calendar for the year with lessons on rules.
   3. Lessons on positive self-advocacy and leadership
      1. IEP meetings
      2. Meetings with regional centers
      3. Social security meetings
4. LCC works at combining all transition programs into one set of goals, focusing on employability skills and parent connections
5. LCC developed a student matrix that keeps track of what they are working on. The matrix is based on the five DOR student service areas.
   1. Meets secondary transition goals
   2. Flexible per grade and age
   3. Helped moving to distance learning easier
      1. Able to see what each student has completed for the year and determine at what point in the goal list distance learning should begin
6. Work Based Learning from a distance
   1. Update student resumes
   2. Reviewing master applications
   3. Reviewing employer evaluations
   4. Complete work site self-evaluations 
   5. Practice interview skills
7. Job exploration from a distance
   1. CA Career Zone
      1. Assign activities and update portfolios.
   2. Look at volunteer opportunities
   3. Working on employment certificates
      1. Food handling
      2. First aid
      3. Microsoft suite
8. Self-advocacy
   1. Updating person centered plans
   2. Work safety
      1. Identifying scams
      2. Learning coronavirus guidelines
9. Post-secondary
   1. Applying for scholarships
   2. Virtual job shadows
   3. Virtual industry tours
   4. Online college tours

Karen Honkala, Lodi Unified School District

Mapping from preschool to employment. LUSD endeavors to raise the expectations of students and their families.

1. Desired outcomes for all students including students with disabilities:
   1. Earning a diploma
   2. College as an option
   3. Employment
      1. Earning a living wage
2. Create Inclusive learning opportunities for all LUSD students, beginning with preschool, focusing on the pathway to employment.
   1. Develop career mapping activities for preschool aged students
   2. Create reasonable and achievable timelines
3. Identifying desirable employment skills and adapting age appropriate lessons
   1. Problem solving
      1. Cause and effect
      2. Sorting
      3. Puzzles
   2. Leadership
      1. Line leader
      2. Show and tell
      3. Delivering message
   3. Listening
      1. Following directions
      2. Sounds BINGO
      3. Simon says
      4. Story time
   4. Communication
      1. Asking for help
      2. Raising hand
      3. Not interrupting
      4. Waiting
      5. Building expressive and receptive language
   5. Social
      1. Play
      2. Waiting
      3. Turn taking
      4. Games
      5. Response to name
   6. Gross motor skills
      1. Navigating environment
      2. Balance
      3. Strength
      4. Endurance
   7. Fine motor skills
      1. Drawing
      2. Puzzles
      3. Blocks
      4. Stringing beads
   8. Time management
      1. Task completion
      2. Waiting
      3. Regulation
   9. Other tasks
   10. Dressing
   11. Manners
   12. Eating
4. LUSD provides online distance learning supports through:
   1. Seesaw
   2. ClassDojo
   3. Google Classroom
   4. ABC Mouse
   5. YouTube

Denise Mangrum Lodi Unified School District

LUSD checked in with families to determine their communication preferences and learned that although many had devices to communicate with they were mainly comfortable with email, texts, and handouts.

1. The teachers communicated with families about their needs and assessed their situations.
   1. Parents work hours
   2. Other students in the home
   3. Other hardships
2. Teachers are working with parents through phone calls and emails according to frequency on Individualized Family Service Plan (IFSP) and parent needs. Zoom is used for American sign language and progress is being made toward virtual visits.
   1. IFSPs and annual reviews are held via phone calls
   2. Communication is logged for each student
3. In many cases teachers are finding it necessary to teach parents how to use technology or how to access and use virtual platforms.
   1. Professional development has been put in place to help teachers teach parents how to use the distance learning technology.
      1. Zoom
      2. Google Classroom
      3. Seesaw
4. LUSD is working on solutions for parents who do not have access to internet connection or devices
5. Early Start IFSPs
   1. Phone conferences
   2. Zoom
6. Part C to Part B transitions
   1. IEPs
      1. Contact parent
      2. Send Prior Written Notice and waiver
      3. Mute all participants except for parent and the person speaking
      4. Determine if the parent has a printer and scanner for the IEP draft and signatures
         1. Prepared to use email and postage paid envelopes for signatures
         2. Scanner phone applications can also be used
            1. Photo Sign
            2. Genius Scan
            3. DocuSign
            4. Adobe Signature
            5. Cami
               1. Allows you to write “draft” on the IEP before giving it to the parent for signature
   2. Assessments Complete
      1. Reschedule IEP
   3. Assessment consent received but assessment incomplete, no consent, and referrals
      1. Complete all indirect assessments
      2. Find solutions for direct assessments
         1. Parent interviews
         2. Parent checklists
         3. Observation from virtual sessions or last time the student was seen
      3. Include statement regarding further assessment when school resumes
   4. Planning for placing students in least-restrictive environment
   5. Document all student communication

(Webinar Recording, April 23, 2020)

Elizabeth Estes, Founder of Breaking Barriers

1. Before Covid-19, exponential increase in identified social emotional and behavioral health needs for California’s children was noted
   1. Suicide, suicidal ideation, self-injury, anxiety and depression were on the rise
2. With the addition of distance learning, due to Covid-19, there is an additional impact of:
   1. Increased anxiety
   2. Mass disruption of routines
   3. Social isolation
   4. Economic instability
   5. Additional family strain

All of these factors impact a student’s ability to access their education. Most students receive social emotional and behavioral health support through their schools – whether through a teacher just being a friend or through intensive special education services. It is critical to continue these supports as we move ahead with distance learning. No one person or agency can do this alone. It must be a united effort between teachers, schools, districts, Special Education Local Plan Areas (SELPA) and other agencies, such as the Department of Public Heath, Department of Behavioral Health, Social Services, Probation, and Rehabilitation.

Jeannine Topalian, California Association of School Psychologists (CASP), President-Elect

School psychologists support educators, parents, and students by utilizing a multi-tiered comprehensive approach that is trauma informed and leads to better outcomes for student achievement and collaborate with stakeholders to support the mental health needs of all students to increase academic functioning and overall resiliency.

1. Keep students occupied, feeling safe, and attempting to keep up with schoolwork as best as possible.
2. Teach students positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety.
3. Role modeling for children problem-solving, flexibility, and compassion as we all work through adjusting daily schedules, balancing work and other activities, getting creative about how we spend time, processing new information from authorities, and connecting and supporting friends and family members in new ways.

These tasks are accomplished by implementing a multi-tiered system.

1. Tier 1: Promoting a community of support: Making connections
   1. Academically
      1. Connections to teachers
      2. Providing educational resources
   2. Socially
      1. Connections to friends and family (peer aged cousins)
         1. Facetime, zoom, other social media
   3. Emotionally
      1. Connections to caregivers
2. Tier 2: Providing psychological education
   1. To parents and educators about the signs and symptoms of trauma in students
      1. Changes in behavior
      2. Changes in patterns
      3. Excessive crying
      4. Irritation
      5. Regression
      6. Excessive worrying
      7. Unhealthy eating and sleeping habits
      8. Poor school performance
      9. Avoiding school
      10. Unexplained headaches or body pains
   2. Strategies for psychological first aid
      1. Listen
      2. Protect
      3. Connect
      4. Model
      5. Teach
   3. Supporting all students with the “check-in” model
      1. What a check-in is NOT
         1. Crisis hotline counseling
         2. Social call
         3. Telehealth therapy session
         4. Weekly counseling session for an individual student or meant to replace previous counseling services provided by the LEA.
      2. What a check-in IS
         1. A short phone conversation with a student to check-in on how they are doing
         2. Within your Pupil Personnel Services scope of practice
         3. An opportunity to connect with the student and express empathy
         4. A method to monitor a student’s stress reaction
         5. Available to all students
3. Tier 3: Offering psychological interventions
   1. Considering virtual service delivery resources (i.e., by telephone) when social support is lacking, and psychological education insufficient
   2. Providing more direct services (e.g., telehealth) via virtual meeting platforms
   3. Focusing on stabilization and grounding of persons with extreme stress reactions by providing adaptive coping mechanisms
   4. Collaborating with outside agencies for wrap-around services

While a district is in shelter in place, CASP recommends that the school psychologist consult with district/school administrators to determine assessment priority.

1. Some possibilities to consider:
   1. Complete as much of any open signed initial and triennial assessments you are able, which may include background review, writing observations and interviews that have already been conducted, and completing reports of assessment results that have already been collected
   2. Complete triennial assessments that can be conducted as a record review per district policy and parent consent
   3. Conduct record reviews on any initial evaluation plans that were being developed (not signed) prior to the shelter in place in preparation for them being signed as soon as the policy is lifted
   4. Conduct as many initial, triennial Individualized Education Program (IEP) meetings as are possible until the end of the academic year per district policy on distance meetings to ensure confidentiality and informed consent

Looking forward, school psychologists can work collaboratively with all students, parents, and educators to promote psychological and physical safety as students return to school by maintaining an open communication between outside agencies, schools, teachers, and families.

Resources That May Be Helpful

California Association of School Psychologists (CASP)
National Association of School Psychologists (NASP)
LAUSD Psychological First Aid (PDF)

Wendi Aghily, SELPA Director from Mt Diablo, Jill Raslan, Teacher from Mt. Diablo Unified

A teacher’s perspective: The comfortable daily routine of a supply filled classroom and structure is not our current situation. Take a breath: take care of yourself, check in and find out what your students and families need. For students with emotional dysregulation and behavioral challenges, this disruption will create new anxieties and fears. It’s important to take an inventory before approaching the teaching aspect:

1. What are the needs of each student and family?
   1. What supports are already in place?
      1. External
         1. Technology- do they have access and if not, how can we get it to them?
         2. Space- is there a place where they can safely access a Zoom meeting or study?
         3. Family support- are parents working from home? Can they take time to sit with students to help them?
         4. Staff support
      2. Internal
         1. Ability- overall learning levels
         2. Accommodations that are already in place
         3. Motivation- what motivates them?
         4. Resilience- how resilient are they?
         5. Tools used for learning
   2. What support can be provided?
      1. Classroom support
         1. Planning lessons-Maintaining similar lessons, activities, and supports as received in the classroom
            1. Synchronous
            2. Asynchronous
            3. Independent work vs. “class” work
            4. Multiple methods of learning and demonstrating learning
         2. Planning social support
            1. maintaining class expectations for social interactions
               1. raising hand
               2. listening when teacher is presenting
            2. integration of social skills activities and lessons in virtual setting
            3. availability of a variety of forums to collaborate, share, or chat
         3. Planning therapeutic support
            1. Individual
            2. Group
            3. Family
            4. Wraparound
            5. Therapeutic supports within the academic virtual lessons
      2. Engage in online activities
         1. Encourage students to meet with other students to study
      3. Continue to monitor IEP goals via calls and zoom meetings with student and parents
      4. The support of the school principal is important. The principal should receive information from teachers regarding what the needs of families are and if possible, assist in getting the supports in place for each family.
2. Supporting the needs of staff:
   1. Collaboration, instruction, guidance and encouragement for distance learning methods
      1. Initially there was too much information and not everyone was familiar with the tools, which was overwhelming
   2. Grade level virtual collaboration
   3. Virtual “staff lounge”
      1. Each day teachers log into a chat room to socialize and share with each other.
      2. Support each other
         Helping with Google online instruction
         Providing technology instruction and troubleshooting
      3. If staff are not supported, they can’t teach the students

Jenae Holtz, Desert Mountain SELPA and CAHELP

Desert/Mountain Children’s Center (DMCC) provides services across 2,200 square miles. For this large territory, it is necessary to have strong communication and collaboration with many other agencies and has a blended funding source of AB114 and early periodic screening diagnosis treatment Medi-Cal dollars. DMCC serves children and families, birth to 22 years old, with mild to severe behavioral health concerns.

DMCC’s Timeline of the Covid-19 impact:

• March 16- LEAs shut down
• March 17- Began phone and virtual services for behavioral health:
  • Individual
  • Group
  • Sibling Set
  • Family

Engagement Types:

1. Birth to 3-year-old
   1. Skills taught to parents
      1. Emotional regulation
   2. Infant massage
      1. Soothing and self-soothing
   3. Attachment therapy
   4. Parent child attunement therapy
      1. Therapist observes and coaches while parent is interacting and responding to the child’s behavior
2. 3-6-year-old – This age group is very engaged, and therapists are reporting much more interaction with parents than during regular classroom instruction. Therapist engage via screen sharing:
   1. Feelings videos
   2. Games including talking about feelings
   3. Provide parents with information for visual schedules
   4. Yoga for kids
   5. PCIT
3. Elementary – These students are showing a higher level of depression, grief, and anxiety.
   1. Anger Management Skills Cards
   2. Emotion Wheel
   3. Coping Skills
      1. Deep Breathing
      2. Progressive Muscle Relaxation
      3. Challenging – Discuss Irrational Thoughts
      4. Imagery
   4. My Anxiety Workbook
   5. Grief and Loss Workbook
4. Middle School – High School –These students are much better conversationalists, and with those who aren’t, therapists have become very creative via the virtual tools.
   1. Conversation through virtual platforms
      1. Play games together through virtual means
      2. Cards
      3. Board game if both have the board game
      4. Emotion speed game
         1. Each person says an emotion back and forth. When an emotion is repeated, that emotion is discussed more deeply.
      5. Sharing music
         1. Talking about emotions brought out by the students chosen songs
   2. Phone conversations

DMCC has a triage grant through the state of California. The triage group provides various resources to the students and families.

Triage Interventions:

• Creating community resources
• Collaborating with DMCC
• Continued collaboration and support to Local Educational Agencies
• Providing webinars throughout the state
• Sharing behavior strategies virtually with parents/educators
• Create a portal on the CAHELP website “Parents Plugged In”

Luke Anderson from Placer County Office of Education and the Positive Behavioral Intervention Supports (PBIS) Coalition and Lisa Phillips from Rocklin Unified School District

California PBIS Coalition is a collaborative organization using evidence-based, culturally relevant practices to build the capacity for all stakeholders in the implementation of PBIS as a multi-tiered system following the National PBIS Blueprints for professional development, implementation, and evaluation.

The PBIS has shifted focus to families and direct support. Because this work usually happens at the school site level, it is now shifted to focusing on the needs of the students in their homes to ensure that they have the tools needed for distance learning and that their families are equipped with information.

One of these resources is PBIS at home. They have created a Google Docs folder that can be accessed as a workbook for families and practitioners.

PBIS at Home:

1. Basics for Distance Learning- tools for behavioral, social, and emotional success
   1. Routines & Schedules
   2. Home Behavior Expectations
      1. When students know what is expected, they are far more likely to be successful
   3. Behavior Matrix
   4. Teach-Remind-Reward
      1. Teach
      2. Remind
      3. Reward
   5. Respond
   6. Self-Care

The PBIS Coalition tries to encourage schools to adopt the PBIS methods. One strategy of encouraging schools to implement these effective methods has been to develop a recognition system for schools who do. The priory system has been adjusted to accommodate the changes caused by distance learning.

To participate, schools need only to provide a story or artifact (e.g., video, picture, document) that demonstrates their commitment to supporting their community, families, and/or students during the COVID-19 pandemic. Schools will be commended for innovative academic, mental health, and behavior supports during distance learning.

One of the more successful schools that has shared their story is Rocklin Elementary. Rocklin Elementary uses a tiered approach to assisting families in the distance learning process:

1. Tier I
   1. Teachers conducting classroom circles through Google Meet or Google Classroom using prompts
      1. Beginning with low level questions, trying to engage and build community
      2. Deeper responses can be shifted to a platform called Flipgrid, so that replies come to the teacher directly, rather than the group.
   2. Teachers sending home newsletters with calming corner ideas and punch cards for at home behavior support
2. Tier II
   1. Students continue to receive Check-In, Check-Out supports from mentors through emails, online video conferencing
3. Tier III
   1. Continued partnership with Wellness Together to provide virtual individual school-based therapy sessions
   2. Updates are given to Behavior Intervention Team Lead and additional referrals can be made

(Webinar Recording, April 30, 2020)

Diagnostic Center, Central California

• Austin, M.A., CCC-SLP, Speech Language Pathologist, Assistive Technology, Augmentative Alternative Communication
• Laura Lavery, M.A., Educational Specialist, Assistive Technology, Augmentative Alternative Communication

What is a Diagnostic Center?

1. Three centers are operated by State Special Schools and Services Division of the California Department of Education
   1. Diagnostic Center Central
   2. Diagnostic Center North
   3. Diagnostic Center South
2. Centers Provide:
   1. Assessments
   2. Training
   3. Projects
      1. Technical Assistance
         1. Training
         2. On site consultation
      2. Demonstration Teaching
      3. Observations
      4. Recommendations
      5. Problem Solving
3. Maintains a website

The centers provide resources to families with students with significant disabilities at no charge.

Students with complex needs have low-incidence significant disabilities, which impact a variety of areas, such as:

1. Cognition and memory
2. Receptive and expressive communication
3. Senses (particularly the acuity of vision and hearing, as well as how the brain processes information received from the senses)
4. Physical abilities and mobility
5. Attention, particularly the ability to filter distractions and focus attention
6. Affect, including self-regulation, impulse control, mood and motivation

Our current distance learning situation means that adaption and innovation are important in order to continue to provide for these needs.

It is also important to realize that parents are in a state of stress right now and adding more to their plate isn’t helpful. Coming up with solutions that allow families to get support, weather it is from outside support agencies, or other families who have similar situations.

The Student Environment Task and Tools (SETT) approach to distance learning:

1. Assessing the student, their environment, what tools they have available to them, and what is to be accomplished.
2. Develop a plan
   1. Should be a problem-solving approach
   2. Not just a black and white focus on goals and objectives
   3. Should be “Fun”ctional
      1. If its not fun and joyful, it isn’t motivating
      2. Build activities that are enriching to families and students

Building words and teaching language:

• 80% of our communication messages utilize only 200 words (core words) used with high frequency and make up about 75-80% of the words we use every day. There are usually not many nouns on this list. These words can be taught to be combined to make up phrases that can be used by the student throughout the day.
  • Example:
    • All done
    • Away
    • Go
    • Help
    • Mine
    • Stop
    • More
• 20% Fringe words (used in a continuum of low-frequency to lower frequency situations

Determining the student’s language level is important. The PRC AAC Language Lab link listed below has a language screener and a table to determine levels and set goals and objectives.

Presenters from the Adapted Physical Education Consortium:

• Heidi Ambrosius, M.A. CAPE, Moreno Valley Unified School District
• Leslie Kirui, M.Ed., Placentia-Yorba Linda Unified School District
• Nicole Lombardi-Risen, M.S., Temecula Valley Unified School District

The role of Adapted physical education (APE):

• To provide direct services and to support students in their least restrictive environment
• Collaborative consultation to students and teachers within general and specially designed physical education programs
• To provide a service measured by individual goals

APE and distance learning:

Communication with students receiving APE can happen in the same way as other subjects, by using ZOOM, Google classroom, phone calls, and email. The challenge comes when figuring out how to support families who might not have specialized equipment for actual physical activities.

The four main distance learning challenges, unique to APE are:

1. Technology – APE teachers often teach outdoors and their equipment is very low tech. Teachers need to get creative with the tools available.
   1. Adapting to the current conditions
      1. Taking advantage of professional development opportunities
      2. Viewing tutorials on YouTube to learn online tools and platforms
   2. Transition from low tech to high tech teaching
      1. Providing live and pre-recorded lessons
         1. Group lessons need to be considerate of privacy needs
      2. Providing live consultation to families
      3. Phone calls, text and mailed documents for those with limited access
2. Equipment – typically utilize balls, ramps, switch activated gadgets
   1. Homemade equipment used for distance learning APE
      1. Ball Skills
         1. Throwing and catching
            1. Stuffed animals
            2. Socks
         2. Ziploc bags filled with rice or bells
         3. Cardboard bowling ramps
         4. Kicking
            1. Shoe box targets
      2. Balance and locomotor
         1. Walking lines
            1. Painters tape
            2. Chalk lines
         2. Balance
            1. 2x4 wood boards
            2. Step stools
      3. Physical fitness
         1. Weights
            1. Canned goods
            2. Water bottles
            3. Backpack filled with heavy items
3. Caseload- typical caseload for an APE teacher in California can be between 40–100+ students, with an average of 50–70, in an age span of 3—22 years old.
   1. Managing caseloads in a distance learning model
      1. Centralizing resources that are quick and easy for families to access at any time
         1. Websites
         2. YouTube channels
         3. Google Classrooms
      2. Organization is imperative
         1. Daily to-do lists
         2. Logs
         3. Consistent office hours
            1. Availability
4. Communicating with families
   1. Teachers are using a variety of methods to communicate and receive feedback with families according to their different needs and requirements
      1. Questionnaires on Google form surveys
      2. Video documentation of activities
      3. Direct emails
      4. Phone calls to the home
      5. Virtual face to face
         1. Google hangouts
         2. Google Meet
         3. Zoom
      6. Applications
         1. Remind

Types of Physical Education (PE)

1. General Physical Education
   1. Least restrictive placement for physical education is the general education environment.
   2. In distance learning APE teachers continue to collaborate with their General Education PE teachers
   3. Collaboration on lessons through shared platforms such as Google Classroom or SeeSaw
2. Adapted Physical Education
   1. The APE teacher can work with teachers and parents to come up with ways for the student to accomplish activities at home
      1. Hitting balls with brooms
      2. Kicking cardboard boxes
   2. Provide videos to demonstrate skill teaching, levels of prompting, and physical assistance
3. Specially Designed Physical Education (SDPE)
   1. SDPE distance learning looks very similar to APE distance learning

Robyn Chu, MOT, OTR/L, Growing Healthy Children Therapy Services

Occupational Therapy through Distance Learning

How to maintain best practices, support goals, and prevent regression through collaborative support:

1. On-line direct sessions at the student’s service level
   1. Teleconferences
      Zoom
   2. Use a platform that the family is already using with other teachers so that true collaboration can take place in a seamless manner
   3. Finding activities that blend with the family’s activities and culture
   4. Send surveys to determine what equipment families have at home that can be used for APE activities
      1. Therapy ball
      2. Yoga mat
      3. Big blanket that can be placed on the floor
      4. Sofa cushions that can be placed on the floor
   5. Determine who is available in the home to help
   6. Encourage parents to be honest about their limitations
2. On-line direct sessions at a lower service level
3. On-line or phone consultative sessions regularly
4. Phone or on-line check-in one time
5. Therapeutic activities sent home by email or snail mail
6. Collaboration with teachers and other Individualized Education Program team members by phone, email, teleconference, on their on-line platform (Google classroom, Class Dojo, etc.)

Above all, self-care is imperative.

1. Check in with how you, as a provider, are feeling
   1. Breathing exercise
   2. Meditation
   3. Relaxation techniques
2. Ask families to check in to monitor how they are feeling emotionally before instruction begins
   1. A self-check-in chart or scale can be developed for the student to indicate how they are feeling

Documentation – this is very important for the transition back to classroom learning and for determining what support might be needed.

1. What level is the student on in the goal chart?
   1. Measurable
   2. Thorough
2. What activities are offered?
3. When were they offered?
4. What was provided?

Sarah Ott, Executive Director, Special Education, San Diego Unified School District

The process that San Diego Unified School District took to create their distance learning plan:

1. Creating a Vision
   1. Grounded in the vision of who we are
   2. Research distance learning ideas
2. Started with a soft launch
   1. Develop resources for parents to support their students
   2. Deliver trainings for staff to expand knowledge of digital platforms
      1. Zoom
      2. Seesaw
      3. Google classroom
      4. Canvas
   3. Ensure 100% contact with families before the launch of Distance Learning
   4. Distribute meals and devices to all families in need at multiple locations across our district
3. Preparing for Distance Learning Launch
   1. Work as an integrated team to develop the guidelines and resources for Distance Learning
      1. Model 1- District Provided Instructional Materials with Educators Supports
      2. Model 2- Educator Led Through SeeSaw, Google Classroom, Canvas
      3. Model 3- Collaboration Between Educators and Students Using a Mix of Technology
4. Engage Committees led by job-related leadership staff
   1. Understanding the Distance Learning Structure and Guidelines
   2. Partner with General Education Peers and had a General Education Lens
   3. Brainstorm Resources and Strategies to Expand the Structure and Guidelines for Each Program
   4. Gather Stakeholder Feedback
   5. Job Alike Training and Support
5. Distance Learning
   1. Adapted PE—Co-creation of PE curriculum with modifications
   2. Bilingual Support Network/Interpreting—Volunteer database and resource guides for interpreting and online meetings
   3. Deaf and Hard of Hearing—Accessibility, instruction, parent training, troubleshooting
      1. American Sign Language Instructional videos
      2. How-To videos for parents and staff
      3. Interpreters on Zoom calls
      4. Closed captioning for training and meetings
      5. Screencasting
   4. Medically/Physically challenged—Thematic units, choice boards, active learning
   5. Music therapy—Music-based social and emotional learning, activity plans, multi-sensory learning
   6. Occupational and Physical Therapy—Technology access, movement activities, large equipment
      1. Worked with parents to determine which platforms work best for each student
      2. Co-teaching
   7. Physical/Health Impairment—adaptive equipment and technology access (website)
   8. Speech/Language and assistive technology—teleservices guidance, modeling/training, decision tree, technology
   9. Visual Impairment/Orientation and Mobility—Access (key commands), expanded core curriculum, Orientation/mobility
      1. Text to speech
      2. Online braille training
      3. Homebased lessons
         1. Following directions

Transition and support from distance learning back to brick and mortar school:

1. Following Similar Process with Executive Leadership Team and Committees
2. Plan Professional Learning Based on Best Practice
3. Creating Plans for Incorporating Distance Learning and Traditional Practices

Contacts and Resources (in the order they were presented)

Kristin Brooks: kbrooks@rcoe.us
Kevin Schaefer: kschaefer@edcoe.org
Michelle Austin: maustin@dcc-cde.ca.gov
Laura Lavery: llavery@dcc-cde.ca.gov

Speech and Hearing Association

Sharing the SETT Framework

Format – packets, online, live, materials, hybrid (equipment needs)

Core Vocabulary

Where to Find Visual Support:

• PRC AAC Language Lab
• Project Core
• Speech Therapy Worksheets
• Boardmaker online – Tobii Dynavox    
• Pragmatically Organized Dynamic Display (PDF)

Where to Find Text to Speech:

• Accessibility within your system
• Snap & Read
• Read and Write for Google
• Tar Heel Reader
• At-Home Learning, a California Public Education Partnership (PBS Social)

(Webinar Recording)

Key Takeaways: Overview of Universal Design for Learning

1. What and Why
   1. UDL definition: framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn
      1. Not a “special ed” thing—it's an “everybody” thing
   2. Three groups of neural networks that drive learning
      1. Affective is the why—reason we learn
      2. Recognition is the what—process and store the information
      3. Strategic is the how—responsible for focusing attention, communicating and creating, and strategic thinking
   3. Learner Variability—variability is predictable, what we can predict we can plan for
      1. We learn best when a flexible learning environment is created and planned.
   4. Curb-Cut Effect—universal support from architecture
      1. Assists anyone who has trouble with sharp changes in elevation— don’t impede anyone
      2. Closed caption is a similar universal support in education
2. What UDL is and is not
   1. Lens, not a checklist
      1. It is a way of looking at our learning environments and laying out flexible paths to firm goals.
   2. Marathon, not a sprint
      1. Setting expectations and taking steps towards a slow and steady progress
   3. Journey, not a destination
      1. Keep making progress towards the vision using guidelines and rubrics to inform that vision
   4. Standards-based, not standardized
      1. Included in state frameworks
      2. Not one-size-fits-all and not everybody do what they want
      3. Firm goals, flexible means
3. Myths vs. Reality
   1. Myth: UDL is just good teaching. Reality: Good teaching is subjective; UDL is an organized science-based framework.
   2. Myth: I do all of this already. Reality: You may employ certain strategies aligned with UDL, but not the same as deliberate intent, practice, and consistency.
   3. Myth: You have to make individual lessons for every student. Reality: Some supports help all students.
   4. Myth: Learning barriers exist in students. Reality: Barriers exist in designs.
      1. Students need ownership of their learning, but if there are barriers to meeting the goal, we should be looking at the learning environment.
4. How: UDL Framework and UDL Guidelines
   1. Set Clear, Rigorous Goals
      1. Set goals one at a time, and be flexible and clear.
      2. Clarify goals vs. lowering the expectations.
   2. Anticipate Barriers
      1. Identify some of the barriers and problems ahead of time.
   3. Design Options
      1. Design options to address barriers by providing multiple options for engagement, representation, and action and expression to engage the affective, recognition, and strategic networks of the brain. We affect what is relevant for the learning brain.
   4. UDL Guidelines
      1. They are a tool and a set of suggestions for applying the UDL framework to practice so that all learners can access and engage in meaningful, challenging learning opportunities.
      2. The goal of UDL is to develop expert learners.
   5. The UDL Guidelines are arranged both horizontally and vertically
      1. Vertical: Organized according to the three principles of UDL—Engagement, Representation, and Action/Expression
      2. Horizontal: Organized according to Access, Build, and Internalize
      3. Suggestion—start small by focusing on “Access.”
5. Putting it All Together: UDL and Distance Learning
   1. Specific examples of how UDL can apply to distance learning
      1. How: Provide multiple ways to access materials
      2. What: Front-load important information such as vocabulary, organizers
      3. Why: Provide student with different modalities to demonstrate their understanding/learning; timely and specific feedback to monitor students' progress towards the learning goal
6. Takeaways
   1. Methods, materials, and assessments need to be flexible.
   2. Design to the edges—the average learner is a myth.
   3. Start small—it’s a journey, not the destination.
   4. It’s the environment that needs to change, not the students.
7. Additional Resources for UDL visit the UDL Webinar Padlet website.

An important way to help students maintain a sense of stability and psychological safety is to create and maintain a predictable routine. A reliable schedule can help students manage stress and connect with someone who can help them manage that stress. Take a trauma-informed approach. Read this article from Teaching Tolerance.

Below are sample schedules (adapted from the Contra Costa County Schedule Guide) that can be used by school communities AND parents/students to provide structure to what a distance learning school day might look like. These schedules assume mostly asynchronous distance learning generally through paper packets or online curriculum. As school communities increase the ability to provide interactive synchronous distance learning schedules will likely be determined by individual schools.

• Preschool Age
• TK/K-5th Grade
• 6th-12th Grade Students

• What access do kids have to 1:1 technology devices for learning (laptop or tablet)?
• How much support is available to students from other parents/guardians?
• How stable is the student’s learning environment(s)? i.e. Does the student have a home? Is the student in one home or moving between two homes? Does the student have their own learning space within the home?
• What is developmentally appropriate for the age of the student?

Section 2 of this SMCOE Distance Learning Guidelines document focuses on resources that educators and parents can use for designing students’ distance learning curriculum.

• Preschool/TK Curriculum Resources
• K-2 Curriculum Resources
• 3-5 Curriculum Resources
• 6-8 Curriculum Resources
• 9-12 Curriculum Resources

As school communities make the transition to more long-term distance learning it is recommended that educators start with their already existing instructional materials, to continue on with the curriculum that students were previously learning. Each resource page also provides high quality vetted resources that educators and parents can use for supplemental learning materials. A critical element of each student’s day is to provide time for social and emotional learning, physical movement, art/creative time, and other opportunities for quiet reading and listening time; therefore, these resources are also included in each resource page.

CISC ELA/ELD Distance Learning Resources
This is a collection of curated resources that was created by county office ELA/ELD leaders to support educators in the field with distance and blended learning practices.

CISC ELA/ELD: SEL - Creating Community through the Distance and Beyond
This is a curated collection of resources that guides educators, students, and families through best practices for creating a vibrant, online classroom community while strengthening social and emotional skills.

Supporting Students Through Coronavirus - Teaching Tolerance collection of resource articles for different groups of students, and how to support.

Read this article from Teaching Tolerance on How to Respond to Coronavirus Racism.

Social Justice Standards from Teaching Tolerance are found here. Use this as a framework for teaching about injustice during the time of pandemic.

Online Teaching can be Culturally Responsive - An article to ground yourself in what is important for students during this uncertain time and help students feel less marginalized.

Watch this YouTube video from Teaching Tolerance about how to respond to racism you may encounter online.

What educators need to know right now - An article from Teaching Tolerance that provides support for distance learning with regards to social justice.

The Importance of Being Kind During the Pandemic - A Newsela article that discusses the important effects that kindness has on health.

Pocket Guide - How to Speak Up Tent Cards

Teaching Tips: 

From “How to Respond to Coronavirus Racism”
Use these four principles to deal with racism/xenophobia incidents

Interrupt (use this language)

• “Hang on. I want to go back to what you called the virus.”
• “Just a second—let’s get into your point that the virus is somebody’s fault.”
• “Before we talk about that, I want to talk about the language you just used.”

Question (use this language)

• “Why did you call it the ‘Chinese Coronavirus’?”
• “Why do you think that?”
• “Where did you get that information?”

Educate (use this language)

• Explain that it’s actually not common anymore to name a disease after its place of origin, that there’s a long, bad history of associating diseases with specific groups of people and that the name COVID-19 was chosen very carefully to avoid repeating those mistakes.

Echo

• When someone else speaks up, echo them. Thank them, and emphasize or amplify their message any way you can.

Read this article about using a Trauma-Informed Approach while teaching through a pandemic.

Connecting Across Distance - A Coronavirus cross-curricular project #covid19-pbl

Project ideas focus on culturally responsive teaching and SEL components. You will find examples of essential questions, tons of content ideas, and sample unit plans. Poke around and use anything you like. You might find some natural connections across content areas, or you might sit down and look at this as a team or school. Once you get a spark, let it fuel your journey of curriculum design. You can use any template or project planning sheet you like. Let’s remember to use a trauma-sensitive approach.

Facing History presents Standing up to Racism, Then & Now with George Takei via webinar. Access the recording here and begin at 9:30. Could be shared with students alongside the graphic novel, They Called Us Enemy.

Teaching Tips

• Have students connect with someone in their family or community to ask a person they respect how they stayed hopeful in troubled times.
• Teach about other historical times of crisis, including how these ended and communities rebounded.
• Encourage students to get fresh air and to move when possible.
• Share some of the many stories of hope and helping that have come out of this current crisis.
• Share a positive affirmation or a strength of a student—it can go a long way right now.
• Let students know that people find help in different ways, including through spiritual beliefs and practices, and encourage students to discuss things that bring them hope.
• Facilitate and encourage students meeting virtually or by phone with a trusted adult who can show them a different perspective, help to identify their talents and strengths, list their options and resources, and encourage and support them.

Pictures do help build empathy – share articles, photos of racist attacks on Asians during this time. This is dependent on grade level and most appropriate for 5th grade and up. 

Supporting Students Through Coronavirus

Spit On, Yelled At, Attacked: Chinese-Americans Fear for Their Safety: from the New York Times. Has specific examples and links to others.

Let's Stop Scapegoating During a Global Pandemic – ACLU: Reporting on racial attacks and the rise of incidents since the pandemic.

When Xenophobia Spreads Like a Virus - An article from NPR/KQED  with specific examples of racism since the pandemic began.

Artists Fight Coronavirus-Related Racism on Instagram - article that shows artists response to racist acts connected to Covid-19

Speaking Up About Racism Around the New Coronavirus- sets important historical context for racism against Asians

Additional Lessons

The below lessons are from Teaching Tolerance and pulled specifically to support the topic-these are NOT all ready for distance learning and would need some modification by the teacher: 

• Free Texts to Support from Teaching Tolerance
• Digital Literacy Lessons from Teaching Tolerance

• Choosing Reliable Resources

• What is Community?

• Part of a Community Online

• Why Frogs and Snakes Never Play Together

• Allies: A Discussion Activity

Why We Like This

• Takes into account that students may not read or write.
• Identifies people and places that make their community special.
• Teaches how to be part of different online communities.
• Sparks a conversation about prejudice through storytelling.

• Producing Digital Information

• Privacy & Security Online

• Evaluating Reliable Sources

• Cooperative Comics

• Identity Posters

• Defenders of Justice

Why We Like This

• Teaches how to use at least one online digital platform.
• Good reminders of privacy and security issues.
• Credible sources critical in this distance learning time.
• Nice lesson that helps to emphasize working together.
• Helps to stop teasing as kids understand their peers.
• Investigation of those who defended against racism.

• Digital Tools as a Mechanism for Active Citizenship

• Analyzing How Words Communicate Bias

• Community History & Cultural Influence

• Confronting the Ism's

• Social Media for Social Action

Why We Like This

• Identifies ways to uses online tools for active citizenship.
• Identifies how to spot bias, and guide analysis of writer.
• Ways to have student voice take to social media.
• Explores personal bias.
• Seeks to provide understanding of culture through differences and similarities.

• Facing History and Ourselves - create playlists for lessons with suggested videos, readings and content
• ACLU for guidance, support and advocacy

Why We Like This

• Focus is to help students learn about hatred and bigotry so they can help prevent future events.
• On-demand webinars to help teachers with current events and distance learning.
• ACLU offers specific articles and guidance for a range of social justice issues.
  
  

• Santa Clara COE Distance Learning Website
• Orange County Department of Education: Instructional Continuity
• Contra Costa COE: Schedules and Content Resources
• San Diego COE: Distance Learning by Content Area
• SFUSD: Distance Learning Webinars (with PD Attendance Tracker) AND Digital Learning Scope and Sequence
• UCB Professional Development Providers FREE Remote Professional Learning Opportunities
• Butte COE: Online Learning Tips, Online Learning Tips slide deck
• Alameda COE: ELA/ELD Distance Learning Resources by Grade Band (a work in progress)
• Ventura COE: Distance Learning Resources
• Santa Cruz COE: Continuity of Learning Resources, ELD Wakelet 
• San Bernadino COE: https://sites.google.com/sbcss.org/sbcssremotelearningresources/home