Instruction During Quarantine

APS’ priority is to provide in-person instruction five days a week. Some students will need instructional support if they are not able to attend class because they are quarantined. These students will be assigned independent asynchronous learning activities focused on power standards that are aligned with pacing guides.  They will also be able to access one of the following instructional delivery methods (as determined by their teacher) on Day 3 of their quarantined period:

  • limited live streamed instruction (Live streaming allows students to view  and listen to their teacher providing instruction in the physical classroom in real-time. (There is no expectation of engagement with concurrent instruction.)

OR

  • recorded mini lessons linked to power standards. (There is no expectation of engagement with concurrent instruction.)

OR

  • collaborative work via Canvas or Google tools. (There is no expectation of engagement with concurrent instruction.)

While families may choose not to participate in live streamed lessons, if students are well enough to do so, they are expected to log in to Canvas while quarantining and check Canvas for assignments.

The guidance below describes some possible scenarios for students in quarantine. For each of these scenarios, teachers dedicate instructional time at the start of the school year to familiarize students with their devices and with their Canvas course as students will use both resources while at home and at school.

Quarantine Scenario Student Learning Support for students who must quarantine

Pre-K students

When individual students must quarantine

  • Each child will receive a choice board which includes 7 days of asynchronous work/activities.
  • Students’ IEP accommodations will be supported
  • Teachers will conduct virtual check-ins or calls with the student/family during the quarantine.
  • If individual students are quarantined, this will occur daily. If the whole class is quarantined, the check-ins/calls will happen within the first 2 days of quarantine.
  • Should the whole class need to quarantine, the class will transition to full virtual learning.
  • Students with disabilities who receive support from related service providers may work with these providers, when possible.

Pre-K students

When the whole class must quarantine

  • Days 1 and 2, students will complete asynchronous activities from their choice board.
  • Beginning on day 3, classes will begin synchronous instruction via Microsoft Teams Meetings
  • Teachers will share a Microsoft Teams Meeting link through Canvas.
  • Special education teachers will check in with students with disabilities to support progress with activities aligned with IEP goals.
  • Students with disabilities who receive support from related service providers may work with these providers, when possible.

K-12 students

When individual students must quarantine

  • Elementary students may access live streamed morning meetings on Day 3 of their quarantine period.
  • Students may access secured limited live streamed instruction OR recorded mini lessons OR live collaborative work via Canvas Tools (i.g. Google Docs/Slides/etc. or OneNote Class Notebook) on Day 3 of their quarantine period.
  • Students may check Canvas (K-12) for assignments aligned to power standards.
  • Students’ IEP and 504 accommodations will be supported and accommodations for English Learners (EL) will be incorporated.
  • Teachers will communicate the method of instructional delivery- secured live streaming OR recorded mini lessons OR collaborative work via Canvas Tools (i.g. Google Docs/Slides/etc. or OneNote Class Notebook) – with students starting on Day 3 of the student’s quarantine period.
  • If teachers opt to engage in limited live streamed instruction, they will make the Microsoft Teams Meeting link available in Canvas.
  • Teachers will update Canvas with  independent asynchronous learning activities focused on power standards that are aligned with pacing guides.
  • Teachers will respond to questions from students and families within two school days to:
    • Connect/check in
    • Clarify assignments
    • Answer questions
    • Provide feedback
    • Teachers will not reteach concepts.
  • A member of the school’s Student Support team (counselor, social worker, psychologist) will check in with students about their well-being.
  • Special education teachers will check in with students with disabilities to support progress with asynchronous work aligned with IEP goals.
  • Students with disabilities who receive support from related service providers may work with these providers, when possible.

K-12 students

When the whole class must quarantine

  • Students will transition to full synchronous virtual instruction via Microsoft Teams Meeting from home.
  • Students’ IEP and 504 accommodations will be supported and accommodations for English Learners (EL) will be incorporated.
  • Teachers will share a Microsoft Teams Meeting link through Canvas.
  • Teachers will update Canvas (K-12) with assignments and learning activities.
  • Special education teachers will check in with students with disabilities to support progress with assignments aligned with IEP goals.
  • Students with disabilities who receive support from related service providers may work with these providers, when possible.
Teacher must quarantine and is able to deliver instruction from home and some students are able to report for in-person learning
  • The teacher will deliver instruction via Microsoft Teams.
  • The substitute will pin the teacher on the SmartBoard/screen so that in-person students can see and hear the teacher.
  • The students who are in-person will access the instruction from the classroom without signing in to Microsoft Teams.
  • The students who are quarantined will access the lesson via Microsoft Teams.
  • Teachers will share a Microsoft Teams Meeting link through Canvas.
  • Teachers will update Canvas (K-12) with assignments and learning activities.
  • Special education teachers will check in with students with disabilities to support progress with assignments aligned with IEP goals.
  • Students with disabilities who receive support from related service providers may work with these providers, when possible.