Roles and Responsibilities During Continuous Learning (School & District Leadership)

**Adapted from ASIJ’s Distance Learning Plan**

District Leadership Team

  • Create, distribute, and support stakeholders with implementing KCKPS’s Continuous
    Learning Plan (CLP)
  • Establish clear channels of communications between faculty, staff, families, and students
    Support faculty and students/families shifting to a continuous learning environment
  • Help teachers implement the CLP and ensure high-quality learning experience for all
    students
  • See what professional development opportunities are available by clicking here:

School Leadership Team

  • Be available to teachers, parents, and students during regular school hours
  • Communicate weekly messages to students/families
  • Conduct weekly scheduled meetings (virtual) with PLCs/teachers
  • Support staff and students/families shifting to a continuous learning environment
  • See expanded guidance for principals by clicking here:

Curriculum & Instruction Team (including Instructional Coaches)

  • Support all teachers and teams with the implementation of the KCKPS CLP
  • Assist teachers with creating activities and/or choice boards
  • Recommend new methods and techniques for providing feedback to students
  • Support teachers and teams in developing strategies to differentiate instruction
  • See expanded guidance for instructional coaches by clicking here:

Subject or Classroom Teachers

Special Education Teachers and Paraprofessionals

  • Communicate regularly with the subject or classroom teachers
  • Offer to scaffold or modify assignments, as necessary, for students on your caseload to
    support subject or classroom teachers
  • Help subject or classroom teacher differentiate lessons and activities for the students on
    your caseload
  • Communicate regularly with students on your caseload and/or their parents to ensure
    they have success with distance learning
  • Provide supplementary learning activities for students on your caseload who may benefit
    from additional practice to close academic and curricular gaps
  • See expanded guidance for special education teachers and paraprofessionals here:

ESL Teachers and Aides

  • Collaborate with co-teachers to design learning experiences that teach the students on
    your caseload. Secondary teachers collaborate with other ESL teachers on your course
    load.
  • Provide supplementary learning activities for EL students, either in the curriculum or with
    additional targeted learning needs
  • Communicate regularly with students on your caseload and/or their parents to ensure
    they have success with distance learning
  • Monitor the progress of students on your caseload/course load and provide timely
    feedback
  • See expanded guidance for ESL teachers and aides here:

Title I Teachers and Aides

  • If serving as a regular classroom teacher (for class size reduction purposes), follow all Continuous Learning Plan guidelines for regular education classroom teachers for your grade or course level.
  • If serving as a supplemental teacher to support regular classroom teachers
  • Collaborate with grade or course level classroom teachers to design learning experiences that differentiate for students who are at-risk of not mastering critical content.
  • Provide supplementary learning activities for students in targeted academic groups that meets the needs of small groups or individual students, in order to add an additional layer of instruction on to the regular classroom instruction
  • Communicate regularly with students and parents in the grade or course level classrooms you support to ensure students have success with distance learning
  • Monitor the progress of students in the grade or course level classrooms you support and provide timely feedback
  • See expanded guidance for Title I teachers and aides here:

School Counselors

  • Serve as liaison for communication with students/families in crisis
  • Maintain bank of social-emotional lessons
  • Tailor recommendations to the specific crises: Does the time of year affect the planning?; Do the events of the crisis require any special handling?; and What are talking points for teachers or advisors?
  • Host Office Hours at set times for students to access counseling sessions virtually
  • Students, parents, and guardians encouraged to schedule these meetings as needed
  • See expanded guidance for School Counselors

Diploma+ Personnel

  • Host Office Hours at set times for students to call in and access support virtually
  • Encourage students, parents, and guardians to schedule these meetings as needed
  • See expanded guidance for Diploma+ Personnel

School Librarians

  • Ensure all students have online access to ebooks via Hoopla or other online services.
  • Collaborate with colleagues to find resources for high-quality learning experiences and research
  • Regularly check in with subject and classroom teachers to identify ways to support their design of learning experiences
  • Maintain and update online library site for obtaining resources
  • Be available for teachers and students as needed for support
  • See expanded guidance for School Librarians:

K-12 Specials/Electives Teachers

  • Physical Education – Develop a bank of learning opportunities, exercises, and physical activities for students, and share these with classroom teachers and families
  • Art – Staying mindful of the resources and tools families may not have in their home, develop a bank of learning opportunities, projects, and activities for students, and share these with classroom teachers and families
  • Music – Staying mindful of the instruments or resources families may not have in their home, develop a bank of learning opportunities, projects, and activities for students, and share these with classroom teachers and families
  • Theatre – Develop a bank of learning opportunities and activities of expression and share these with classroom teachers and families
  • Technology – develop a bank of learning opportunities students could do to engage them in computer programming or other technology-related learning.
  • World Languages: Stay mindful of the resources families may not have in their home, develop a bank of learning opportunities, projects, and activities for students, and share these with classroom teachers and families.
  • Collaborate with classroom teachers on how to integrate music, art, physical education or other electives into classroom projects and experiences.
  • See expanded guidance for K-12 Specials/Electives Teachers:

Technology Support Team (Technology Information Services)

  • Continually monitor the needs of teachers, students, and parents and troubleshoot their challenges, as needed
  • Be available in person or remotely to provide on-demand tech support help
  • Audit usage to identify students or parents who may be unavailable or out of reach
  • See expanded guidance for Tech Support Team:

School Nurses

  • Be available via phone and/or video to support families
  • Be in consistent communication with building principal to meet student and family needs
  • Coordinate with District Health Coordinator and Lead Nurses to determine best ways to support students and families
  • See expanded guidance for School Nurses:

School Social Workers

  • Crisis Management Planning
  • Support families by identifying resources and connect them to resources to meet their basic needs
  • Case Management
  • Continue to call students and families.
  • See expanded guidance for School Social Workers

Parents as Teachers

  • Check in with enrolled families to see if they need to be connected to community resources.
  • Listen to their fears and provide some calming words and encouragement.
  • Assess with families what technology they have available to them for virtual home visits.
  • Schedule Interactive Video Conferencing or Telecommunication Home Visits with families.
  • See expanded guidance for Parents as Teachers: