Priority Charter School families will be able to choose At-Home Learning for their pre-K through 12th grade students. The selection of this learning environment will require families and students to make a commitment for a full nine-week grading period to allow for continuity in learning.
At-Home learners will participate in an online learning option that is engaging, rigorous, and aligned with on-campus instruction. Students will participate in learning on a Monday-Friday schedule, following the PCS school calendar. Students will follow a daily schedule which includes time for learning activities completed both individually and together with teachers/classmates using a learning management system.
- Families choosing At-Home Learning should ensure their children have adequate space, materials and technology access for their daily online instruction, requesting school assistance to provide a device and internet service, as needed.Students and parents should also both be willing to meet the following expectations:Students will:
- Follow the designated schedule communicated to attend class during synchronous and asynchronous learning.
- Complete daily asynchronous activities and assignments.
- Participate daily in scheduled learning activities, including intervention and tutorials.
- Use proper etiquette during online learning.
- Own your learning by seeking help, asking questions, and taking advantage of tutorial sessions.
- Turn in school work daily and/or at the direction of the assigned teacher.
- Show up to synchronous instruction ready to learn, on time, and follow online etiquette including using video and showing your face during class.
- Attend in-person requirements for specified courses.
- Champion the online classroom environment.
- Check-in to be sure your student(s) are following the designated schedule communicated.
- Monitor and ensure students completion of daily asynchronous activities and assignments.
- Monitor daily participation in scheduled learning activities, including intervention and tutorials.
- Support proper etiquette during online learning.
- Support student(s) advocating for their own learning.
- Provide transportation to meet in-person requirements for attendance at school.
At-Home learners will be expected to meet daily attendance requirements in accordance with state compulsory attendance policies. Those requirements could include daily progress demonstrated through engagement within the learning management system, participation in a student/teacher interaction, and/or the completion or submission of an assignment. Providing appropriate documentation of a verified absence would be required by state attendance and truancy compliance.
Our At-Home Learning experience for pre-K through 12th grade will include synchronous and asynchronous instructional delivery methods which means sometimes students will learn individually and other times they will learn together with their classmates.
- Students engaged in learning independently
- Examples: discussion boards, digital documents, pre-recorded lessons, reading assignments
- Students engaged in learning with others
- Examples: live classroom presentations, small groups held via Zoom, project collaboration via Google docs
At-Home learners will be able to pick up Grab-and-Go breakfasts and lunches from their home campus during times that will be announced at a later date. Additional details to know include:
- Only enrolled students are eligible for meal service.
- Parents can pick up meals without the student present if they have the student’s ID card.
- Point of Sale for each meal at each campus will be scanned and hands-free.
- Payment can be made into student a counts online, by mail or in person on campus at designated times.
For Special Programs students participating in the Remote/Virtual Learning, there may be a need to revise a student’s Individualize Education Plan (IEP) or Section 504 Service Plan. Any IEP or Section 504 Service Plan revisions can be made without holding an ARD or Section 504 meeting if the revisions are mutually agreed upon by the teacher and parent/adult student. Once the IEP or Section 504 Service Plan have been reviewed, revisions made and mutually agreed upon, all services, instructional arrangements, accommodations/modifications and related services specific to the IEP or Section 504 Service Plan shall be implemented as stated. If there is no need for IEP or Section 504 Service Plan revisions, the existing IEP/Section 504 Service Plan will be implemented.
What can I expect regarding IEP and Section 504 Service Plan Implementation?
Students receiving accommodations will participate in Remote/Virtual Learning with a general education teacher. Special education teachers and/or Dyslexia teachers will collaborate with the general education teacher to assist with the implementation of accommodations documented in each student’s IEP or Section 504 service plan.
Students receiving modified curriculum will receive Remote/Virtual Learning that is designed to address the goals and objectives documented in each student’s IEP. The general education teacher and special education teacher will collaborate to provide the specific modifications.
What about Speech and Related Services such as Occupational Therapy (OT) etc.?
- Consent for Tele-therapy – Service providers will be contact parents/adult students for written consent to employ services through an electronic medium.
- Direct services will be provided virtually through Zoom based on the student’s IEP. These services may be one-on-one or in a small group.
- Service providers will collaborate with parents to answer questions and provide suggestions on how to help students reach their educational goals.
How will ARD or Section 504 meetings be held?
ARD and Section 504 meetings shall convene within required timelines for all Annuals and Re-Evaluations. Parents/adult students shall be provided with meeting notice in accordance with Texas Education Agency (TEA), Texas Education Code (TEC) and The Office of Civil Rights (OCR) requirements. Parents/adult students may elect to convene meeting in person (if in accordance with State and County Health and Safety Guidelines/Regulations) or request a Zoom or phone meeting.
How will evaluations be conducted?
Priority Charter Schools is committed to completing Special Education and Section 504 evaluations for Remote/Virtual Learners. The latest health and safety guidance will be followed for students requiring face-to-face assessments and observations. Some assessments can only be conducted face-to-face while other assessments or portions of assessments can be conducted remotely/virtually. The District will make every reasonable option available to parents. The Response to Intervention (RtI) shall delay the evaluation/assessment process.
How will Compensatory Services be determined?
Students receiving Special Education services may qualify for compensatory services due to the Spring 2020 facility closure and/or Remote/Virtual Learning. The ARD committee will determine if these services are needed. Parents/guardians may contact the teacher or campus principal to request an ARD to discuss these services.
Secondary language learners who are being served in English as a Second Language (ESL) will receive Remote/Virtual instruction through weekly teacher-student assignment interaction (check-ins) via Seesaw and/or Google Classroom, individual or small group intervention time will be scheduled as needed and language-based assignments through the Imagine Learning Platform. Teachers will continue to employ Sheltered Learning Instructional Strategies to support language development/acquisition.
Students served through Gifted and Talented will continue to receive an array of appropriately challenging learning experiences. Teachers will communicate expectations with Remote/Virtual Learning students and their families about advanced-level products.
Remote/Virtual Learning students will have live, interactive learning engagement with a trained dyslexia teacher. The District’s selected Dyslexia Program is Reading by Design which has specific learning assignments such as: cursive writing, homophones, prefixes/suffixes, vocabulary, spelling studies as well as other language development based activities.
Students in the intervention cycle have been provided with electronic learning platform interventions for reading, writing and math. Students with behavior intervention shall receive behavior supports such as social skills, behavior contracts and other behavior supports. Student progress will be monitored on a weekly basis to ascertain if additional interventions or intervention frequency and duration need to be increased. Progress monitoring data will be retained and discussed for evaluation decisions. The implementation of the RtI Process shall not delay evaluations for Special Education or Dyslexia.