Polk County Public School’s Instructional Continuity Plan provides information about the educational options available for the 2020-2021 school year. Families may choose from a traditional face-to-face option incorporating guidelines from the Centers for Disease Control and Prevention (CDC) and our local Department of Health (DOH) or one of two online/virtual options. The first of the two online/virtual options is Polk Virtual School, a full-time franchise of Florida Virtual School with other VIP options. The second online/virtual option is Campus eSchool which allows students to remain enrolled in their traditional school, assigned to a teacher from their school, but receive instruction online through the district’s learning management system (LMS). The Campus eSchool option provides instructional services through Schoology allowing for live interaction between students and teachers and between peers. While Schoology will serve as the primary learning platform for the Campus eSchool option, Schoology will also be incorporated into face-to-face instruction ensuring all students have access to effective instructional practices and high-quality instructional materials regardless of which educational option parents may choose for the upcoming school year. The incorporation of Schoology in face-to-face instruction also guarantees instructional continuity in the event of an emergency shutdown at one or more schools.
OPTION 1: TRADITIONAL FACE-TO-FACE INSTRUCTION
The traditional face-to-face option closely resembles the traditional school model provided to students prior to COVID-19 but allows for the incorporation of guidelines from the CDC and the DOH. Guidelines may include, but are not limited to, reduced teacher/student ratios, social distancing protocols, and the inclusion of electronic resources to better facilitate whole class, small group, and peer engagement. Students will attend classes daily and receive direct teacher instruction from certified and highly-qualified teachers. Students will participate in highly engaging learning activities incorporating a variety of instructional and assessment strategies.
Teachers participating in the face-to-face option may also include Schoology into the traditional classroom format to enhance and accompany teacher-facilitated instruction. Schoology incorporates a variety of electronic tools and resources providing teachers with options when selecting the best way to teach, enrich, remediate, monitor, and assess standards-based instruction. Schoology also provides students and teachers the ability to continue instruction, without interruption, should one or more schools experience a short-term or long-term emergency shut-down.
Students participating in the traditional face-to-face program will participate in regularly scheduled progress monitoring three times during the school year. Progress monitoring tools include Star Early Lit, Star Reading, Star Math, Unique Learning System Benchmark Assessment, district-developed text-based writing assessments and district-developed quarterly exams for science and social studies. Please refer to the Board-approved District assessment calendar.
> ESE, IEP, and 504 Accommodations
As student instruction is provided, the district will provide special education and related services to students in accordance with a students’ individualized education program (IEP) or Section 504 plans. Students attending school in a brick and mortar setting will continue to receive services as they do during a traditional school year; with additional social distancing and safety precautions in place.
> Access Students
Unique Learning System (ULS) will be the core curriculum for ESE Separate Class ACCESS Points units across all learning environments in Polk County Public Schools. Teachers will utilize the embedded scheduling assistant in ULS when developing the lesson plans. The teacher will complete the K-12 Profile within ULS by the end of the pre-planning week. Unique Learning System’s Benchmark Assessment will be completed for each student according to the general education student’s progress monitoring schedule. Monthly pre/post check-point assessments will be conducted with all ACCESS students to monitor progress of the standard-based instruction. Incorporating the student profile, benchmark assessments, and monthly check-point assessments will provide IEP data for an individual student present level information and progress report. Teachers can also include supplemental material to enhance the core curriculum. ULS incorporates assignments for core lessons that may be assigned electronically for students to complete in small groups or individually. ESE teachers will work collaboratively with general education teachers to help modify class materials if a student on access points is mainstreamed for classes or electives.
> English Language Learners
English Language Learners (ELL) will receive the same instructional protocols described above in the traditional face-to-face option with some additional modifications. ELL students in the face-to-face instructional option will receive direct instruction from certified and highly-qualified teachers who integrate English for Speakers of Other Languages (ESOL) strategies throughout their instruction to support English language acquisition. Additionally, ELL students may receive priority scheduling with a bilingual teacher (if possible), instructional support during whole group and small group instruction from ESOL paraprofessionals or teachers, and their ESOL accommodations for completing classwork and assessments.
> Advanced Placement
The traditional face-to-face option closely resembles the traditional school model provided to students prior to COVID-19 but allows for the incorporation of guidelines from the CDC and the DOH. Guidelines may include, but are not limited to, reduced teacher/student ratios, social distancing protocols, and the inclusion of electronic resources to better facilitate whole class, small group, and peer engagement. Students will attend classes daily and receive direct teacher instruction from certified and highly-qualified teachers. Students will participate in highly engaging learning activities incorporating a variety of instructional and assessment strategies.
> Dual Enrollment
The traditional face-to-face option closely resembles the traditional school model provided to students prior to COVID-19 but allows for the incorporation of guidelines from the CDC and the DOH. Guidelines may include, but are not limited to, reduced teacher/student ratios, social distancing protocols, and the inclusion of electronic resources to better facilitate whole class, small group, and peer engagement. Students will attend classes daily and receive direct teacher instruction from certified and highly-qualified teachers. Students will participate in highly engaging learning activities incorporating a variety of instructional and assessment strategies.
Teachers participating in the face-to-face option should also include use of the post-secondary institution’s Learning Management System into the traditional classroom format to enhance and accompany teacher-facilitated instruction. The Learning Management System platform provides students and teachers the ability to continue instruction, without interruption, should one or more schools experience a short-term or long-term emergency shutdown.
> International Baccalaureate (IB) and Cambridge Advanced International Certificate of Education (AICE)
The traditional face-to-face option closely resembles the traditional school model provided to students prior to COVID-19 but allows for the incorporation of guidelines from the CDC and the DOH. Guidelines may include, but are not limited to, reduced teacher/student ratios, social distancing protocols, and the inclusion of electronic resources to better facilitate whole class, small group, and peer engagement. Students will attend classes daily and receive direct teacher instruction from certified and highly-qualified teachers. Students will participate in highly engaging learning activities incorporating a variety of instructional and assessment strategies.
> Transition Students
Transition students will be assigned to a Career Experience course to enable students with disabilities to further develop knowledge and skills to select career options, access community resources, and apply work-related behaviors through guided practice and experiences in school and community work settings. Transition program services in a brick-and-mortar setting will allow for the students to have face-to-face instruction as well as hands-on experience that will be transferred through various work experiences on the campus, work site(s) or in the community. Students will also participate in Community Based Instruction once a month. Post-secondary goals and services will be monitored through IEP documentation forms, student work samples and teacher observations. Transportation will be provided.
OPTION 2: CAMPUS eSCHOOL
This option serves as a bridge between a student’s brick-and-mortar school and a purely digital environment. It was designed for families who want their children to return to school but aren’t ready to do so just yet. Students will remain enrolled in their current school, but learning will take place virtually. School days will be highly structured, with specific times for students to log on and take part in lessons and activities. Schoology contains the flexibility to allow teachers to customize instruction to meet students’ needs while providing content that follows the Polk County Public Schools curriculum maps ensuring instruction on the Sunshine State Standards, Next Generation Sunshine State Standards, Florida Standard Access Points, and vocational frameworks in each course, as appropriate.
Students participating in the Campus eSchool Option will participate in regularly scheduled progress monitoring three times during the school year. Progress monitoring tools include Star Early Lit, Star Reading, Star Math, Unique Learning System Benchmark Assessment, district-developed text-based writing assessments and district-developed quarterly exams for science and social studies. Please refer to the Board-approved District assessment calendar.
All instruction, regardless of the option chosen by parents/guardians, will follow the established Polk County Public Schools’ curriculum maps ensuring instruction on the Sunshine State Standards, Next Generation Sunshine State Standards, Florida Standard Access Points, and vocational frameworks in each course, as appropriate.
> ESE, IEP, 504 Accommodations
As student instruction is provided, the district will provide special education and related services to students in accordance with a students’ individualized education program (IEP) or Section 504 plans. For students whose parents have elected an online educational setting, instructional and related services will be provided through Health Insurance Portability and Accountability Act (HIPAA) compliant telemedicine platforms where necessary. There may be exceptional circumstances that could affect how a particular service is provided. Students will have access to digital materials and instructional activities through Schoology to support online learning for most courses. Progress monitoring will continue to ensure all students are making adequate progress.
All students have access to many accommodations that naturally occur in the virtual setting. Please note that some accommodations identified in student IEPs or Section 504 Plans may not be possible to implement in the online educational setting. Students/families are encouraged to communicate with their teachers to determine whether the virtual educational environment can appropriately meet the needs of the student.
> Access Students
Unique Learning System (ULS) will be the core curriculum for ESE Separate Class ACCESS Points units across all learning environments in Polk County Public Schools. ULS incorporates assignments for core lessons that may be assigned electronically for students to complete in small groups or individually. Students participating in an online educational setting will be provided with digital devices so they may continue to participate in the ULS curriculum under the direction of the teacher, and with the parent supporting as the learning coach. Students may also be provided with paper-based lessons on the occasion that the use of a digital platform in the home environment is determined inaccessible or inappropriate by the IEP team including the parents. ESE teachers will work collaboratively with general education teachers to help modify class materials if a student on access points is mainstreamed for classes or electives.
> English Language Learners
English Language Learners (ELL) will receive the same instructional protocols described above in the Campus eSchool option with some additional modifications. ELL students in the Campus eSchool option will receive direct instruction from certified and highly-qualified teachers who integrate ESOL strategies throughout their instruction to support English language acquisition. Additionally, ELL students participating in the Campus eSchool option may receive priority scheduling with a bilingual teacher (if possible), instructional support during whole group and small group instruction from ESOL paraprofessionals or teachers, and their ESOL accommodations for completing classwork and assessments.
> Accelerated Programs
| Accelerated Program | Campus eSchool |
|---|---|
| Advanced Placement (AP) | Students remain enrolled in their current high school.
Students’ scheduled time period for the course and assigned teacher may change depending on specific teachers available to teach this option remotely, number of students, and specific unique courses. |
| Dual Enrollment | Students remain enrolled in their current high school.
Students will receive course content provided in the college Learning Management System delivery platform.
A student’s scheduled time period for the course, and assigned teacher, may change depending on specific teachers available to teach this option remotely, number of students, and specific unique courses. |
| IB/AICE (3 total schools) | Students remain enrolled in the Program.
Students should contact their specific school with questions. |
> Transition Students
Transition students will be assigned to a Career Experience course to enable students with disabilities to further develop knowledge and skills to select career options, access community resources, and apply work-related behaviors through guided practice and experiences in school and community work settings. IEP documentation forms, student work samples, teacher and parent observations will be used in the eSchool setting to document services. Teachers will use Schoology for eSchool, which will allow a student to remain enrolled in their transition class, have access to transition curriculum through Schoology taught by a teacher and supported by a para-professional. The parent will serve as the Learning Coach when students are given assignments and asked to demonstrate a task. The students will have access to virtual Community Based Instruction once a month. Transportation will not be provided. Post-secondary goals and services will be monitored through IEP documentation forms, student work samples, teacher and parent observations.
OPTION 3: POLK VIRTUAL SCHOOL
Polk Virtual has contracts with four state approved virtual instruction providers: FLVS as a franchise, Pearson’s Online and Blended Learning, Edgenuity Instructional Services and K12 Online Learning. The four approved virtual instructional offerings will be used to provide virtual instruction to students in grades K-12.
- Progress Monitoring (state required) is as follows based on the Virtual Instruction Provider
- PVS (FLVS) – Teacher formative and summative assessments are provided to all students throughout the year. Student will also participate in STAR assessments in a manner consistent with PCPS approved assessment calendar.
- Pearson’s Connections – Teacher formative and summative assessments are provided to all students throughout the year. Student will also participate in STAR assessments in a manner consistent with PCPS approved assessment calendar.
- K12 Online Learning – iReady is used as a diagnostic and for instruction. The results of the diagnostic determine the prescribed lessons that the students will be asked to complete weekly. iReady is provided three times to all students in grades K-8 in a manner consistent with PCPS approved assessment calendar.
- ESE, ELL, 504 Accommodations – ESE, ELL and 504 accommodation are reviewed, and students are served case-by-case on the accommodations.
- Access Students – Virtual courses are not available to students with disabilities in need of modified instruction through Access Points curriculum.
- ELL students – The virtual option is available for students with limited to full English-speaking abilities. Students that are none English- speakers have options 1 or 2 to meet their needs.
- Transition Students – Virtual courses are not available for students with disabilities participating in an ESE Transition program.
- Accelerated Programs
- Advanced Placement (AP)
- Courses are offered and available for students on three virtual platforms: FLVS, Edgenuity Instructions Services and K12 Online Learning.
- Dual Enrollment
- Students will be able to take any previously scheduled Dual Enrollment.
- Students must transfer to a completely online section from the college.
- IB/AICE (3 total Schools)
- Students cannot remain in Program
- Advanced Placement (AP)
English
Spanish
Haitian Creole