They can also access the coursework through these portals:

Parents can log into Canvas Parent Observer to monitor their students progress. Canvas is a learning management system used by ASD teachers to offer personalized content and learning paths to students. Canvas Parent Observer accounts allow parents to see student progress in Canvas-hosted courses, monitoring grades and assignments.

Canvas Parent Observer

Depending on the risk level, schools will operate face-to-face, blended or online. Across delivery models, PreK-12 teachers will engage students in learning that is aligned to standards and utilizes ASD adopted curriculum (traditional and alternative).

This approach is different from last spring when the district had to switch to supplemental online instruction in an emergency situation without much preparation time. Teacher workgroups have been building courses in Canvas (ASD online platform) over the summer to prepare for students this fall. In the upcoming school year, students are expected to attended whether instruction is face-to-face, blended or online and work will be graded. Additionally, middle and high school students will take three (3) courses each quarter to maintain a manageable class load in a blended and online environment (see Cohort/Quarter Model FAQ for more information).

The "Blended Model" is an ASD curriculum delivered by ASD teachers in a traditional classroom setting, based on current health risk levels as defined by the Alaska Department of Health and Social Services.

Teaching and learning will move between blended learning (low and medium risk) and online learning (high risk) depending on the risk level.

A “Cohort/Quarter” model works by reducing movement and the number of classes students take at once to minimize their interactions with others.

For elementary, this means that a cohort of students and staff limit movement and interaction with others to reduce the risk of transmission if someone in the school is exposed to COVID. This will help to protect staff and students. Specialists who normally travel will be assigned to a school and a grade level to further reduce interaction between schools. For example, an Art teacher will be assigned to a school and a grade level or grade span and work primarily as a generalist during that time. While they will teach some Art to those students, they will primarily support Reading, Math, and other subjects when not teaching Art. After a period, they may switch out with another specialist as deemed appropriate. 

At middle school and high school, the “Cohort/Quarter” model is achieved primarily through block scheduling. By reducing the number of courses students take, we reduce their exposure and interaction. In the spring, parents and staff shared it was challenging to have up to six or more classes online. By reducing the number of classes, we also reduce the number of passing times and interactions within the school.

The District has issued general guidance to principals to split cohorts alphabetically, (A-L) (M-Z). These lists will be cross-referenced, across schools and grade levels, to prioritize students in the same household are in the same cohorts. Principals may make adjustments based on family needs as well as single sites with unusual distributions of numbers for balancing needs.  

The District must be prepared for any possibility. However, changing to pre-pandemic schedules would require significant lead time and would be most likely to occur at a normal semester or quarter break.

When feasible, distancing will be achieved by lowering the number of students in schools through cohorts (in a medium COVID-19 risk delivery model) and by reducing the number of accessible desks. The District will require all staff and students to wear face coverings to further reduce the risk of virus transmission. Conditions permitting, schools will allow classes to move to larger, open spaces or outdoors to increase distancing.

Yes. The District will require groups using district-managed facilities to comply with State and municipal guidance for social distancing and to limit the maximum numbers allowed in a given space.

Similar to how device needs were addressed in the spring, if a device is needed for access for any student regardless of the grade level, that need will be addressed. However, that may happen through the shared use of a device issued to a sibling or through a personal device already present in the home. It is important to distinguish between the 1-to-1 device initiative and the need for access to devices. The 1-to-1 initiative for grades 3-12 extends past the efforts put in place in response to COVID-19.

Based on guidance from the health department, schools should ensure at the very least students sanitize their hands before and after use of a chromebook in school. Whenever possible, the chromebook and all touch surfaces on the cart should be sanitized.

Daily recess and exercise outdoors will remain an important part of the school day. Recess will look the same, but recess periods will be staggered to reduce the number of students on the playground(s) at any one time. Being outdoors will be encouraged for all classrooms, even beyond recess.

In order to limit interaction between classes or cohorts, students will eat lunch in their classrooms.

Teachers who are assigned to online ASD learning will be able to access ELL accommodations in Q. Teachers will be required to monitor and provide the accommodations to ELL students. For guidance regarding permissible accommodations, refer to the Participation Guidelines for Inclusion of Alaska Students in State Assessments, December 2017. For detailed instructions on the selection, administration, and evaluation of EL accommodations, refer to the Handbook for the Participation Guidelines, March 2018. Both documents are found on this DEED site:

https://education.alaska.gov/assessments/accommodations

Special Education Services will be provided as part of ASD in School as well as the ASD at Home model of instruction. Special Education staff will work to meet the needs of students with disabilities by addressing goals and objectives outlined in the IEP, as well as working with school staff and families to support skill development and academic growth. Parents will work with special education staff to develop plans for effective implementation of these IEP services.