(Students receive instruction online or through distributed materials) requires Slate Valley schools to partner with students, parents/guardians, and educators in the facilitation of meaningful curricula, instruction and assessments. These “routines” are ways students, parents/guardians, and educators can participate in remote learning together in Slate Valley. In the event that a remote closure is required, our goal will be to ensure a smooth transition focused on student learning and maintain strong relationships with families.

It should be noted that distance learning (if needed) during the 2020-21 school year will be much different than the learning experience from the spring of 2020. The purpose of this document is to guide Slate Valley through Remote Learning during the 2020-2021 school year.


Students will be provided with elements recognized in a Learning Chunk through SeeSaw (K-2) and Google Classroom (6-12). A Learning Chunk provides a checklist, an outline, for the work that must be completed over the course of 1-2 weeks of learning. The selection of platforms is directly related to student independence and access. Students in prek and kindergarten will need substantial adult support while students in the other grades should be able to maintain the majority of their learning independently with teacher support.

Specific PreK student schedules will be based on the unique needs, circumstances, and resources of each child and their family and created in partnership between the school district and the family. PreK families will be contacted by their teacher to individualize opportunities to schedule live, remote, group and individual meetings.


Similar to in-person schooling, teachers will maintain high levels of communication with families. Email, phone, and video chat will be utilized for this purpose. A communication log will be maintained by the school to monitor family interaction which will help administrators and support staff identify families that may benefit from additional support and outreach through a remote learning environment.


Attendance will be taken and based on participation in synchronous events, engagement in asynchronous events and work participation. All attendance will be recorded as during a typical school year and will be reported to the state in our annual data. Should you need to take a day for illness, etc. please inform the school.


Students will be provided with the following base amount of learning each day. Video conferencing via Google Meets will occur at least twice a week K-12. Please reference the Distance Learning (Updated 4/2/20). Video conference lessons or chats with students only occur during regular scheduled classes (6-12) to avoid conflicts with other classes. The times below have been established based on what is developmentally appropriate for ages and taking into consideration screen time and attention span.

Students in Kindergarten should be engaged in a minimum of 1 hour of new learning work per day. In addition to two 30 minute small group/individual meetings per week from their classroom teacher. Practice work can total up to 2.5 hours per day.

Students in grade 1 should be engaged in a minimum of 1.5 hours of new learning work per day. In addition to two 30 minute small group/individual meetings per week from their classroom teacher. Practice work can total up to 2.5 hours per day.

Students in grade 2 should be engaged in a minimum of 2 hours of new learning work per day. In addition to one 30 minute small group/individual meeting per week from their classroom teacher. Practice work can total up to 2.5 hours per day.

Students in grade 3 should be engaged in a minimum of 2.5 hours of new learning work from their classroom teacher. Practice work can total up to 3 hours per day.

Students in grade 4 should be engaged in a minimum of 3 hours of new learning work from their classroom teacher. Practice work can total up to 3 hours per day.

Students in grade 5 should be engaged in a minimum of 3.5 hours of new learning work from their classroom teacher. Practice work can total up to 3 hours per day.

Students in grades 6-12 will follow their in-person/hybrid schedules.


Tentative schedules for distance learning will be shared by teachers with their students and students guardians. Each student has a schedule that is designed to meet their learning needs based on developmental levels and appropriate amounts of screen time. Students will be provided with asynchronous and synchronous lessons each day.


Chromebooks will be the primary device provided unless there is a specific child need as determined by a school-based team. Devices will be monitored by the district and user agreements will be in effect throughout the year.

Students will receive a Clever badge that can be used to login to the school devices. By waving the badge in front of the device, students are automatically logged into the system.

Please visit the SV Technology Resources site to help you navigate through the various technology tools and applications used daily by your children.


The district curriculum maps will still drive instructional units throughout the distance learning period. These maps have been designed by teachers to make sure all grade level focus areas and standards are integrated into daily instruction. The vertical nature of these documents ensures that students have an equitable learning experience across all classrooms from Kindergarten to Grade 12. Assessments are provided on a unit basis to monitor student progress and help identify students that benefit from additional support.

Students who are eligible for special education and receive services through an Individual Education Plan (IEP) may have additional time arranged with special educators, speech and language pathologists, support personnel and/or related services providers to address their specific needs. Please contact your child’s case manager if you have any questions about the schedule of services for your child.


Students will be able to continue accessing the food service programs during any period of remote closure due to COVID-19. If only one class needs to go remote, that class will be able to access breakfast/lunch each day. Exact times will depend on how many students go remote and are currently being finalized.


Please be in a habit of checking your email at least once a week for teacher communications. As well, please take time to review the Google Classroom and/or Seesaw (K-2) parent/guardian guides. Please talk to your child about his/her learning, upcoming deadlines, and workload. Please be mindful of your child’s wellbeing; speak to them regularly about concerns or challenges. Please ensure your children are dressed appropriately when using video tools. Please consider if there are siblings simultaneously online, or in the same room, choose locations that do not cause noise interference when recording learning or video conferencing.


Your child’s teachers are carefully designing assessments that can be done in a distance learning environment to track your child’s progress and assess their learning. It is important that students do everything possible to complete and turn in assignments on time. Please make sure that you do not help your child complete assignments we call ‘summative assessments’ as these should be accurate measures of your child’s learning. Teachers will use the 0-4 scoring guides and PowerSchool, both used during in-person learning, as means to provide feedback to students.


When kids are attending school in person, they get lots of breaks and socializing throughout the day and they get to come home to you every night. When school and home are the same place, consider ways to set boundaries that work for your family between home time and school time. Some ideas are:

  • Set up a special place to do all school activities
  • Keep television off during school time to help with concentration
  • Decide on school hours together
  • Have students play outside at the end of the school day to unwind and reset
  • Create a family time calendar to help shape the week- like Friday night movie night or Thursday night game night

School can be frustrating and kids are still developing socially and emotionally. It is very common for children to get upset or frustrated. During distance learning, your child is under extra stress with less outlets. They may whine, cry, fuss, or refuse to complete assignments. Here are some suggestions to keep them feeling positive about school and themselves:

  • Take a break. It's ok to step away and get a snack or some fresh air when they are frustrated.
  • Model the ways you deal with stress in a healthy way. Talk to your child about what you do when frustrated to reset and reframe and try those things with your child.
  • Reach out to school staff. We want to know if you need extra assistance
  • Exercise. A few jumping jacks or a run around the couch can help a child’s ability to resettle
  • Name emotions. When a child is yelling or crying it can be helpful to name their feelings for them. For example, “You are sad right now and feel frustrated about your work.”
  • Don’t give up. Breaks are totally fine, but it's important for your child to practice finishing necessary tasks
  • Use art or music. Both can be calming and helpful to kids
  • Use community resources. We can help you find what you need.

Why does my child not have live instruction from their teacher all day?

Our teachers have created schedules that are developmentally appropriate and take into account the fact that offline learning is just as or more important than many online activities. Learning experiences are created to keep students motivated and engaged throughout any remote learning period which is very difficult to do with excessive screen time.

What if I cannot support my child at home due to other obligations?

The schedules are designed to help promote as much student independence as possible. In the event that we need to move into a remote model, communication between families and the school will be critical for student success. If you find that your child is struggling or you are having a difficult time managing the schedule, please connect with your child’s teacher who can help in many ways. We also are fortunate to have a guidance counselor, social worker, and administrators that are dedicated to supporting all families. We are always more than happy to work with you so we can find solutions to any problem.

What if I do not have reliable internet access?

As we did in the spring, we will do our best to support any family who needs assistance. Please let your child’s teacher know about any internet issues you experience. The teacher can let the building administrators know of any concerns/problems and those will be addressed through our Technology Department.

What if my child refuses to do the work?

Home/school communication will be critical to help solve this challenge. For a variety of reasons, many children find remote learning to be difficult. Since every child is different, a unique plan may need to be developed to help support your child. We are fortunate to have counselors and other support people that frequently work with teachers and administrators to support students. If necessary, schools can develop plans to help throughout remote learning helping families implement that plan while monitoring student progress. Writing and implementing an educational support plan is a very common practice during the school year, and we are prepared to do this in a virtual format.

How will my child stay connected socially to school?

Social isolation can be very damaging to children (and adults for that matter). If we need to go into a remote learning model, morning meetings and other strategies for keeping students connected to one another will remain a high priority. We are fortunate to have started the year in-person and focusing on those relationships will be important.

What happens if I do not check in with school during absences?

The child’s teacher will email or call you. If absences persist, a school administrator or guidance counselor will call to check in via phone or email. Depending upon the duration of the absence, a parent/guardian may be required to attend a virtual Educational Support Team (EST) meeting to problem solve ways to help the student with school attendance.

In some cases a School Resource Officer/Home to School Liaison/School Counselor, will visit the home to support student attendance during remote learning.

If the procedures outlined above are unsuccessful a Department of Children and Families referral for truancy will be made and Student Retention Procedures followed.