Remote Learning Addendum

Issues to consider when developing remote learning plans:

- Which of these issues requires policy or policy changes?
- What are the policy implications and what should school committees delegate to the
superintendent for operating protocols?
- Do we learn anything from earlier experiences in emergencies?
- What can we learn from our current services to students who are unable to attend school because
of illness or other disability or for disciplinary reasons?

Specific items to consider in developing a plan:

- When is remote learning appropriate?
- Designating a remote learning point person
- Reviewing the various models for remote learning
- Equity – how to ensure that students have access to tools to learn remotely.
- Internal vs. external resources.
- Collective bargaining implications
- Responsibilities of remote educators
    _ Evaluating remote educators and programs
- Who may observe remote instruction
    _ Teacher professional development to incorporate various elements of remote learning
    _ Common planning time
- Identifying cost implications and approving spending
- Special constituencies:
    _ Special education students
    _ English Language Learners
    _ Physically challenged students
    _ Homeless students
    _ Students in foster care
    _ Students of military families
    _ Pregnant and parenting students
- Facilitating collaboration/removing barriers to collaboration.
- Protecting privacy rights of students and parents
    _ FERPA (Federal Educational Rights and Privacy Act and COPPA (Children’s On Line
        Privacy Protection Act)
- What privacy protections do vendors and districts/schools have in place.
    _ Health and nutrition issues that may impact student wellness and/or privacy
    _ Internet security for students and faculty.
    _ Protecting educators and others who identify threats to student wellbeing via remote learning.
    _ Engaging district partners including companies, consultants, media (i.e., public television).
    _ Impact on decisions to retain or grant professional status educators.
- Academic implications (testing, grading, educator accountability, curriculum adaptations)
- Parental rights (opting in or opting out)
- Data gathered remotely or on-line (who gathers, aggregates, or analyzes).

SOURCE: MASC – May 2020

First Reading: 6/23/20
Adopted by Burlington School Committee: 7/21/20