Dear Warrior families,
The purpose of this communication is to collect information about the technological needs of our families and provide context regarding the dynamic situation in which we currently find ourselves related to continuous learning options.
The Norwalk CSD is preparing for the possibility of continuous/online learning for our students. In accordance with the concept of delivering continuous learning for students this school year, it is important that we work to ensure ALL of our students have access to the internet and/or to an electronic device (preferably a Chromebook, computer or tablet). This survey is designed to understand the needs in our district in order to meet the needs of our students working at home.
The intent of the survey below is that it be completed by only those who have hardware and/or internet needs.
Technology Survey – (please fill out survey for each child)
The Norwalk CSD has put an emphasis on making sure technology is in the hands of our students. Our technology team is working on a deployment system for those who need hardware and we are working on providing internet access support for families and staff members who need that support.
All of that is happening as we continue to work with state and federal officials to deliver our meal programs, renegotiate contracts with some of our vendors, and do our best to make sure students, staff, and families are receiving communication.
It is important that we make sure to keep an eye on all of the district’s 3,255 students. We are trying to make positive progress in learning experiences for ALL of our students and at the same time, not creating a system that furthers the gap that already exists in learning outcomes for traditionally underserved students.
Please read below for more information regarding continuous learning and equity.
Yours in service,
D.T. Magee
Superintendent
Norwalk CSD
CONTINUOUS LEARNING:
The Iowa Department of Education (DE) issued guidance on Friday, March 27 related to continuous learning in Iowa.
Here is what we knew going into the COVID-19 pandemic. In Iowa, using online learning activities in place of classroom activities was not allowed under Iowa Code. That doesn’t mean supplemental or enrichment activities couldn’t be provided, but the learning time would not count as school days/time.
The DE’s new guidance is allowing more flexibility for Iowa school districts to begin offering educational programming in a continuous learning environment. Previously, the DE held a webinar that indicated that what was starting to happen in districts with online learning experiences was out of alignment with providing services to all students, and in particular students with Individual Education Plans (IEPs) and 504s. As such, schools needed to slow down in providing some of what was beginning to emerge – class pages that looked like they were tied to core content and learning experiences to support them. In effect, moving beyond supplement and enrichment activities to required instruction. They indicated reading books aloud and organizing enrichment was appropriate but things beyond that were likely in violation of IEPs, etc. As a district, we made the decision to be very deliberate in our approach to continuous learning in order to make sure we were not placing many of our 3,255 PK-12 students at a disadvantage.
EQUITY:
In addition to concerns related to students with IEPs/504s, students that are disadvantaged (think poverty, in particular) are most likely to be further disadvantaged in a model that was not specifically designed to support them. Most directly, that means they likely do not have the necessary hardware at home and may not have the internet to support the learning experiences even if the hardware is available, or vice versa.
Approximately two days after the Iowa Department of Education released their initial guidance regarding equity, the Federal government came out with guidance that says, essentially, don’t let federal laws related to IEPs and 504s get in the way of delivering online instruction to students.
