District Handbooks by grade level.

DDOA Caregiver and Staff Commitments 

Strong collaboration and open communication between the home and school is critical to the success of all learners. This is true for in-person models of learning and arguably more important for virtual settings given the various constraints that are involved. To this end, we are setting expectations for staff and families that will help ensure the successful implementation of DDOA.

Staff will: 

● commit to frequently communicating with families with updated reports regarding students’ attendance and participation, academic progress, and socio-emotional development.

● reply to questions, comments, and concerns from families in a timely manner. Communication from school will be made available so that all families are able to access it. 

● provide materials and resources to continue supporting students’ learning as well as opportunities to develop better ways for families to support students and each other. 

● continue to develop ourselves as teachers and non-teaching staff including how we support students’ academic and socio-emotional development. 

● provide quality learning opportunities by highly qualified staff and all mandated services that our diverse body of students need to succeed. 

● ensure a learning environment that fosters care, curiosity, motivation, teamwork, and self-determination 

Families will: 

● review and take ownership of the rights and responsibilities as caregivers who are equal partners in students’ success. 

● understand the expectations for student work completion, schedules, and monitor students’ work habits. It will also be important to become familiar with the learning management systems and contact the school with questions, concerns, or needs for technical troubleshooting. 

● communicate with the school staff and engage with all information that is sent home. This includes promptly responding to phone calls, text messages, and/or emails and attending required family meetings. 

● ensure that students have access to high-speed internet in order to log in to scheduled synchronous sessions, access assignments, and communicate with teaching staff. When difficulties with internet access arise, families will contact DDOA staff immediately for assistance. 

● provide a calm space away from distractions for students to learn and foster healthy habits. 

● model for their student(s) how to balance work expectations and self-care while working remotely. 

Caregivers should plan to spend more time as a learning coach for younger students and students on an IEP or 504 who may require this additional support. 

● For K-5 students, caregiver should plan to be hands-on and available for 4 to 6 hours per day.
● For 6-12 students, caregiver should plan to provide support 1-3 hours per day
● For students on an IEP or 504 Plan that may require additional support, times will vary. 

By enrolling in David Douglas Online Academy, I understand: 

• The program may require in-person engagement at a DDSD location, such as the administration of assessments in alignment with state and local requirements. 
• The program will initially offer a limited set of core and elective courses to provide pathways to graduation. 
• There will not be continuous face-to-face (synchronous) interaction. Learning and assignments will at times be independent and self-directed. 
• For students with an Individualized Education Program (IEP) or 504 plan, the placement process will include an IEP or 504 meeting to review. 
• My commitment to be my student’s at-home learning coach is critical to their success, especially for younger students and students who may require support such as an IEP or 504 Plan. 
• My student must commit to enrollment for at least one semester, and that a full-year commitment is preferred. 

Lack of Engagement / Attendance Protocols

Kinder-5th Grade

*Daily Autocaller to home- notification of  absence

Steps to follow:

Step 1:  Teacher outreach to caregiver via email

Step 2:  Teacher outreach to caregiver via phone call

Step 3:  Teacher to refer to Counselor for support if needed or follow up phone call/home visit.  If SPED, the teacher will contact the case manager as well.

Step 4:  When a student reaches 7 consecutive absences, the Principal will meet with family and discuss needed support to be successful and if placement needs to be adjusted.

Step 5:  When a student reaches 10 days absent, the student is withdrawn from DDOA and their neighborhood school. Withdrawal letter mailed home.

6th-12th Grade Lack of Attendance Form Completion

*Daily Autocaller to home- notification of  absence 

5+ Consecutive Days Absent:  Counselor emails both student and family.

8+ Consecutive Days Absent – Principal will contact family and discuss what additional support is needed to be successful in this program and if placement needs to be adjusted.

10 Consecutive Days Absence – Student is withdrawn from DDOA and neighborhood school. Withdrawal letter mailed home.

6-12 DDOA:  Apex Off-Track Student Engagement Process

Steps to follow:

Step 1: Teacher outreach to the student via email.

Step 2: Teacher outreach to caregiver via email (include case manager if SPED).

Step 3: Teacher outreach to caregiver via phone call

Step 4: Teacher refers student to Counselor for outreach

Step 5: Principal calls or does a home visit to discuss with family what supports they need to be successful in this program and if placement needs to be adjusted.