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It emphasizes that equity begins with educators reviewing assumptions and biases, using culturally responsive and inclusive materials, and creating norms that respect diverse voices in virtual learning. Guidance covers equitable continuous learning plans for English learners and students with exceptionalities, including collaboration models, communication with multilingual families, and support structures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equity-guidance-for-continuous-learning-april-8-2020/584575/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/equity-guidance-for-continuous-learning-april-8-2020/584575.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this guidance for continuous learning?","Question",{"text":112,"@type":113},"It clarifies expectations and considerations for schools and districts to provide equitable learning opportunities for all students during continuous learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should educators approach equity during live virtual learning sessions?",{"text":117,"@type":113},"Educators should check assumptions and biases, review language and materials for cultural responsiveness and inclusivity, and establish norms that honor diverse perspectives and voices.",{"name":119,"@type":110,"acceptedAnswer":120},"What recommendations are given for supporting English learners during continuous learning?",{"text":121,"@type":113},"Teachers should assume students may lack reliable internet access and provide access options across multiple methods; districts should also set clear expectations for contact time with EL teachers to provide feedback, goals, and progress checks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584575,1792120326,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Equity Guidance for Continuous Learning 2020  \nKansas leads the world in the success of each student.  \nAPRIL 8, 2020  \nContents  \nIntroduction .......................................................................................................................................................1  \nEquitable Continuous Learning Plans for English Learner (EL) Programming ...................................1  \nEnglish Learner Programming and Equity ..................................................................................................1  \nQuestions to Consider for Identified English Learners ...........................................................................2  \nContinuous Learning Challenges ..................................................................................................................3  \nEquitable Meal Distribution............................................................................................................................3  \nEquitable Continuous Learning Plans for Students with Exceptionalities...........................................4  \nEquity and Learning for Students with Exceptionalities ..........................................................................4  \nQuestions to Consider for Students with Exceptionalities .....................................................................4  \nThis page is blank for printing purposes.  \nIntroduction  \nThe purpose of this guidance is to provide clarity to schools and districts regarding expectations and considerations for equitable learning opportunities for all students during this time of Continuous Learning. Equity starts with educators checking their assumptions and biases. Educators can review outgoing language, materials, images and resources for cultural responsiveness, inclusivity and diverse representation. Reflect on what stereotypes and biases might be presented to learners. When educators simplify curriculum, students may lose important representation of racially and socially diverse perspectives. What singular stories are being told and who is being centered in the learning? Educators should create and maintain norms that honor, value and respect diverse perspectives and voices during live virtual learning sessions, chat functions and collaborative activities. Utilize the expertise of staff who are familiar with regulations and best practices for working with special populations. Liaisons, advocates and paraprofessionals can assist teachers in delivering continuous learning.  \nEquitable Continuous Learning Plans for English Learner (EL) Programming  \nEnglish Learner Programming and Equity  \n• Provide families with equal opportunities to access information in their native language. Keep in mind that students may be proficient in English, but their parents or caregivers may not be.  \n• Providing service to students identified as EL is a matter of equity.  \n• Several state and federal laws clarify the legal and ethical responsibility for districts and schools to provide both access to academic content and facilitate student progress toward English language proficiency (ELP) .  \nSee the U. S. Department of Education Civil Rights Obligations 1  \n1  [https://www2.ed.gov/about/offices/list/ocr/ellresources.html](https://www2.ed.gov/about/offices/list/ocr/ellresources.html)  \nQuestions to Consider for Identified English Learners  \n• What role will English to Students of Other Languages (ESOL) teachers have with students?  \n• How might ESOL and Special Education teachers collaborate with general education teachers regarding students who are EL and have an Individualized Educational Plan (IEP)?  \n• How will students receive support for English language development?  \n• How will English Learners be supported in mainstream classes? What will teachers do to support English Learners?  \n• How will two-way communication be established with multilingual/multicultural families?  \n• How will Individual Learning Plans (ILP) be cons","cbCaipj2OTon6NrQ","https://ap.wps.com/l/cbCaipj2OTon6NrQ","pdf",716149,13,"English","# Introduction\n## Equitable Continuous Learning Plans for English Learner (EL) Programming\n### English Learner Programming and Equity\n### Questions to Consider for Identified English Learners\n## Continuous Learning Challenges","[{\"question\":\"What is the main purpose of this guidance for continuous learning?\",\"answer\":\"It clarifies expectations and considerations for schools and districts to provide equitable learning opportunities for all students during continuous learning.\"},{\"question\":\"How should educators approach equity during live virtual learning sessions?\",\"answer\":\"Educators should check assumptions and biases, review language and materials for cultural responsiveness and inclusivity, and establish norms that honor diverse perspectives and voices.\"},{\"question\":\"What recommendations are given for supporting English learners during continuous learning?\",\"answer\":\"Teachers should assume students may lack reliable internet access and provide access options across multiple methods; districts should also set clear expectations for contact time with EL teachers to provide feedback, goals, and progress checks.\"}]","Equity Guidance for Continuous Learning - April 8, 2020 | PDF",1792051483,33]