Remote Learning Plan

We are living in a historic time, something that we will talk about for generations, not about COVID-19, but because of the changes that happened in our society as a result.

Here in the Capital School District, our family of educators and support staff have been working to ensure our students and families are supported in the best ways possible under the circumstances. We know that not everything will be perfect. We know many of our students and families are feeling tremendous loss of key milestones in their children’s lives; but, we also know that our focus on the whole child will allow us to do what is right and best for students as we navigate this new world.

In this book we have outlined the strategies, services and supports that are in place and are coming. We have tried to make our planning and implementation simple and flexible to meet the needs of our students each step of the way. Each day we find new answers to questions and problems, but each day we also identify new issues that we need to tackle. I cannot thank enough those who are part of our Senator Nation:
our Students, our Educators, our Support Staff and our Families.

As you navigate through this book, keep in mind that more information and details are available at You can also send questions you may have to

Thank you for your patience during this unprecedented time in history. Please stay healthy and safe.

Dr. Dan Shelton Signature

Dan Shelton, Ed. D.

The Purpose of CSD Distance Learning: Reviewing, building, reinforcing, tiering, deepening  understanding and learning around the previously taught standard and revisiting previously taught content. As we move into Phase 4, we will begin to address new learning and increase student accountability. All of this work will culminate in Phase 6 with our Capstone project.

CSD Distance Learning is an instructional environment where students have access to non-digital teacher prepared instructional materials at home. CSD Distance learning materials are prepared using identified grade or course standards and are planned/written in established grade-level appropriate formats. Lessons during the period of April 1 to May 15 were previously covered prior to the school closure in grades PreK-8. After May 15 new content and accountability measures will be introduced. Lessons will include identification of specially designed instructional strategies to meet the needs of diverse learners to be delivered by the teacher, paraprofessional, and/or specialist.

Teachers plan distance learning in the specified grade/course location Schoology. Teacher and paraprofessionals provide support for home learning through a variety of two-way, routine, ongoing, and documented communication methods (i.e. phone calls, letters, email, conferencing apps, Zoom, Schoology, and Google).  Digital learning materials are provided for enrichment and support but do not place the focus on providing high quality non-digital materials. 
  • In grades PreK-4, access to distance learning is provided to students through learning kits   that are mailed to each student’s home. 
  • In grades 5-8, access to distance learning is provided to students through learning kits that are mailed to each student’s home. The exception to mailing the learning kit is found when it has been determined that a student has been identified as having accessibility to digital materials. For students who have digital tools and internet access, distance learning may be provided digitally, and in this case, it will not be necessary for the school to send a packet to those identified as “digital” homes. 
  • In grades 9-12, teachers provide distance learning using virtual teaching methods (Edmentum, Schoology, AP, telephone and electronic communication) in accordance with the established Dover High School distance learning plan and schedule. 
You can find and download Senator@Home Learning Kits at:

 Phase 1  Phase 3  Phase 4 Phase 5 Phase 6 
Start Learning at Home

Learning Choice Boards mailed to every home by 
Grade Level Band

Reviewing, building, 
reinforcing, tiering, and deepening understanding
and learning around previously taught standards and content inconsistent and engaging ways

Frameworks for 
teacher, paraprofessional 
and specialist planning

SEL and academic home support strategies identified and implemented

Professional Learning and identification of tools, resources and job coaching to support distance learning and student/family supports

Distance Learning at home cycles through the teaching and learning process in regular increments

Learning Kits delivered to homes or provided on line are developed collaboratively based on a set of standards for each grade level/subject

Student school supplies delivered K-8

High School (includes 
KCSILC) Courses are 
taught through Schoology, Edmentum, GradPoint or Advanced Placement

Professional Learning will be ongoing to support staff as they build their capacity 
for providing high quality distance learning.
 Distance learning at home cycles through the teaching and learning process in 
regular increments with adjustments based on Phase 4.

Learning Kits delivered to homes or provided on line are developed collaboratively based on a set of standards for each grade 
level/ subject

Student reading books 
delivered K-8

High School (includes 
KCSILC) Courses are 
taught through Schoology, Edmentum, GradPoint or Advanced Placement

Professional Learning will be ongoing to support staff as they build their capacity for providing high quality distance learning.
A set of experiences that build on Learning Kits, emphasize a set of power standards previously taught and reinforced, and those standards introduced during the pandemic closure.

Engagement in Phase 6 will provide evidence of learning and achievement and will be tied to decisions of retention/promotion and learning interventions and supports such as summer school.

Data from Phase 6 will inform teachers next year on where to begin and some of the instructional adjustments that will be made.
Phase 2
Providing General Content Practice

Connecting to Students and
Supporting Families to Learn at Home

Specific content identified and prepared for high school course requirements

Advanced Placement direct 


It is the vision of the Capital School District to continue to provide students and families with high quality, differentiated learning experiences centered around grade level/course standards during the school closures. Support for home learning will include a variety of two-way, routine, ongoing, and documented communication methods (i.e. phone calls, letters, email, conferencing apps, Zoom, Schoology, and Google). Our goal is to maintain strong connections with our students and families in order to foster high levels of student engagement in the distance learning classroom.

Parent Communication and Learning Engagement  

Teachers will:

  • Communicate weekly opportunities to provide support for parents during varied times.
  • Provide resources to parents to support distance learning (i.e., How to Access District  Website, How to Login to Clever, How to Access Zoom/Schoology,etc.).    .
  • Send weekly communication to parents that outlines classroom updates, assignments, and other  important school/district announcements.
  • Keep parents informed with updates around their child’s level of engagement including making specific  two way parent contacts (via email or phone) where there are concerns of a child’s engagement.

Parents will:
  • Encourage student engagement in all learning opportunities.
  • Support students to participate in weekly Zoom/Conferencing sessions.
  • Provide support for students in completion and submission of work.
  • Contact teacher(s) with questions about student learning and progress.
  • Provide additional enrichment opportunities when possible.
  • Frequently check on student learning and teacher feedback on work.


Students will:

  • Actively participate in weekly Zoom/Conferencing sessions.
  • Contact teacher(s) with questions about content and tasks.
  • Participate in class communication through real time or recorded sessions.
  • Seek out additional enrichment opportunities to further understanding of content.
  • Engage with the teacher to get feedback on his/her work.
  • Utilize feedback to improve his/her underanding of content.
  • Evaluate understanding of content and apply it to future tasks.
  • Complete weekly assigned tasks and submit evidence of learning.

Indicators for Student Engagement Chart

Competency Level 1
No Engagement
Competency Level 2
Low Engagement
Competency Level 3
No Engagement
 Competency Level 4
High Engagement
 0 Indicators 1 Indicator 2-3 Indicators 4 or more Indicators


Universal Grading Guidance  

  1. Grading should reflect a Hold Harmless approach for PK-8 and adjusted protocol for grades 9-12: 
  • Any work done in distance learning will not lower the  combined marking periods 3 and 4 grade. Any  ake-up work done for prior assignments will only raise an assignment’s grade. Students will be given the flexibility of completing make-up work and assignments for the second semester.
  • New learning assignments will categorized as Distance Learning and will not be assigned formative or summative categories.
  • Learning indicators should only be given for submitted work.
    • Any assignment not completed will not be marked as DNS (Did Not Submit) in the gradebook.

Grading will reflect student learning. Grades will be given according to the following chart:


Level 1
Level 2
Level 3
Level 4
Did not Submit (DNS)

 Child did not submit any evidence of learning.

Needs Reinforcement

Child cannot demonstrate the expectation.
Approaches the Standard (2AS)

Child demonstrates the expectation inconsistently.

Meets the Standard

Child can reliably demonstrate the expectation.
Exceeds the Standard

Child is able to demonstrate expectation and beyond.

Grades for Student Learning are measured by students:

  • Accurately answering questions related to learning.
  • Providing verbal or written evidence of understanding.
  • Adding ideas to oral and written discussion with the teacher or classmates.
  • Showing progress on digital programs (i.e., Dreambox, AR, Freckle, IXL, Imagine Math, etc.)
  • Completing the tasks in the Learning Kit correctly to demonstrate understanding of concepts/standards.


THIRD Marking Period Extended
All grades from January 21st through the end of the school year will be included in the MP3 final grade. This grade will be counted twice as MP3 and MP4 for grades 9-12.


Universal Assessment:

  1.  STAR (Grades 1-8 Math) (Grades 2-8 Reading)
    • Completed online under teacher direction (distance learning).
    • Information will be used to determine support needs for the next school year.
  2.  Dibels and MClass in Kindergarten and 1st Grade
    • Dibels & MClass skills will be assessed through instructional activities, not through formal assessment.
  3.  Other universal, summative, end of marking period and end of course assessments that may not be available online or appropriate will not be administerd. Current student data will be used for student  placement in 2020-21.


Final Exams
The final exams for 2019-2020 will not be given to students at the high school (Pending Board Approval).

Advanced Placement (AP)
Students should be connecting with their teachers for AP. Classes continue using online tools. Students should also log in to their College Board accounts to access additional information.

The College Board has developed secure, online free-response exams for each course. The administration of these exams will necessarily be different from exams in previous years. For a detailed overview of how the 2020 exams will work and what students need to know and do, download the 2020 AP Testing Guide (.pdf/513 KB) AP Exam features.

To be fair to all students, some of whom have lost more instructional time than others, the exam will only include topics and skills most AP teachers and students have already covered in class by early March. Like many college-level exams, this year’s AP Exams will be open book/open note. Get tips by taking open book/open note exams. Students will be able to take exams on any device they have access to - computer, tablet, or smartphone. They’ll be able to either type and upload their responses or write responses by hand and submit a photo via their cell phone.

AP Timing

  • Exams will be given May 11-22. Each subject’s exam will be taken on the same day at the same time, worldwide.
  • Makeup test dates will be available for each subject June 1-5.
  • Students can take the exams at home or in schools, if they reopen.

Before AP Exam Day - Go to The Exam Day Experience for:

  •  A video overview of how the online exam will work
  •  An interactive demo that simulates the online exam experience

Go to What Students Need on Exam Day for a comprehensive list of the tools, reference sheets and other resources that are required, recommended or permitted for each exam. You might also want to visit Getting Ready for Exam Day on the student section of this site to see detailed directions - both general and course-specific - for students preparing to take online AP Exams.

AP Exam Day and After: Get information about exam scoring, the score release timeline, and why we believe that most colleges will award credit for 2020 scores as they have in the past.

Dual Enrollment
Dual enrollment work will continue to be graded in collaboration with colleges and universities. 

Credit Recovery Grades 9-12
Students that were failing after MP2 were given the opportunity to complete a 30-day recovery plan to pass the class for the year. Students will use Edmentum or Schoology to complete their work.

  1. Students who complete 90% of the assigned work and obtain a grade greater than 80% will receive a final grade of 70%.
  2. Students who complete 90% of the assigned work and obtain a grade of 60-79% will receive a final grade of 60%.
  3. Students who complete <90% of the credit recovery course will be provided an extended time (Summer School timeline) to complete assigned coursework.
    • Students who do not complete coursework within the timeline for summer school will not receive credit and may have to repeat the course next year.


Special Education Progress Updates/Benchmarks
Due to the closure of school, third quarter benchmarks could not be completed. Therefore, the benchmarks and updates will align with the Capital School District’s plan to combine the 3rd marking period and 4th marking period for quarterly updates.

High School Grades
Teachers will utilize a holistic approach when determining final grades for our students this year, as 75% of the year was accomplished prior to our unexpected school closure and transition to online learning.

Full-year courses:  Teachers will acknowledge work done virtually as a grade enhancement identifying that the student’s best effort was put forth. Teachers will have the autonomy to define these points; however, we have shared three consistent options:

  1.  Adding 10% of the 30-day learning plan score to already existing assignments from the marking  period (Ex: A student finishes 30-day learning plan with 80%,therefore, 8 points would be added  into one or spread across multiple assignments) to boost their final grade.   
  2. Replace NHI assignments previously assigned with made-up work or new work completed during the online learning opportunity. 
  3. Define new assignments as formative only with a maximum of 10 points. The teachers have agreed that even with new instruction, we do not feel comfortable grading on a summative scale for new learning. 
  4. Final grade overrides are always an option to be made based upon a teacher’s professional judgment and student’s best effort given their individual circumstances in each course.

Semester courses:  Students will be completing assigned work to earn credit for courses that began January 21st. Teachers will also follow above guidance (full-year courses) for grading practices.

High School Credit Advancement
Online learning weight is determined and added to the course grade. Final grades are entered in eSchool for grade calculation and credit attainment.

Graduation Requirements - There are no changes to the State of Delaware 2019-2020 graduation requirements. We will provide updates should there be any changes.

Report Cards - Report cards will be sent home by the end of June 2020.

Senators@Home Capstone and Summer School
As we close the school year and build the foundation for the  reopening of schools, we are developing opportunities for students to demonstrate their progress as it aligns to grade level/content standards and Individual Education Program (IEP) Goals. The Phase 6 Learning Kit is designed to be a “Capstone” experience. The Capstone will build on the learning from the school year prior to closure, emphasize a set of power standards previously taught and reinformed and those standards introduced in Learning Kits during the school closure.

Engagement in Phase 6 Senator@Home Capstone will provide some evidence of learning and will be tied to decisions of retention and promotion and learning interventions and supports such as summer school. Students who do not participate or haven’t been engaged in the Senator@Home learning process will have a review process to determine interventions and supports or summer school attendance that will be necessary for promotion to the next grade. 

Learn more about our TEACHING AND LEARNING MODEL .


Special Services Guidelines for Remote Learning
The Special Education Services Department is committeed to ensure that students with disabilites have equal and equitable learning opportunities addressing the special education goals and related services identified in the student’s IEP. This directly aligns with the federal guidance from the U.S. Department of Education and Delaware Department of Education.  (34 CFR  double law symbol   300.101 and 200.201 (IDEA), and 34 CFR  Single legislative symbol  104.33 (Section 504))

The Teaching and Learning Teams develop a plan of services to educate all students in the Capital School District while meeting the individual student needs as outlined in the IEP.  {For grades K-8, the 
Teaching and Learning team developed Senator@Home learning resources that special education staff will use as a foundation for instruction. In grades 9-12, the selection of Senator@Home learning resources was developed by school teams with the support of special educators.} Appropriate differentiated and individualized instruction, accommodations and modification will be provided to special  education students by our special educators.

School teams are communicating with students and families to schedule and deliver remote learning opportunities to students that address individualized IEP goals and services to the greatest extent possible. Although this looks significantly different during the pandemic and school closures, we are committed to using a variety of methods to support and provide services including mailed Senator Learning Kits, Schoology, Zoom, phone calls and emails.

Related services provided by Occupational Therapists, Speech Language Pathologists, Audiologists, Physical Therapists and Psychologists may include both direct and indirect services to students. Related service providers will continue to provide indirect services but will also begin providing direct, teletherapy services as listed in the Services, Aids and Modifications section of each goal page in formats adapted for home learning to the greatest extent possible. Related services providers will engage with students via Zoom, a virtual teletherapy platform that complies with federal laws around privacy, both HIPAA and FERPA.

 Supporting Services  Direct Services
  • Model a practice session with a student and parent(s) via a virtual platform
  • Consult and collaborate with instructional staff
  • Communicate and connect with families via phone, email or joining teachers' virtual sessions.
  • Assist with instructional material development
  • Provide services to the extent possible for student/students via a teletherapy platform such as Zoom
  • Continue to provide supporting services through a variety of different platforms to the extent possible

Prior Written Notice, Informed Consent, IEP Meetings and Evaluations:

A Prior Written Notice was sent home to families outling the district’s intent and desire to serve students to the extent possible at this time. In addition, an Informed Consent form was sent home requesting
permission for related service providers to deliver service using virtual platforms during this time. That document provided multiple ways for each family to either consent to service or decline service during the
current pandemic and school closure. IEP meetings will begin the week of May 4 through different virtual formats that work in convenience for families.

Related service providers are working to complete evaluations to the extent possible. If an in-person assessment is needed, IEP teams will work in collaboration with families to communicate scheduling of those assessments once in-person assessments are deemed safe and appropriate.

The Special Services Office developed a phased plan for providing Senator@Home support created to frame direction and comprehensive response throughout the closure. These models of instruction will continue to evolve, enhance and strengthen services to all students with disabilities and meet individual and diverse needs. Parents should direct questions about their child’s special education services first to the teacher, case manager and/or related service provider(s), and then to the school principal.

English Language Learner (ELL) Teachers are in close communication with families and children, visiting classroom teaching planning and class Zoom/Conference Meetings. The ELL Teachers provide direct
services to groups or individual students as appropriate; they coordinate with other teachers and specialists to support ELLs and provide accommodations and student work for specific students in support of language learning.

We appreciate the importance of all of our student celebrations from our Pre-Kindergarten Celebrations, Middle School Move Up, Senior Graduation and every special celebration in between. Each of the Senator Milestones are important to our students, families and the entire educational community. It is our intention to bring the energy and excitement of traditional closing ceremonies to the opening of the 2020-21 school year. As we close this year on the last day of school June 15th, we encourage you to decorate your home/lawn/door in Senator Blue and send pictures to our Public Relations department,, so that we can share them on Social Media.

Seniors - Class of 2020
The Senior Toast has become an annual event to celebrate Decision Day, which is typically on May 1st. This year we will celebrate Decision Day on Thursday, May 21, 2020. Decision Day will be a senior drive through allowing our students to come to school, remaining in their cars, to pick up senior items, which will include previously ordered announcements/apparel from Jostens, Caps & Gowns, and earned Cords/Stoles. We invite the entire Senator Nation to show their pride in our seniors that day with blue and white decorations on their homes and lawns. To limit the wait time, we are asking that students drive through at the allotted time below.

           Last names A-D @1pm, E-K @2pm, L-R @3pm, S-Z @4 pm

The planning of Dover High School Graduation is much different this year because of our current requirement to socially distance and the inability to have large group gatherings. If Delaware guidance will allow a large group gathering, we will host graduation at DHS on June 3rd as originally planned. However, in the event that we are still under the State of Emergency, the plan for Dover High School’s graduation is a virtual ceremony, which will “go live” on June 3rd at 6 pm. Dr. Voshell will give further directions to seniors and their families.

Capital School District continues to prioritize communication with all of our famiies and stakeholders, particularly during this unprecedented school closing. The district has established a communication plan for timely and effective dissemination of information to our school community regarding distance learning,
social and emotional well-being, health and safety precautions, and other topics of interest to our Capital Families.

Communication is shared through a wide variety of methods including, but not limited to:

Websites (
The COVID-19 section of the Capital School District website ( provides the most current information regarding distance learning, meal service deliveries, school calendars, social and emotional resources and other content related to our response to COVID-19. Families may also visit individual school
websites for school specific details and school staff contact information.

Mass Notification System
The district’s mass notification system is used to provide important district-wide messages as well as school specific information through multiple mediums, such as automated phone calls, text messages, emails and website alerts.

District Social Media 
School community members are able to actively engage with us through our social media sites, as we post information and resources. School social media sites are also easily accessible through our Facebook page and are a great way to interact with members of your school community. DistrictTwitter @CSDSenators and Instagram @csdsenators

Capital School District Board Meetings
The Capital School District Board meeting schedule can be found on the district website. During this school closing, meetings will be streamed live to the public. Please visit for details.

Additional information is periodically shared via US mail. If you are not receiving district and school calls or mailings, please contact your school directly to update your contact information.


Help with Learning at Home
Moving to a “new normal” of working and learning from home presents unique challenges for families and educators to facilitate online learning. Below are some resources you can use as we navigate this together as one Senator family. Find ways to support your child on the district website at

Social and Emotional Support and Resources
Addressing the social, emotional and mental health needs of students have always been a priority of the Capital School District; however, it may be more important than ever as students, families and staff members cope with changes and challenges associated with the COVID-19 school closing. As we transition to distance learning, our school district continues to provide resources and support to students, family and staff to address the social, emotional and personal needs of the entire school community. School-based Mental Health Teams are providing support in a variety of ways:

    • School based mental health team members, including school counselors and Licensed Social Workers (LSWs),  are continuing to support students through various modalities. Some of the ways they are providing support  include “visiting” students during online class meetings, conducting individual counseling sessions, small group and classroom online lessons, creating class schedules for the new school year, supporting students     with post-secondary planning, providing academica guidance, conducting phone and online consultations with students, parents d staff, and providing students and families with information about and access to community resources.
    • School based mental health teams continue to meet regularly to review student progress towards academic  and behavioral goals, and collaborate to provide support to students and families who are in need of more  intensive services. School counselors and social workers maintain a working knowledge of available community resources and may link families to services as needed. 
    • School based mental health teams are working alongside teachers, while sharing strategies for supporting students as they transition to distance learning, and eventually return to school.

    If you are in need of support, please contact your school counselor or LCSW directly. You may request assistance by visiting or the COVID-19 section of the district website.

    As local, state, national, and international leaders work to curb the spread of the COVID-19 virus, many individuals are experiencing a heightened level of fear, anxiety, and worry during these uncertain times. Parents, educators, and others are looking for ways to help young people reduce, manage, and cope with the feelings that might be provoked by this health crisis and continue to develop the social and emotional skills they will need for managing and coping with future life challenges. We’ve compiled a list of community, mental health, and family resources to support these efforts. You can access the information via the district website at:


    Practice Social Distancing

    Stay home as much as possible. Only go out for essential needs (or if you are an essential worker). If someone is sick in your household, have them self isolate in a separate bedroom and ideally have them
    use a separate bathroom.

    There is currently no vaccine to prevent COVID-19. The best way to prevent illness is to avoid being exposed to the virus. The virus is thought to spread mainly from person to person. Social distancing, also called “physical distancing”, means keeping space between yourself and other people outside your home. To practice social distancing:

    • Stay at least 6 feet (about two arm lengths) from other people.
    • Do not gather in groups.
    • Stay out of crowded places and avoid mass gatherings.

    In addition to practicing social distancing, everyone should:

    • Wash their hands often with soap and water for at least 20 seconds especially after you have been in a public place, or after blowing your nose, coughing, or sneezing.
    • If soap and water are not readily available, use a hand sanitizer that contains at least 60% alcohol.
    • Avoid touching your eyes, nose, and mouth with unwashed hands.
    • Avoid close contact with people who are sick.
    • Cover your mouth and nose with a cloth face cover when around others.
      • Cloth face coverings should not be placed on your children under the age of 2, anyone who has  trouble breathing, or is unconscious, incapacitated, or otherwise unable to remove the mask without assistance.
    • Do not use a facemask meant for a healthcare worker.
    • A cloth face cover is not a substitute for social distancing. Continue to keep about 6 feet between yourself and others.
    • Cover coughs and sneezes with a tissue or use the inside of your elbow. Throw used tissues in the  trash and immediately wash your hands with soap and water for at least 20 seconds.
    • Clean and disinfect frequently touched surfaces daily. This includes tables, doorknobs, light switches, countertops, handles, desks, phones, keyboards, toilets, faucets and sinks.
    • When you run essential errands, practice social distancing, use a disinfectant wipe on your cart, and wash your hands when you return.

    Additional Resources:

    Website by SchoolMessenger Presence. © 2020 Intrado Corporation. All rights reserved. Content Copyright 2018 Capital School District.