Frequently Asked Questions

  • Why aren’t my taxes lower if kids aren’t attending school in person? Isn’t the district saving money on things like transportation and food?

    Posted by Kirsten Fitterer on 9/4/2020

    COVID-19 has forced school districts to reimagine education and shift from traditional, in-person instruction to remote only instruction, except for small and specific groups of students. 

    With this shift comes new and unbudgeted expenses, such as the need to purchase more computer hardware and software to support remote learning, as well as the need to buy required PPE for staff for the eventual transition to a hybrid instruction schedule. 

    At the same time, school districts are facing a loss in state funding because of declines in enrollment, with families choosing other options for educating their children.

    Facility costs such as water and power, as well as staff costs don’t go away just because students aren’t in the building. Teachers, while instructing remotely, are still working and school districts must honor labor contracts and continue to pay employees.

    Even though some positions such as bus drivers may not be needed during remote instruction (our bus drivers are assisting with meal distribution), school districts must still pay their share of unemployment claims from laid off staff. This is another unforeseen and unbudgeted expense. 

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  • Why are childcare centers/daycares still open? How are these different than schools?

    Posted by Kirsten Fitterer on 8/18/2020

    The science around children and COVID indicate that very young children, those typically in child care, are less likely to become infected.

    Child care facilities provide an essential service for parents who must work. If centers are closed, there’s concern children may be left with grandparents or other individuals who are at higher risk for serious illness.

    Washington State Department of Children, Youth, and Families has established guidance that child care facilities must follow. The guidance is aimed at reducing the risk of COVID-19 transmission at child center facilities and includes:

    o   small groups that do not interact and staff that do not move between groups (maximum of 22 individuals). Many child care providers choose to have smaller group sizes, which allows for more physical distancing.

    o   daily health screenings

    o   physical distancing as much as possible

    o   increased hygiene practices

    o   modified pickup/drop off, including keeping parents out of the program space

    o   staggering outside play schedules

    o   increased cleaning

    Child care settings are in a position to implement additional precautionary practices which would be difficult to implement more broadly in a school setting such as daily individual health screenings, staggered drop-off and pick up schedules, staggered outdoor play schedules and increased cleaning protocols.

    Reduced risk of infection, small group sizes and increased preventative measures make disease transmission in child care settings less likely than in less flexible settings such as schools.

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  • Please tell me more about the new K-5 100% Online option.

    Posted by Kirsten Fitterer on 8/11/2020 7:00:00 PM

    Please click this link to learn more about the K-5 100% Online option (Edgenuity).

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  • What about preschool?

    Posted by Kirsten Fitterer on 8/11/2020

    Please click this link to view Frequently Asked Questions for YSD's Early Learning preschool.

     

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  • How do I ask questions?

    Posted by Kirsten Fitterer on 7/28/2020

    Let's Talk! is an always-on communication channel and we welcome your questions, comments, concerns, suggestions, and compliments at any time. To access the Let's Talk platform:

    Online: www.YSD7.org/letstalk

    Email: yakimaschools.wa@k12-lets-talk.com

    Phone: (509) 581-5250

     

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  • How will Highly Capable students be supported in distance learning?

    Posted by Kirsten Fitterer on 7/28/2020

    Highly capable services will continue in a hybrid or remote setting. Teachers will differentiate their teaching and will provide additional enrichment opportunities for highly capable students using the Guaranteed and Viable Curriculum at the student's particular grade level. At the elementary level, students will continue to receive Student Learning Plans. Teachers will work with the parents and students to develop a Student Learning Plan that will outline the student learning goals for the year. At the secondary level, students will have access to differentiated instruction, acceleration, and advanced programs. For all students K-12, academic progress will be monitored and reported at the end of the year.

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  • Will there be opportunities to support parents in learning how to better support their child’s online learning from home?

    Posted by Kirsten Fitterer on 7/28/2020

    Yes, we are planning opportunities for parents to engage in web-based, self-paced home language tutorials on the major tools our teachers will be using. We are also conducting a parent needs survey in order to understand how we can best serve parents as they support their students from home. Schools are also developing ways to engage parents in assignment distribution, due dates, reading materials, and direct discussions with teachers and other staff. 

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  • How will schools/teachers support students who need personalized one-on-one attention?

    Posted by Kirsten Fitterer on 7/28/2020

    We recognize that remote learning cannot fully meet the needs of some students with unique needs, and we are evaluating the ways in which we will be able to provide face-to-face or remote, one-on-one and small group support for these identified scholars. 

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  • My student has a 1:1 paraeducator in their IEP; how will that be provided in a distance learning setting?

    Posted by Kirsten Fitterer on 7/28/2020

    IEP teams will need to convene to determine how and when that support will be provided to students based on the student's individual needs. In many cases, the support can be provided via one on one remote sessions with the scholar to help access assignments and provide support in independent work. It may also include support from a paraeducator during live class sessions. We are committed to collaborating with families to implement individualized education programs (IEPs) to the maximum extent possible and ensure students with IEPs receive the services they need to be successful in the remote environment. 

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  • How will kids on IEPs be supported?

    Posted by Kirsten Fitterer on 7/28/2020

    We are committed to collaborating with families to implement individualized education programs (IEPs) to the maximum extent possible during the pandemic while maintaining the health and safety of scholars, families, and staff. Following state guidance, special education services will align with the general education full remote service model with student-specific decisions made in collaboration with families to address IEP services and support needs and to ensure access to general education settings and instruction. Student progress towards IEP goals will be closely monitored to allow IEP teams to meet and adjust services and supports if the data indicates the student is not making progress.

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