• Closings, Delays, & Emergencies Overview 

• Understand the Codes 

1-hour Early Release (Even/Odd) Bell Schedule

2-hour Early Release (Even/Odd) Bell Schedule

2-hour Delay (Even/Odd) Bell Schedule

Note: In the event of an ODD day 2-hour delay, 1st block will move to the next FLEX day to make up the time.

Code Orange

Patriot Schedule and Guidelines 

• Normally scheduled in-person classes will occur remotely, according to the Code Orange schedule / class times.  

• Please put a link to CODE ORANGE Zoom on your home page.  

• Direct instruction is expected for first 15 minutes of class.  

• We will be tracking lost minutes for future flex scheduling considerations.  

• All students and staff will follow the class/subject schedule they would have followed on that calendar day and the times posted by their individual school.  

• Teachers should take attendance in each class using the Hub, as normally done using typical codes.  

• All teachers will provide live virtual instruction to their students using Zoom.  

• Teachers may provide new learning as a part of the instruction.  

• Students will log in to their classes using Zoom in Canvas.  

• Teachers should communicate their Zoom link to students in announcements on Canvas.  

• Students will need to turn their cameras on and participate in the class to be counted as present.  

• Blurred or other backgrounds can be utilized by students.  

• Families will need to contact the Help Desk for any technology challenges.  

• If a student forgets their school-issued device, they may use another device or phone to access most applications online, including Canvas Office 365, and Zoom.  

• Any family needing assistance with home internet should contact their school.  

• All Section 504/IEP accommodations that are applicable to the virtual setting should be implemented. School staff should coordinate the provision of IEP services in a way that mirrors how they would be provided in person (e.g., co- taught and pull-out services, related services, etc.).  

• If a school has a concern with a student who is unable to access virtual instruction due to the nature of their disability, they should consult with their cluster staff to discuss alternate access and/or the need to consider compensatory services. This should apply only to a very small number of students.  
• English learner and gifted services that are applicable to the virtual setting should be implemented. These services should mirror, to the greatest extent possible, the model of services provided in person.