Students in remote learning at home may purchase a meal for pickup from his or her school cafeteria. Please note, menu options may be limited. If a parent or child in remote learning at home wishes to pick up a meal at school, accommodations must be made via email directly with the café manager at the student’s assigned campus before 10:00 a.m. daily. A complete list of school Café Managers is available on our Food and Nutrition Services website. All meals for remote learners must be picked up at the school’s front office during the regular meal schedule. 

All students will be charged in accordance with LTISD Food and Nutrition Services standard pricing, with the exception of those with approved meal benefits.

Typical Day in Remote Learning

Elementary Remote Learning Schedules

Lake Travis High School Bell Schedule

Lake Travis Middle School Bell Schedule

Hudson Bend Middle School Bell Schedule

Bee Cave Middle School Bell Schedule

Students who attended a private school, including a home school, in Texas last school year (2019-2020) will be eligible to enroll for traditional, on-campus learning at any time, unless the campus or district is otherwise closed for on-campus learning to all students.  In the event a campus or the district is closed for on-campus learning to all students, the student may attend remote instruction for that applicable period of time, but must return to on-campus learning unless one of the other exceptions below apply.

Students who attended a private school, including a home school, in Texas last school year (2019-2020) are only eligible to remain in remote instruction once the campus opens to on-campus learning if any of the following circumstances are applicable:

• students who transition from early education programs, where no entitlement to enroll in the public school existed;
• students who transfer in from outside the state;
• students whose prior year private school does not offer the appropriate grade level (e.g., a private school ends at 6th grade so students moving on to 7th grade would no longer be able to attend the private school);
• students whose private schools are either no longer in operation or are not offering remote instruction for the 2020–2021 school year;
• students who were enrolled in a public school in Texas for a portion of the 2019-2020 school year, even though they were also enrolled in a private school, including a home school, for a portion of the 2019-2020 school year; or
• students who receive remote instruction for a portion of the 2020-2021 school year, but not the entire year.  Prior to enrollment, the parents of such students will sign an agreement that indicates their student will attend on campus at some point during the 2020-2021 school year.

We are designing the synchronous sessions to be more robust than what families may have experienced this past spring during the closure.  The synchronous sessions will include access to instructional support from the teacher, direct instruction, progress monitoring, teacher feedback, small group instruction, and facilitating student/class engagement through planned interaction, discussions, and sharing of learning.

The Learning & Teaching services team, in close coordination with District and campus staff, collaboration with numerous LTISD grade/course level teacher design teams this spring and summer, as well as, utilizing feedback gained from families on experiences during the past spring closure, and guidance from federal and local entities, determined the most appropriate solution for all students in our District engaged in the remote learning option was an overall asynchronous learning plan. The development of LTISD’s remote instructional plan is being designed to include an intentional mix of asynchronous and synchronous elements. 

Teacher interaction and availability for students will be planned in advance, predictable, and support student progress. Teachers will provide synchronous (live) opportunities throughout the school day. However, teachers and students will not be live, online, in real-time for the full length of an entire instructional day. Students who are not able to attend a particular synchronous session will continue to learn by accessing lessons and completing assignments asynchronously. Students will be able to engage with other students through Schoology, our district learning management system, and access support with their teacher at another scheduled time. 

This flexibility provides the best opportunity for equitable learning opportunities that meet the academic and social-emotional needs of all students in LTISD. Our District remains committed to being best prepared for instructional continuity in the coming year amidst the continually evolving landscape due to COVID 19 and/or any local or statewide public health situations or requirements.

Yes, the Texas Education Agency (TEA) will require daily attendance and participation in remote learning. Remote learning students earn daily attendance through daily engagement measure(s), including daily progress in Schoology, the District’s learning management system, daily progress via teacher-student interactions, and/or completion/submission of assignments from student to teacher. Students will be required to participate in remote classes daily and traditional attendance rules will be enforced. A student will be considered absent if the student does not engage in the designated independent learning activities each day. 

Yes. Students who select remote learning may participate in extracurricular activities if they meet all UIL requirements, are enrolled in the applicable extracurricular course section, and are able to attend on-campus practices and competitions. Students must have their own transportation to and from practices, rehearsals, etc.

Yes. Students will remain enrolled at their home school for the 2020-2021 school year even if they choose to learn remotely. Parents will continue to receive communication from the campus and will be invited to engage in various activities throughout the year as feasible. 

If a remote learning student switches to in-person learning, they may not have the same teachers, as teachers may or may not be teaching both a remote and in-person class. Remote learning will be taught by LTISD teachers but not necessarily a teacher from your student’s home campus. In turn, students in your child’s remote learning class may or may not be limited to students from your child’s home campus.

Remote learning classes will be taught by LTISD teachers. Your student’s teacher may or may not be from your student’s home campus.  In turn, students in your child’s remote learning class may or may not be limited to students from your child’s home campus.

No. The District will be providing remote asynchronous learning. A suggested schedule will be provided to assist students in designing learning throughout the day including time for independent, asynchronous learning activities and daily remote engagement with the teacher and other students. It will also include suggested times for breaks and lunch. The schedule may vary by grade, course, or student. A caregiver will need to be available to support younger students in navigating the daily schedule and providing assistance with the learning as needed. Secondary students should follow the same bell schedule as in-person learning to ensure requirements for daily engagement. During remote learning, time management will be critical to student success. Students, teachers, and parents should utilize frequent communication regarding daily schedules and assignments to ensure that students are progressing each day towards mastery of the learning outcomes.

Students who receive special services or accommodations through Special Education, English as a Second Language, Bilingual Education, Section 504, etc. and choose remote learning will be served. Those student services will be implemented to the extent reasonably practicable in the remote setting.

SPECIAL EDUCATION SERVICES

The following is general guidance for students who receive specially-designed instruction through special education.  

Please contact your child’s school/case manager for additional information regarding your child’s specific Individualized Education Plan (IEP).  

Students who receive special education services follow the instructional day structure for all students (unless an ARD committee has determined otherwise). In addition to the general education instruction and supports, special education support services will be provided as described below in accordance with your child’s IEP.

Special Education staff will provide support to your child through the daily synchronous (live) instruction and asynchronous activities.  Instruction will be provided utilizing several methodologies, strategies, and resources such as (but not limited to) direct instruction through Google Meet, the Schoology platform, specialized software/platforms, small groups, case management check-ins, emails, phone calls, electronic materials, video modeling, other digital resources, and individual check-ins with your child and/or other service providers.  Staff will continue to provide the accommodations and/or modifications appropriate for your child in their plan.  

• In-Class Support: special education staff will provide your child’s in-class support minutes in a similar fashion as during normal in-person operations through the synchronous (live) class instruction, small group breakouts, independent work time, and/or individual work time.     
• Specialized Support (pull-out resource or special programs in a special ed. setting): special education teachers with the support of paraprofessionals will deliver your child’s specialized support minutes in a similar fashion as during normal in-person operations. These supports will be a specially-designed mix of synchronous (live) class instruction, smaller group breakouts, supported independent work time, and individual work time. A variety of digital resources will also be utilized to support/supplement instruction and provide a format for reinforcement and data collection.  
• Instructional and Other Related Services (Speech, OT, PT, APE, VI, AI, etc.): instructional and related service staff will provide the services and minutes in your child’s plan virtually utilizing synchronous (live) instruction, small group, and/or individual sessions (dependent on the needs of your child).  A blend of instructional resources such as Google Meets, special software/platforms, phone calls, emails with your child, with you, and your child’s teachers and/or other service providers, electronic materials, video modeling, and other digital resources will be utilized. 

Staff will be making the very best efforts to provide your child’s IEP as designed; however, due to the nature of the virtual classroom structure and environment, contingencies may be necessary during this remote learning time and any time of remote learning in the future for your child’s services. If that is the case, an ARD meeting will be called to discuss and consider any needed changes. Changes to the IEP may be able to be made through an IEP amendment with your consent.

Your child’s case manager will be communicating with you and monitoring progress.  Should you have any concerns regarding services or progress, an ARD meeting will be called to discuss and consider any needed changes. As stated previously, changes to the IEP may be able to be made through an IEP amendment with your consent.

SECTION 504 SERVICES

The following is general guidance for students who receive Section 504 supports.  Please contact your child’s school/504 campus coordinator for additional information regarding your child’s specific accommodation plan (IAP).

Students who receive Section 504 supports and services follow the instructional day structure for all students (unless a 504 committee has determined otherwise). In addition to the general education instruction and supports, your child’s teachers have received the 504 plan determined by the 504 committee to be appropriate and necessary to ensure equal access in the traditional school setting.  Staff will be making the very best efforts to provide your child’s 504 accommodations as designed; however, due to the nature of the virtual classroom structure and environment, contingencies may be necessary during this remote learning time and any time of remote learning in the future for your child’s success.  If that is the case, a 504 meeting can be scheduled to discuss these contingencies.

The campus 504 coordinator will be communicating with you and monitoring progress.  Should you have any concerns regarding services or progress, please reach out to them.  If necessary, a 504 meeting can be called to discuss and consider any needed changes.

DYSLEXIA SERVICES

The following is general guidance for students who receive direct dyslexia services.  Please contact your child’s school/dyslexia teacher for additional information regarding your child’s specific dyslexia programming.

Students who receive dyslexia services and/or supports follow the instructional day structure for all students (unless an ARD or 504 committee has determined otherwise).  In addition to the general education structure and supports, your child’s dyslexia services will be provided during times of virtual instruction as follows:

Based on guidance from Scottish Rite, the Take Flight program can be broken down into two days per lesson in a virtual environment.  Given that other dyslexia programs used in LTISD are based on the same research, LTISD has opted to follow this guidance for these programs as well.

Elementary:

• General Education (Standard Protocol) Dyslexia Services:

Students receiving general education dyslexia services will receive 30 minutes of small group direct dyslexia instruction (synchronous), daily* through Google Meet from an LTISD dyslexia teacher.  Students will be provided with a choice board for an additional 20 minutes of asynchronous activities outside of their dyslexia class, including (but not limited to) Lexia, Learning Ally use, text reading, or journal writing.  As much as possible, the synchronous instruction will be scheduled during the students’ “Intervention time” built into the district Remote Learning Schedules.  Each student’s dyslexia teacher will communicate synchronous class times to parents and students when the campus schedule has been solidified.

The first eight days of school, the dyslexia teachers will follow the district plan for beginning school.  During these first days of school, the teacher will work to familiarize each student with any specific technologies being utilized during the synchronous or asynchronous dyslexia instruction and perform benchmark assessments with that student to begin the data collection process.    Direct instruction will commence immediately following this data collection/onboarding period.

Elementary students will receive a package of supplies for use during their direct dyslexia instruction.  

* Services are provided daily, although there may be times in which teachers are required participants in other meetings.  These schedule changes will be communicated with the family and alternate arrangements will be made for service delivery as appropriate.

• Specially-Designed Dyslexia Instruction (through Special Education)

The first eight days of school, Special Education teachers will follow the district plan for beginning school.  During this time, any applicable benchmark testing will be completed.  Instruction for students receiving Specially Designed Dyslexia Instruction in the special education setting will receive instruction through a combination of synchronous and asynchronous programming such as Lexia, Learning Ally use, text reading, or journal writing that meets the service requirements dictated by their ARD/IEP team. A package of supplies for those receiving SPIRE instruction will be provided for use during direct instruction. A variety of digital resources will also be utilized to support/supplement instruction and provide a format for reinforcement and data collection.  

 Teachers will also coordinate benchmark testing with your student.  Your child’s teacher will reach out to you to discuss your child’s specific schedule/plan.   

Middle School:

Students receiving general education dyslexia services will receive 30 minutes of direct dyslexia instruction  (synchronous), a daily* through Google Meet from an LTISD dyslexia teacher.  Students will be provided with a choice board for an additional 20-30 minutes of asynchronous activities outside of their dyslexia class, including (but not limited to) Learning Ally use, text reading, or journal writing.   Additionally, attendance will be recorded during the asynchronous time through a short Schoology quiz.

The first three days of school, the dyslexia teachers will follow the district plan for beginning school.  Over those three days and throughout the next week, the teacher will work to familiarize each student with any specific technologies being utilized during the synchronous or asynchronous dyslexia instruction and perform benchmark assessments with that student to begin the data collection process.    Direct instruction will commence immediately following this data collection/onboarding period.

Middle school students will receive supplies as their dyslexia teacher deems necessary.

* Services are provided daily, although there may be times in which teachers are required participants in other meetings.  These schedule changes will be communicated with the family and alternate arrangements will be made for service delivery as appropriate.

High School:

Students receiving general education dyslexia services will receive two synchronous sessions within their 80 minute block of direct dyslexia instruction on the prescribed campus A/B schedule (synchronous) through Google Meet from an LTISD dyslexia teacher, and be provided with a choice board for an additional 40 minutes of asynchronous activities during their scheduled dyslexia class, including (but not limited to) decoding and spelling or reading or listening to a text on Learning Ally and responding to text. Students will be scheduled to meet individually with the teacher for conferencing and assessment during the 40 minutes of asynchronous activities each class period. Additionally, attendance will be recorded during the asynchronous time through a short Schoology quiz. 

The first three days of school, the dyslexia teachers will follow the district plan for beginning school.  Over those three days and throughout the next week, the teacher will work to familiarize each student with any specific technologies being utilized during the synchronous or asynchronous dyslexia instruction and perform benchmark assessments with that student to begin the data collection process. Direct instruction will commence immediately following this data collection/onboarding period.

High school students will receive supplies as their dyslexia teacher deems necessary.

BILINGUAL EDUCATION

Students in the bilingual education program will be served by their classroom bilingual teacher.

ENGLISH AS A SECOND LANGUAGE (ESL)

Students in the ESL program will be served by their ESL teacher on an individual basis and the ESL teacher will work with the family to support the student in remote learning. ESL students may also be served by their classroom teachers with ESL certification when appropriate.

Remote Gifted and Talented services will be provided through a GT teacher at the elementary level. This teacher will be a GT certified teacher, but may not be the GT teacher from your child's campus. Specific scheduling information will be provided to each student who qualifies for GT services. Including asynchronous learning opportunities, GT students will continue to receive 2.5 hours of GT specific instruction per week in 2nd-5th grades and 1 hour per week in kindergarten and 1st grade. At the secondary level, students will access GT services in the same remote learning manner as other elective courses.

Yes. At this time the Texas Department of State Health Services has not waived the vaccine requirements for students.

Yes. Parents and students may contact the school nurse by phone or email during school hours.  However, school nurses will not make visits to a student’s home and, depending on the circumstances, may have to defer answers to the family’s pediatrician or primary care physician.

Yes. Families will need to purchase typical school supplies for both in-person or remote learning options.  2020-2021 school supply lists are posted on each campus website.