Distance Learning Guidance

  • In response to Governor Brown’s “Stay Home, Stay Safe” order, Oregon school districts were tasked with creating a distance learning plan to be enacted on April 13, 2020.  Tigard-Tualatin School District convened three teams of teachers, specialists, and administrators representing elementary, middle, and high schools in order to meet the “Oregon’s Extended School Closure Guidance"  requirements.

    Please know, this learning experience will look different as we’re not in the classroom. Our focus will be on the required “essential learning” skills necessary for students to continue in their educational journey while we navigate a climate that is unfamiliar, disruptive and challenging for all of us. We will have to make some difficult choices around eliminating some content and standards, and we know that gaps will need to be filled next school year.  We are confident in our staff to make these choices, and know that they will support our students and families through this.

    As our committee created this plan we used the following values to guide our work:


    • We must root our plan in equitable access and outcomes for all students. 
    • We must create a plan that all of our students and families can navigate in terms of communication, logistics of home situation, number of children, capacity for supervision, etc.
    • We must allow students and teachers to continue along their preexisting course as much as possible in terms of curriculum and instructional approach to provide continuity of learning.
    • We must allow for and accommodate the tremendous additional loads our teachers are carrying as they personally navigate this crisis.
    • We must have a strong plan and timeline for providing differentiated learning and support for teachers.
    • We must be durable and flexible enough to weather the potentiality that a substantial number of our staff could fall ill or be otherwise unavailable for extended periods.
    • We must be flexible enough to allow teachers reasonable autonomy to make this work for themselves and their students.
    • We must support our students’ need for belonging, care, connection, well-being, and social and emotional health.