Crown Point – Continuous Learning Plan
Section One: Delivery of Learning
1. Describe how you will deliver continuous learning opportunities for all students, including special student populations.
Instructional days will be Monday, Wednesday, and Friday each week through May 29. Teachers backward-plan from May 29 to provide activities, experiences, and directions for students to learn the most essential critical concepts, skills, and content and prepare them for the 2020-2021 school year or post-secondary aspirations. Students and parents check regularly for teacher messages in the LMS agenda, announcements, and email. Teachers articulate clearly the learning objectives; daily activities, assignments, demonstrations, practice, projects, performances, and assessments to be completed; and virtual meetings, video, and digital media. Teachers are accessible online from 8:00 - 11:30 a.m. and 1:00 - 3:00 p.m. on Monday, Wednesday, and Friday each week. On Tuesday and Thursdays teachers are responsive to student questions and provide feedback.
School Counselors provide teacher social-emotional lessons and resources to incorporate into the learning and are accessible and responsive via email. Students, who receive special education services, will have accommodations provided in the online curriculum. Students, who receive special education services with the LIfe Skills Curriculum, will have access to accommodations and accessibility tools for their curriculum through both online and provided materials. Special education teachers check-in and answer questions by email. English Language Learner accommodations based on the ILP and ‘Can Do Descriptor’ name chart are used by teachers to meet the individualized needs.
2. Describe how your district communicates expectations for continuous learning implementation to 1. ) students, 2.) families, and 3.) staff.
The expectations for continuous learning is communicated to students and parents primarily by teachers. Weekly messages from Principals are emailed to parents. District communication to students/parents via email is targeted and timely regarding new developments from State and National updates. Communication is provided to support parents and students in the transition to and implementation of the continuous learning plan.. Learning objectives, activities, and directions are posted in the LMS for instructional days. Teachers use email to communicate with parents continuous learning expectations and respond to questions. Virtual meetings with classes, small groups, and individual students are used to connect, instruct, and support students.
The expectations for continuous learning is communicated to teachers and staff primarily by principals. Principals communicate via email and virtual meeting tools. The purpose of all communication is to check-in, determine needs, provide support and information. Principals observe teacher learning plans in the LMS. District communication to teachers via email is targeted and timely regarding new developments from State and National updates. In addition, the District Office disseminates continuance learning expectation guidance as new information is needed, developed, vetted, and reviewed.
3. Describe student access to academic instruction, resources, and supports during continuous learning.
The web-based LMS hosts curriculum content, learning paths, assignments, gradebook, and digital resources. Print resources for lessons will be noted in the LMS and be used for instruction. Assessments can be accessed, submitted and monitored. Students receive a GoogleApps account for email, word processing, spreadsheet, presentation, video, audio, voice, collaboration, and sharing applications.
Students can receive support from their teachers during office hours on instructional days. Teachers will be responsive to student needs on non-instructional days, as well as to provide feedback to student needs and y changes. Special education teachers will support students through the LMS and by checking-in and answering questions by email. School Counselors are accessible online, responsive to student questions. For immediate assistance emergency contact information is posted. Students receive support from interventionists and paraprofessionals with virtual push-in services and small group and individual sessions.
4. What equipment and tools are available to staff and students to enable your continuous learning plan? Please list.
- Learning management system
- Digital textbooks
- Learning software and applications
- Virtual meeting software
- Hotspot (if needed)
- Laptop/Tablet computer
- Learning management system
- Digital textbooks
- Instructional software and applications
- Virtual meeting software
- Video recording application
5. Describe how educators and support staff are expected to connect with students and families on an ongoing basis.
Educators and support staff connect with students regularly by email, virtual meetings, and phone, when necessary. The purpose of connections are to determine physical and emotional wellness, family provision, student support, and learning needs. When students demonstrate disengagement, a concerted effort is made by counselors and school administration to connect with the family. Weekly, parent surveys are used to collect information on family health and provision needs. In the event there are indications pointing to a threat to a person’s well-being, school resource officers will conduct a wellness check.
6. Describe your method for providing timely and meaningful academic feedback to students.
Teachers have office hours on instructional days and are responsive to student questions and provide feedback throughout the week. Using the LMS agenda and announcements, students receive learning objectives and daily activities that include assignments, demonstrations, practice, projects, performances, assessments to be completed, virtual meetings, video and digital media, as well as associated links.
Students are provided timely and meaningful academic feedback to help reflect and improve their learning. The strategies and tools to deliver feedback and and inform instruction include student discussion i.e. padlet, discussion board, virtual meeting, GoGuardian chat; blogs and discussion boards; journals, responses to teacher questions, exit tickets, and assignment tasks; emails; examples of quality work and rubrics; comments (written, audio, video); virtual conferences; rough draft; and student critiques of anonymous or their own performance or product.
Section Two: Achievement and Attendance
7. Does your continuous learning plan provide an avenue for students to earn high school credits? If so, describe the approach.
In grades 9 – 12 and middle school students taking high school courses, letter grades will be assigned and credits earned for the semester courses taken.
Assess students learning to determine grades
- For the remainder of the school year determine the essential concepts, skills, and content for learning.
- Communicate to students the opportunities to demonstrate their competency of the essential concepts, skills, and content.
See examples to demonstrate competency below.
Writing assignment (Rearch, Argumentative, Narrative, Reflections)
Image of a Product i.e. art
Video or audio performance i.e. music, speech, skill demonstration, read-aloud, oral presentations
Quizzes or end of a unit/chapter assessments Items types may include:
multiple choice with one correct answer, multiple choice with more than one answer, matching, true/false, short answer, essay, written explanations of how an answer was determined or the process used
Attribute greater weight of a grade to what you can reasonably assume the student accomplished by themselves.
Attribute lessor weight to a student’s lesson completion.
Assess student learning when you are confident of student proficiency within or after the lesson or unit time-period.
Protect a student from failure by not administering an assessment if student learning evidence indicates failure is imminent.
8. Describe your attendance policy for continuous learning.
The purpose of student attendance is to monitor student participation and identify disengaged students who may need support.
A student’s attendance is based on your professional judgment, as well as student assignment completion and time-on-task recorded in Buzz, students completing off-line work such as reading, creating, performing; and students participating in virtual class meetings or individual conferences.
Disengaged students show no signs of logging in, are not responding to emails or message boards, or who are not completing assignments.
To document student attendance, count students present for a day of instruction when they attain one or both of the criteria below.
- All assigned activities for the day are completed.
- Amount of time on task is approved by the teacher.
9. Describe your long-term goals to address skill gaps for the remainder of the school year.
For the remainder of the school year and during the summer,students with skill gaps are engaged in additional instruction from their teacher individually or in small groups to extend their learning of essential critical concepts, skills, and content.
Interventionists provide opportunities to meet student learning needs.
Paraprofessionals are directed and observable by a classroom teacher while online in virtual classroom sessions.
Interventionists and paraprofessionals support students and address skill gaps in the following manner.
- Monitor progress, work, and activity of students in the learning management system.
- Communicate with students and families to check-in and identify needs and refer to a teacher or counselor.
- Push in to a class to support individual or small groups of students in a breakout session.
- Schedule time to work with individual or small groups of students using online resources and tools.
When the school year concludes summer learning will continue and be available to address skill gaps and recover credits.
Section Three: Staff Development
10. Describe your professional development plan for continuous learning.
Teachers, support staff, and principals have weekly professional development virtual meetings facilitated by the Assistant Director of Curriculum and the High School and K-8 Online and Blended Learning Specialists. Early sessions focused on the use of learning management tools, hosting virtual meetings, recording video, responding to students needs. Currently, the weekly sessions topics are guided by the needs of staff. In addition, the weekly ‘Tech Tips’ continue to be emailed to all staff focusing on questions asked and tutorials for the use of instructional tools. Principals and district leadership meet weekly by level elementary, middle, high school. These meetings provide insight and information on school successes and needs, as well as sharing information and decision-making based on updates from the State and National levels.