Section One: Delivery of Learning
1. Describe how you will deliver continuous learning opportunities for all students, including special student populations.
St. Rose will deliver learning opportunities using standards based instruction through a variety of platforms. Each teacher will work to plan e-learning instruction for their grade-level including the subjects of Language Arts, Math, Religion, Social Studies, and Science. Specials teachers, including Art, P.E., Music, and Spanish, will provide weekly lessons for each grade level.
On Mondays and Fridays, the principal provides family activities such as a Literacy Challenge or a Virtual Field Trip which enhances the lessons being assigned by the classroom teachers. Families are required to check in and complete the challenge, so as to, qualify for attendance on those two days.
Classroom teachers are then required to assign grade level work in each subject on Tuesdays, Wednesdays, and Thursday each week. Lessons are taught and assigned through the platforms of Google Classroom, YouTube videos, Facebook live stream videos, Google Meet, and daily emails.
Students are held accountable for the work assigned by the individual teachers. Teachers are tracking completion of assignments in Jupiter. Due dates are stated clearly and are sent with each assignment and posted in daily emails. If a student fails to complete the assignment by the due date, a follow-up communication is made by the teacher and if necessary the administration. Extra time is given, as needed, by the teacher depending on the circumstance surrounding the student’s incomplete work. Assignments are updated in Jupiter on a regular basis by the teacher and can be accessed by the parent at any time.
Attendance is also being documented in Jupiter by the teacher. A Google Form is sent to each student daily and needs to be completed to be counted present for the assigned day. If the form is not completed, the student is counted absent for that e-learning day.
Our school has about 25 students with Individualized Service Plans. These students receive their lessons from the classroom teacher, but also work through different platforms with our special education teacher. Our head special education teacher, then schedules virtual meetings with each student individually or in a small group depending on their ISP. Classroom teachers are working closely with our special education team to be sure that all needs are being met and the students are accomplishing the lessons. Class hours are being held from 10-3 and 6-8 every day so that help is available when needed by each individual family. Communication is being documented in each student’s file to make sure that we are in compliance with ISP.
Virtual case conferences are being held as needed by the special education team, parents, and staff.
2. Describe how your district communicates expectations for continuous learning implementation to 1. ) students, 2.) families, and 3.) staff.
- Students in grades 3-8 have an email where they receive their assignments daily.
- Grades 5-8 also have Google Classroom where they receive assignments and can communicate with the individual teachers.
- Students in grades PK-1 use Class Dojo as a means of communicating through messages, videos, and pictures.
- Students in grades 2 communicate through videos and emails sent to a parent’s email address.
- The principal or a staff member sends out a video everyday with the announcements, pledge, and prayer. Students are reminded of the expectations that are in place and are motivated to do their best.
- Several classroom teachers have held virtual meetings with their class to present lessons or reinforce what has already been taught. This also gives them a chance to connect with the students on an emotional level.
- The principal has set “lunch with the principal” dates for individual classes which allows students to meet with the principal and check in on a regular basis.
- All students have access to the school staff emails and can communicate with any staff member as needed.
- Parents receive the daily video from the staff.
- Parents have access to videos that are used to enhance lessons, motivate students, create a challenge, or just touch base.
- Postcards and note cards have been sent out to families from the staff as a way to keep in touch and offer support.
- Parents have access to Jupiter to track their students progress and to communicate with faculty.
- Parents have email addresses for all faculty if assistance is needed.
- All staff meet once a week with the administration of St. Rose. These meetings are used to discuss expectations for the next week and to brainstorm ways to make our lessons better and more effective.
- Staff submits plans to the principal each day.
- Jupiter is used to communicate with the administration about grades and behaviors. This is monitored by the principal.
- Staff maintain the hours of 10:00-3:00 and 6:00-8:00 to be available to help students and communicate with families.
- Daily emails and texts are used to communicate with other staff members and administration.
3. Describe student access to academic instruction, resources, and supports during continuous learning.
During our distance learning, St. Rose teachers have planned their lessons using the state standards for their grade level. The teachers have used a variety of platforms to send out information.
To reinforce the lessons being sent out, the teachers are using Google Classroom, Think Central, Xtra Math, Google Meets, Happy Numbers, BrainPop, Khan Academy, DouLingo, ReadWorks, NewsEla, Epic Books and many other online programs. These programs provide instruction and practice for the state standards.
Staff members are also creating videos of themselves teaching, reading, or reinforcing the standards for that week. Worksheets are being used by attaching them to the lesson plans. Teachers have also learned to create a Google Doc from a worksheet allowing the student to complete the lesson and share it back with the teacher to be graded. For those students who don’t have a way to print or share documents, teachers are accepting pictures of the work as well as emails contacting the work.
A survey will be sent out the week of April 20, 2020 to see how we can better assist families.
4. What equipment and tools are available to staff and students to enable your continuous learning plan? Please list.
Students were allowed to sign out Chromebooks if they didn’t have access to one in their home. We also sent home textbooks, folders, work notebooks, library, etc as needed to complete the assigned work.
Teachers all have a school laptop that is being used from home. Teachers are also using their personal cell phones to communicate with families and send out information.
5. Describe how educators and support staff are expected to connect with students and families on an ongoing basis.
Students and families are connected on a daily basis by the emails, texts, videos, and phone calls that are used to help support the students. Each teacher and support staff are creating videos and lessons to share with the students every day. The administration sends out an email or video daily to pray, laugh, read to, or just connect with the families.
Beginning the week of April 20, 2020, the staff will be offering more read aloud videos along with jokes of the day, dance move of the day, etc. These will be used to motivate families and students as well as to help provide a connection to all.
Our music teacher sends out videos of her singing songs from mass and songs that are familiar to the students. She asks the students to join her in singing.
Our art teacher has provided art lessons for each grade level. She has sent out short videos of how-to drawings and encouraged the students to join in. She has also set up a video link on Facebook to watch the hatching of eggs. She has set up an incubator with 18 eggs. During her videos, she is showing how to candle the eggs to look for fertilization. This has created a lot of interest in our school families.
6. Describe your method for providing timely and meaningful academic feedback to students.
Our teachers use their knowledge of each student and his/her ability to judge the amount of communication that is needed each week. If students are struggling with a concept then daily communication will be provided. All students receive some type of communication multiple times a week.
Teachers are responsible for inputting grades on Jupiter, so that parents and students have a current view of how the student is doing. This also allows parents to see if assignments are missing.
Our instructional assistants are also communicating with students. Along with assistants our special education staff are following up with students who have ISPs or are recommended for extra help on assignments.
The School Commission and our PTO will also be following up with families to see if they can provide any support outside of academics.
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.
St. Rose is an PK-8th school, so none of our students are earning high school credits. We do have some students who are taking an Algebra class to help them prepare for high school classes. Some students will try to test out of pre-algebra and our curriculum is continuing to support them.
8. Describe your attendance policy for continuous learning.
On Mondays and Fridays each family receives a Google Form from the principal. This form is connected to the Literacy Challenge or Virtual Field Trip and requires the family to complete the form. Once the form is completed the students in the family will be marked present for that day.
Tuesdays, Wednesdays, and Thursdays each teacher sends out a Google Form that coincides with what is being taught or assessed that day. Once the form is completed and returned the student is marked present for that day. Students must complete a portion of the work presented that day to earn attendance. If work is not completed the teacher or administration contacts the parent to let them know that their child was marked absent. If the student completes the work then he/she will be marked present.
9. Describe your long-term goals to address skill gaps for the remainder of the school year.
The staff at St. Rose realizes that this will be a very difficult task and will most likely not happen this year or over the summer. We will be spending the remainder of this year and the summer to put practices in place for when we are allowed to return to our building for classes.
For the summer we will provide parents and students with the information to continue on with the online programs. These are programs that the students are familiar working with and will provide reinforcement.
The staff has been discussing some plans for how to make sure that the students are prepared for the next grade level.
- Offer a Jumpstart program for recommended students. This would be offered but not required of students that teachers feel are in crisis of not being prepared.
- The beginning of the school year may need to be used to review and reteach skills from the 4th nine weeks of the previous year. Teachers will work together to make sure that all standards are introduced.
- Teachers will use differentiated learning programs to meet students where they are in their learning.
- Summer meetings will be used to work on vertical alignment of core subjects. During these meetings teachers will work with the grades above and below them to discuss material that needs to be addressed.
Section Three: Staff Development
10. Describe your professional development plan for continuous learning.
Professional Development Plan
- Continue weekly whole staff meetings
- Continue PLC meetings
- Hosting virtual trainings on Google, Jupiter, and how to hold virtual meetings safely
- Upcoming training will include Google Classroom for grades K-4, standards based grading to check for competency, and different learning platforms.
Once you have completed this document, please complete this Jotform to share some additional data points and submit your Continuous Learning Plan link. Submission is required by April 17.