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home : school news : school activities
May 27, 2020

Continuous Learning Plan

 

 

District or Charter School Name

Sts. Joan of Arc & Patrick School - B395

(Diocese of Lafayette in Indiana - 9210)

 

Section One:  Delivery of Learning


  1. 1.      Describe how you will deliver continuous learning opportunities for all students, including special student populations.

Our teachers are utilizing a variety of instructional strategies.  Some learning is as simple as textbook and supplemental classroom materials being assigned.  Teachers are able to meet with students on a regular basis through both Google Classroom Hangout and Meeting platforms as well as Zoom and Facebook Live.  This allows students to conduct real-time lessons for their classes.  Some teachers are also supplying recorded lessons. Student work is assessed by teachers both through electronic submission and by grading physical copies and returning them to families.  Our special education teachers who are assigned to us through the public schools are reaching out to students on their caseload to continue services.  These special education teachers are joining in on Google Hangout sessions and then assisting their students as needed.

 

 

  1. 2.      Describe how your district communicates expectations for continuous learning implementation to 1. ) students, 2.) families, and 3.) staff.

Students are assigned work through the Google Hangout platform each morning that we are in session.  Teachers are in communication through the platform as well as via telephone when needed.

 

Families receive letters from administration every week to two weeks explaining the expectations.  These letters are sent out through Flocknote which is a service that sends both texts and emails to our families.  As well, our teachers are making phone calls to the parents each week to be sure that they understand all expectations and are not encountering problems.

 

We have communicated our expectations with staff in three ways:  First, the principal had individual phone calls with each teacher to discuss the expectations as they pertain to that teacher’s particular grade level.  Secondly, ongoing email communication with all staff has been ongoing.  Finally, we have had Google Hangout teacher meetings with staff groups.  We’ve met with the PS-2 teachers and staff, the 3-5 teachers and staff, and the middle school staff.  We plan to continue these electronic meetings with staff on a weekly basis.

 

 

 

  1. 3.      Describe student access to academic instruction, resources, and supports during continuous learning.

Our students have access to instruction through direct contact with teachers via Google Classroom and Zoom.  Teachers are able to “meet” with their classes as needed.  Teachers are also able to utilize this forum for individual and small group instruction.  In some cases, recorded lessons are sent to students.  Also, teachers have utilized “Facetime” and other similar applications to offer extra instruction to students.

 

Teachers are constantly researching resources available online to share with their students.  As well, we have a biweekly dropoff/pickup scheduled.  Families are able to turn in physical copies of completed work and pick up work for the coming weeks.  This is an opportunity for our teachers to give out resources such as novels and manipulatives.

 

Supports are offered in a variety of ways.  The main way is through multiple contacts from the teacher to the student.  Special education services are given to those who qualify via phone calls, Facetime, and Google Hangouts.

 

 

 

 

 

 

  1. 4.      What equipment and tools are available to staff and students to enable your continuous learning plan? Please list.

Teachers have used a variety of tools including:

 

Googe Classroom

Google Hangouts

Google Meeting

Epic

Zoom

Recorded lessons

ReadWorks

Pearson Realize

ALEKS

iReady

Spelling City

GeoGebra (for graphing)

Google Docs

Genius Scan

Online Books

Regular Textbooks

Calculators

Class Dojo

Prodigy

XtraMath

Formed

Blessed

Chromebooks for those in need

 

 

 

 

 

 

 

 

 

 

 

  1. 5.      Describe how educators and support staff are expected to connect with students and families on an ongoing basis.

Educators and support staff are required to make contact via phone at least once per week.  Families are invited to join Google Hangout sessions, Facebook Live sessions, and Zoom sessions as well.  All classroom teachers are required to “meet” with students at least once a week via one of the above-mentioned platforms. Teachers have continued connecting with students and families through apps such as Remind.  They also continue electronic newsletters for teachers up through grade 4.

 

 

 

 

 

 

 

  1. 6.      Describe your method for providing timely and meaningful academic feedback to students.

Electronic assignments are graded and posted as they come in.  Specific feedback can be given with individual Google Hangout sessions or phone calls.  Graded worksheets are handed back during our biweekly pickup/dropoff sessions. 

 

 

 

 

 

 

 

 

 


 

 

Section Two:  Achievement and Attendance 


  1. 7.      Does your continuous learning plan provide an avenue for students to earn high school credits? If so, describe the approach.

We have four eighth grade students who are in Algebra.  These students meet daily with their Algebra teacher.  Their final grade will go on their Freshman Year Transcripts.  However, it will not go for high school credit.

 

 

 

 

 

 

 

 

  1. 8.      Describe your attendance policy for continuous learning.

Students are marked absent by their teacher if they do not log in and complete assigned work for that day.  For younger students who may not be completing online work, we rely on communication between parent and teacher for accurate attendance reporting.

 

 

 

 

 

 

  1. 9.      Describe your long-term goals to address skill gaps for the remainder of the school year.

Teachers have been instructed to watch for students showing a lack of understanding of any material.  They are to reach out to these students individually or in small groups to provide extra assistance.  For students who were already showing skill gaps, teachers have created individualized work and/or small group lessons designed to help shrink these learning gaps.  Special education teachers are involved when an ISP has been put in place.  Teachers will continue to monitor and track each student’s progress and success rate for concept and standard mastery.

 

 

 

 


 

 

Section Three:  Staff Development


  1. 10.  Describe your professional development plan for continuous learning.

Professional Development:  Our Technology Coordinator has worked individually with teachers to bring them up to speed on how to utilize platforms such as Google Hangout.  Each teacher picked this up very quickly.  Professional Development has been ongoing and organic as well.  We have group conversations ongoing among three teacher teams:  PS - 2, 3 -5, and 6 -8.  These groups meet weekly with the principal, vice-principal, and technology coordinator via Google Hangout.  Technology is always on the agenda for these meetings.  During these sessions, we learn from each other.  Each team shares difficulties and successes on a regular basis.  Teachers who want to try something that another teacher has done learn either one-on-one or in small groups via Google Hangout with our Tech Coordinator joining in.  At this point, there has not been a need for further professional development.  Plans are in place for future professional development where all platforms and tools are discussed for a broader implementation of all tools and websites that have proven most beneficial.

 

 

 

 

 

 







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