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The Forest Hills Aquatic Center and Fine Arts Center will be closed on Thursday, February 2 due to a planned power outage. All activities are canceled.

Home > Continuity of Learning Plan

Continuity of Learning Plan

Introduction

The goal of a Continuity of Learning Plan and COVID-19 Response Plan is to ensure that each District is providing, to the best of its ability, each student with alternative modes of instruction to help them stay on pace in their learning. This application recognizes that there is no “one-size-fits-all” solution; multiple means of engaging students and supporting families may be necessary that may vary by grade level, school building, or student population served.

The Forest Hills Public Schools COVID-19 Response Plan has been developed to align with the guiding principles set forth by the Michigan Department of Education and Michigan Association of Intermediate School Administrators, per issuance of Governor’s Executive Order 2020-35. The format and organization of the document was prescribed by these entities.

A girl laying on the floor working on a laptop with the words Continuity of Learning

“What, Why, and How” of Continuity of Learning Plan

What is a Continuity of Learning Plan?

The purpose of a Continuity of Learning Plan (CLP) is to continue the education of our students during a prolonged school closure. Specifically, the plan is meant to allow students to continue learning subjects and material that are part of their grade or course curriculum. 

The CLP supports the professional decision making that teachers do every day in their classrooms: What essential learning standards do my students need to know next? How will I help them learn? How will my students and I know if they have learned? 

The strength of a student-centered CLP is grounded in the critical importance of students learning from caring teachers in their school community. Maintaining the student-teacher relationship, while continuing the educational process as best as possible, can provide some semblance of normalcy and comfort in an uncertain time. 

Why are we Implementing a Continuity of Learning Plan?

With the closure of schools through the end of the school year, every school district is required to develop a plan to continue learning for their students, according to the Michigan Department of Education and state governance. While a few states have experience with developing and implementing extended school closure plans, most states do not.

How will FHPS Implement the Plan?

There has never been a more important time for all of us to work together to support our students and each other. This is new learning for everyone and no one person or group holds all the answers. 

We cannot overlook the very real threats of this crisis and how it is impacting our own lives, those of our students and families, and our larger community. Our Guiding Principles must continue to serve as our compass as we navigate the implementation of our plan. 

For learning to occur, students rely on the supportive relationships they continue to build with their teachers. Teachers know their content, learning standards, and they know precisely where individual students need support of acceleration.

It is important to understand that the expectation is NOT to replace the learning experiences that would have been provided during face-to-face classroom instruction, but rather to focus on essential and critical learning during the remaining weeks of school through remote teaching experiences.

Guiding Principles of Continuity of Learning

boy with red hairKeep Students at the Center
Intentional outreach to continue building relationships and maintain connections. Help students feel safe and valued. At a minimum, plan to do the following:

  • Plan for Student Learning: Build on each student’s strengths, interests, and needs and use this knowledge to positively affect learning.
  • Develop a Weekly Plan and Schedule: Offer routines and structures for consistency and for the balancing of think time, work time, and play time for health and well-being.
  • Contact Families: Partner to support student learning through ongoing communication and collaboration. This will not look the same for every student and family—safety remains the priority. 

a man reading with children

Design Learning for Equity and Access
Plan and deliver content in multiple ways so all students can access learning.

  • Teach Content: Set goals using knowledge of each student, content area standards, and of Michigan Merit Curriculum.
  • Deliver Flexible Instruction: Consider how to deliver content depending on tools and resources accessible to each student. Alternative modes of instruction may include:  use of online learning, telephone communications, email, virtual instruction, videos, slide decks, project-based learning, use of instructional packets, or a combination to meet diverse student needs. 
  • Engage Families: Communicate with families about engagement strategies to support students as they access the learning. Families are critical partners. Provide translations as necessary. 

girl learning and writing with other booksAssess Student Learning
Manage and monitor student learning and plan.

  • Check Student Learning: Use a variety of strategies to monitor, assess, and provide feedback to students about their learning. 
  • Make Instructional Adjustments: Use formative assessment results to guide educators’ reflection on effectiveness of instruction and to determine next steps for student learning.
  • Engage Families: Communicate with families about assessment results in order to inform next steps and the potential for supplemental summer learning. Provide translations as necessary.

Additional Components of the Continuity of Learning Plan

Assurances

Forest Hills Public Schools hereby provides assurance it will follow the requirements for this Plan for the remainder of the 2019-2020 school year: 

  1. All student learning will take place under the direction of a teacher of record for each student enrolled in the district. 
  2. School employees will be paid during the balance of the 2019-2020 school year under the same terms and conditions established prior to the school closure order period. 
  3. This plan has been developed in collaboration with district administrators, school board members, teachers, and local bargaining units. 
  4. Food distribution has been arranged and provided for eligible students. 
  5. Coordinate with Kent Intermediate School District to mobilize disaster relief child care centers. 
  6. To the extent practicable we will in good faith provide students with IEPs/Section 504 Plans the opportunity to participate in learning that is accessible, reasonable, and individually appropriate based on existing plans. 
  7. Continuity of Learning and COVID-19 Response Plan, Assurance Document, and Budget Outline will be posted following approval to the district website.
Alternative Modes of Instruction

The district plans to use online learning tools for remote learning. One device per household is being offered for families with internet access, but who need a device. If students have a device, but do not have internet, schools will provide wi-fi access from their parking lots while people remain in their vehicles. All students will have access to grade level/course textbooks as needed to complete their work. Access to materials and school resources will be made available to families who need them.

Given the lack of technology for some of our students, our district will include hard copy instructional materials. Teachers, counselors, and administrators will work with students and families to ensure that they have the resources necessary to participate in remote learning, including the opportunity to receive grade-level instructional packets, to the extent possible.

Keeping Pupils Valued and Safe

Teachers in FHPS will utilize guidance for lesson design that is specifically designed around effective remote teaching. This lesson design places the specific needs of students at the center of lesson planning. Teachers know their students, their needs, and where they left off in the instructional process. In planning for continued learning, teachers will identify essential learning goals based on what their students need to know to be successful before moving to the next level. This lesson design also includes “teacher-student” check-in hours which allow for an opportunity for teachers to interact with students as individuals or in small groups. Teachers will utilize tools such as Zoom, Google Classroom, shared docs, and/or phone calls for the check-ins. The focus will be on two-way communication, formative feedback, and monitoring of student learning.

For those without access to technology, teachers will include notes to students in their instructional packet that focus on building relationships and maintaining connections. 

Suggested K-12 Daily Schedule for Learning

The following chart shows the guidance for weekly scheduling provided at the district level to inform site-based decision-making. Individual schools have adapted this guidance to meet the needs of the students they serve.

Suggested Daily Schedule for Learning

Elementary

Monday Tuesday Wednesday Thursday Friday
ELA/Special Math/Special ELA/Special Math/Special Learning Support
(per individual school schedule)
Independent Reading Independent Reading Independent Reading Independent Reading Independent Reading

Middle School

Monday Tuesday Wednesday Thursday Friday
Math Language Arts Math Language Arts Learning Support
(per individual school schedule)
Science Social Studies Science Social Studies Learning Support
(per individual school schedule
Electives (see school schedule) Electives (see school schedule) Electives (see school schedule) Electives (see school schedule) Learning Support
(per individual school schedule
Independent Reading Independent Reading Independent Reading Independent Reading Independent Reading

High School

Monday Tuesday Wednesday Thursday Friday
1st Hour 4th Hour 1st Hour 4th Hour Learning Support
(per individual school schedule)
2nd Hour 5th Hour 2nd Hour 5th Hour Learning Support
(per individual school schedule
3rd Hour 6th Hour 3rd Hour 6th Hour Learning Support
(per individual school schedule
Independent Reading Independent Reading Independent Reading Independent Reading Independent Reading
Delivering Content in Multiple Ways

Content will be delivered asynchronously through digital tools and hard copies. Asynchronous instruction is emphasized through pre-made videos using Zoom, Loom, etc. to be provided multiple times per week per school schedules. Teachers will be accessible for synchronous interaction to facilitate classroom discussion and interactions multiple times per week, as established by district schedule and specifically by individual school schedules. 

Students with disabilities will be provided equal access to instruction and content.

Teachers will provide copies of lessons to students without access to technology resources.

Manage/Monitor Pupil Learning

Teachers will monitor student access and assignment completion based on the essential learning goals addressed in the lessons for each week. Teachers will provide feedback to students on assignments using tools they have established for communicating with students and families. Teachers will differentiate instruction based on formative assessment of learning goals to meet each student’s needs. Teachers will be available to communicate with students and families by phone or digital tools as needed.

Date of Implementation

The plan will commence, Monday, April 13, 2020. Monday, April 13, and Tuesday, April 14, are professional development days for teachers. Wednesday, April 15 will begin continued learning for students.

Students in Dual-Enrollment Courses

For students in dual enrollment courses, we will be working with the provider to determine next steps. We will ensure that the students have the appropriate materials and support to complete those courses. The students will be given the option to convert their grade to credit or no-credit.

For students in CTE programs, we will work with the ISD CTE Director as well as state level CTE directives to ensure students have the ability to complete these courses.

When needed, the district will ensure students have the necessary resources.

Continuation of Food Distribution

The district will continue to provide meals to students using the process implemented on March 17. Meals are distributed on Tuesdays (Wednesday-Friday meals) and Fridays (Saturday-Tuesday meals) from 11 a.m. to 1 p.m. at two of our high schools (Forest Hills Central High School and Forest Hills Northern High School). Information about the distribution has been communicated to families multiple times, is located on the district’s website, and is periodically pushed out via social media.

Evaluation of Student Participation

Teachers will communicate regularly with families to monitor student wellness, engagement, and learning. They will also keep a log of communication with students and families. Inconsistent engagement and/or communication with a parent/guardian or student will be brought to the attention of the principal or counselor to develop a plan to connect with the student and family. Additional support agencies may be sought to make these connections.

Continued Mental Health Support for Students

Teachers will be regularly communicating with students and families. They will be instrumental in noticing those who may benefit from the support of our mental health professionals, including counselors, social workers, and mental health liaisons. A collaborative approach at the school level will be necessary to identify students and families who may be in need of support. They will help connect students and families with resources and agencies to help meet their needs. Additional follow up will be made by school counselors or mental health professionals through phone calls for monitoring or ongoing support. A webpage with mental health resources and contact information will be available at www.fhps.net. A paper copy of contact information will be included in hard copies of materials sent to those who lack digital access.

Supporting the Efforts of the ISD

Currently, Kent ISD Early Childhood is working to navigate essential worker families to childcare programs around the county. Forest Hills Public Schools has not needed to open its own classrooms to support this effort, however, they are ready if the need presents itself. Families are encouraged to go to https://www.successstartsearly.org/help-me-grow/ and complete the Essential Industry Child Care form. Families will be contacted within one business day with childcare centers and home providers who have open spaces that are located near their home or place of employment. Early Childhood Directors/Principals have been sent his information. Communications have also come from ECIC (Early Childhood Investment Corporation) navigating families to the centralized site https://www.helpmegrow-mi.org/ where families can complete a form that will be sent to the ISD or they can click on the county they reside.

More Information about the Plan

Should families have additional questions about the Continuity of Learning Plan, they are encouraged to contact their child’s teacher and school principal.

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Forest Hills Public Schools
6590 Cascade Rd. SE
Grand Rapids, MI 49546

Phone: (616) 493-8800
Fax: (616) 493-8519

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