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. 

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.

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.

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.

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.

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. 

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

Middle School

High School

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.

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.

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.

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.

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.

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.

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.

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.

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