M E M O R A N D U M To: Mr. Kyle Guerrant, Deputy ...€¦ · School Academies, your Authorizing...

M E M O R A N D U M To: Mr. Kyle Guerrant, Deputy Superintendent, Finance & Operations

Michigan Department of Education From: Dr. Lisa Hagel, Superintendent, Genesee Intermediate School District Date: May 14, 2020 Re: Approved GSRP Continuity of Learning Plan Attached please find the approved GSRP plan for Fenton Area Public Schools. If you have any questions, please do not hesitate to reach out to me. Our office line is (810) 591-4400 and my email is [email protected]. Thank you for your continued dedication to the students of Michigan. Sincerely,

Dr. Lisa A. Hagel Superintendent Genesee Intermediate School District lh:mb Attachments

mailto:[email protected]

Continuity of Learning and COVID-19 Response Plan (“Plan”) Application Template

As a result of COVID-19 and the closing of school buildings for the 2019-2020 School Year, school districts must submit a Continuity of Learning and COVID-19 Response Plan (“Plan”) in order to continue to receive state aid for operations. Although schools are closed and not providing in-person instruction, teaching and learning must continue. Michigan educators have been called to provide our students with continued learning. There are varied states of readiness to provide continuity in learning among districts. Even within districts of multiple school sites, there are varied states of readiness. It is expected that schools will provide instruction at a distance using a variety of methods that meet local needs, including printed materials, phone contact, email, virtual learning, or a combination to meet student needs. We should avoid assuming that continuity in learning can only occur through online means. While many educators have been providing distance learning opportunities, the Governor’s Executive Order ( EO 2020-35 ) requires all schools to begin providing learning opportunities for all students no later than April 28, 2020. Districts who are able to begin their plans earlier are encouraged to do so. Each District shall submit a single completed Assurance Document, Budget Outline, and Continuity of Learning Plan to its Intermediate School District. Each Public School Academy shall submit a completed Assurance Document, Budget Outline, and Continuity of Learning Plan to its Authorizer. A single Application should be filed for the district rather than multiple applications for individual schools within a district. The following items are required for the application which may be submitted beginning April 8, 2020:

1. Assurances Document 2. Continuity of Learning Plan 3. Budget Outline

Continuity of Learning and COVID-19 Response Plan (“Plan”)

Guiding Principles

As Districts and Public School Academies complete the Assurances and Continuity of Learning Plans, they should consider utilizing the following principles to guide their work:

Keep Students at the Center Intentional outreach to continue building relationships and maintain connections. Help students feel safe and valued. At 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. Provide translations as necessary.

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, slideshows, 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.

Assess Student Learning

Manage and monitor student learning and plan what’s next for learning including the potential need for summer and supplemental learning.

● 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.

Continuity of Learning and COVID-19 Response Plan (“Plan”) Assurances

Date Submitted: April 14, 2020 Name of District: Fenton Area Public Schools Address of District: 3100 Owen Road Fenton, MI 48430 District Code Number: 25100 Email Address of the District Superintendent: [email protected] Name of Intermediate School District: Genesee Intermediate School District Name of Authorizing Body (if applicable): N/A This Assurance document needs to be returned to your Intermediate School District or, for Public School Academies, your Authorizing Body with your Continuity of Learning Plan and Budget Outline beginning April 8, 2020 to indicate that the District will adopt a plan to ensure continuous learning for all students through the remainder of the 2019-2020 school year. Districts should submit a single district plan that relates to all of their schools. The applicant hereby provides assurance it will follow the requirements for a Plan for the remainder of the 2019-2020 school year: 1. Applicant assures that all student learning will take place under the direction of a teacher of

record for each student enrolled in the district. 2. Applicant assures that it will continue to pay school employees during the balance of the

2019-2020 school year under the same terms and conditions established prior to the school closure order period.

3. Applicant assures that the Plan was developed in collaboration with district administrators, school board members, teachers, and local bargaining units.

4. Applicant assures that food distribution has been arranged for or provided for eligible students.

5. Applicant assures coordination between applicant and Intermediate School District in which the District/PSA is located to mobilize disaster relief child care centers.

6. Applicant assures that to the extent practicable the District/PSA will in good faith provide students with IEPs/Section 504 Plans the opportunity to participate in learning consistent with existing plans.

7. Applicant assures that Continuity of Learning and COVID-19 Response Plan, Assurance Document, and Budget Outline will be posted immediately following approval to the District’s/PSA’s website.

Continuity of Learning and COVID-19 Response Plan (“Plan”) The goal of a Continuity of Learning Plan and COVID-19 Response Plan is to ensure that each District or Public School Academy 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. For the purposes of the Plan, “district” refers to school districts and public school academies. Date Submitted: April 14, 2020 Name of District: Fenton Area Public Schools Address of District: 3100 Owen Road Fenton, MI 48430 District Code Number: 25100 Email Address of the District Superintendent : [email protected] Name of Intermediate School District: Genesee Intermediate School District Name of Authorizing Body (if applicable): N/A In accordance with Executive Order 2020-35 a Plan must include all of the following parts: 1. Please describe the methods the district will use to provide alternative modes of instruction

other than in-person instruction and a summary of materials each pupil and the pupil’s parents or guardians will need to access meaningfully the alternative modes of instruction included in the Plan. If the Plan relies on electronic instruction, the Plan must ensure to the extent feasible that pupils have access to a connected device capable of accessing the electronic instruction and must not penalize a pupil for the pupil’s inability to fully participate.

“Alternative modes of instruction” means modes of pupil instruction, other than in-person instruction, that may include, without limitation, partnerships with other districts or intermediate districts or community colleges or institutions of higher education, use of vendors, use of online learning, telephone communications, email, virtual instruction, videos, slideshows, project-based learning, use of instructional packets, or a hybrid of multiple modes of learning that still promote recommended practices for social distancing to mitigate the spread of COVID-19.

District/ PSA Response:

Hybrid Distance Learning Delivery PK-12 System

For the purposes of this guidance, distance learning is defined as instruction in which the students and instructor are in different locations. Students engaging in distance learning

have access to appropriate educational materials and receive ongoing interaction with their licensed and/or registered teacher(s). It is important to note that distance learning includes multimedia communication and blended learning strategies, not just digital/online learning.

Learning may or may not be separated in time (asynchronous vs. synchronous). Fenton enters into distance and continuous learning based on our students capacities (Kansas Remote

Learning Plan).

PK-12 Hybrid Learning Based on Student Capacity:

● Fenton Area Public Schools will adopt a hybrid continuous learning approach to our distance learning.

● Students that have the connectivity and have devices will access their learning materials and instruction via multimedia or technology.

● Students that need device access will be afforded the opportunity to borrow district devices to access their learning materials.

● Students who do not possess the connectivity to the internet will be afforded information on obtaining free resources to access the internet.

● Students who do not have the connectivity, devices or support at home to use technological access will be given traditional paper pencil packets developed by both the the Genesee Intermediate School District, and Fenton Area Public Schools teachers, to access their distance learning materials.

● If students cannot participate in either electronic or paper/phone instruction due to other mitigating factors, they will be provided summer programming at no cost. Students will not fail or be held back for lack of participation in the Fenton Area Public Schools Continuous Learning Plan (April 17- End of School Year).

2. Please describe the methods the district will use to keep pupils at the center of educational activities, including outreach to continue building relationships and maintain connections, and to help pupils feel safe and valued.


Academic ● Established office hours: Teacher availability/check-ins. Office hours will be

determined by the grade level and department heads based on availability and consistency across the PK-12 district.

● Use of the district common platforms (K-12 Google Classroom. PK/GSRP Smore)

● We will determine which students are completing work on-line and need traditional paper delivery. Team leaders and building administrators will complete the survey/form with the students' names and addresses that need packets, so the district can ensure the students receive packets developed by the GISD/FAPS.

● FAPS will keep the following variables in mind when planning lessons considering students may have:

○ Multiple Classes ○ Other Responsibilities ○ Personal and/or family illness ○ Limited access to devices or internet access

Social Emotional Supports

● Our PK-12 plan includes lessons using the Positivity Project within the Google Classroom Platform.

● Counseling, SSW and Student Support Personnel setting up Office Hours and getting alerted through our COVID19 district response system (COVID CALL Center).

○ The FAPS SEL team will provide resources to teachers to help navigate if students are struggling via Zoom meetings or classroom meetings.

3. Please describe the district’s plans to deliver content in multiple ways so that all pupils can access learning.


Recommendations for Consistency

● Teachers will identify essential outcomes/needs/competencies in content areas at the district level (Developed by the Department of Teaching and Learning Continuous Learning Plan Team and Departments/Grade Level Leaders).

● Teachers will utilize cross-curricular planning to assist in students’ ability to manage work and new responsibilities at home (PK-5).

● Teachers will create projects/lessons/choice boards that give students and families flexibility to complete the work and tap interest/motivation.

○ Teachers will assign a weekly focus/project or a maximum of 3 smaller assignments or task completions.

○ FAPS teachers will give students all of the assignments/projects at the beginning of the week, so they may budget their time between classes and understand how to manage their time.

● Teachers will use Google Classroom (PK will use Smore) as a common platform to alleviate confusion for parents/students whether students are completing work online or traditional paper and pencil.

○ Teachers will include non-technology based options to avoid overuse of screen time for academic and recreational activities.

● Teachers will consider ways to focus on relationships and connections, not just content.

Link to Continuous Learning Teams:

https://docs.google.com/spreadsheets/d/1kvUmqrQc62WUM0-aMnCtv3gBYZ_vsNFukC2H4zTfFlc/edit?usp=sharing

Link to Continuous Learning Planning Possible Document:

https://docs.google.com/spreadsheets/d/1X3hlGR7-FJPZsthUKx_DoiJYCvVok4XH2hcKqqlIAmM/edit?usp=sharing

4. Please describe the district’s plans to manage and monitor learning by pupils.


FAPS students will be given a final grade as of March 11, 2020. The FAPS Continuous Plan includes the following managing/monitoring system:

● Students will be given the opportunity to improve upon their “Final Grades” given on March 11, 2020 (3rd Marking Period) by redoing, retaking, and handing in any late assignments from January 21, 2020- March 11, 2020. These assignments/assessments may be the same given during the 3rd Marking Period or an alternate assignment/assessment may be given. These assignments/assessments will be given a traditional grade and will be reflected on the students’ report cards/transcripts.

● For the work given from March 12, 2020 to the End of Year, teachers will use a S/U system. The monitoring of students will focus on effort and progress and will help us identify any gaps in learning for present and future instruction.

● Teachers will have office hours for personal meetings using Google Hangout/Meet and will utilize email and phone calls to check in on students.

● Administrators will have access to the teachers’ Google Classrooms and will be checking in/meeting with their staff daily.

● Teachers will record S/U in Synergy on a bi-weekly basis.

5. Please attach a budget outline estimating additional expenditures associated with the Plan and sources of revenue to pay for those expenditures.


Expected Budget for Continuous Learning Plan Costs

Items Per Item Total

Printing Packets $5.50 $660

Postage for Packets (as needed)

$2.80 $360

$1,020

6. Please describe the manner in which district administrators, board members, teachers, and any representatives of teachers collaborated in development of the Plan.


The appropriate personnel was and continues to be an integral part in developing the FAPS Continuous Learning Plan. The steps that were taken (not limited to) were:

● The Executive Team, consisting of Superintendent, Executive Director for Teaching and Learning, Executive Director for Special Services and Executive Director for Personnel and Finance, met multiple times to review the Executive Order, create a DRAFT Plan based on the Executive Order and assess the districts’ capabilities in using technology to provide distance learning.

● The Executive Team met with the Building Principals on a number of occasions to discuss the DRAFT Plan and edit the Plan based on their perspectives and ideas.

● The Executive Team and the Building Principals met with the Department of Teaching and Learning Leadership Team (Department Heads, Grade Level Leaders, Instructional Technology Coaches and Union leaders) to review the DRAFT Plan and their roles in developing the instructional plan going forward.

● The Department of Teaching and Learning leaders, along with the Building Principals, are meeting with their grade level and department teams the week of April 13th to develop the instructional goals including consistency across the PK-12 district.

● The DRAFT Plan was reviewed by the Board of Education Teaching and Learning Sub-Committee.

Continuous Learning Team Suggested Schedule of Planning

● April 6th - Zoom/Google Hangout Meeting with District Admin

● April 8th - Zoom/Google Hangout Meeting with Admin & Dept of Teaching and Learning Team Captains

● April 9th/13th - Zoom/Google Hangout Meetings between Admin, Team Captains to schedule and plan for whole team meetings week of April 13-17th

● April 13-16th Continuous Learning Team Zoom Meetings - Share templates and documents with teams.

● April 17th - End Of Year Continuous Learning Teams Zoom at least once a week to ensure everyone has the resources they need to implement in Google Classroom for the following week.

7. Please describe the methods the district will use to notify pupils and parents or guardians of the Plan.


FAPS will take the following steps in communicating the Plan and continuing to communicate effectively with our families:

● Once approved by the GISD, FAPS will send the plan to our families via district email. Using our phone system and App, families will be notified the Plan was sent via email and posted on our website.

● We will continue to use the COVID Call Center to direct questions to the appropriate personnel after the Plan has been communicated.

● The Plan will be placed on ALL Google Classrooms.

8. Please provide an estimate of the date on which the district will begin implementation of the Plan, which must be no later than April 28, 2008.


The FAPS Continuous Learning Plan will begin on Friday, April 17, 2020.

9. Please describe the assistance, to the extent feasible, to pupils enrolled in any postsecondary dual enrollment courses under Public Act 160 of 1996, as amended, MCL 388.511 to 388.524, and Career and Technical Preparation Act, 258 PA 2000, as amended, MCL 388.1901 to 388.1913, in completing the courses during the 2019-2020 school year.


FAPS has many students enrolled in postsecondary programs. Since the mandatory closure of all public schools, our students have continued to work on their postsecondary

courses via online, adhering to all university/college guidelines. Our Postsecondary Director continues to check in and provide support via online meetings, phone calls and emails.

10. Please describe how the district will continue to provide or arrange for continuation of food distribution to eligible pupils.


Since the mandatory closure of all public schools, FAPS has distributed food to our families on a weekly basis. We are now distributing food on Mondays (2 day meal packs) and Wednesdays (3 day meal packs). Meal packs include breakfast and lunch.

See our web page here: https://www.fentonschools.org/health-safety-resources/food-services/

We also work with community partners for food distribution over the weekend including the food bank backpack program.

11. Please confirm that the district will continue to pay school employees while redeploying staff to provide meaningful work in the context of the Plan, subject to any applicable requirements of a collective bargaining agreement.


FAPS is paying all staff members and requiring essential workers to report as needed.

All Educators

All Educators will:

● Identify Office Hours to have virtual online “office” hours where they are accessible for students and families (to take phone calls, be accessible via Zoom/Google Hangout, communicate via email, etc.),

● Identify times to communicate with building administrators

● Collaborate with their Continuous Learning Teams each week to develop lesson plans/assignments/assessments, etc.

● Administrators will track these office hours for the educators within their building, and office hours will be posted online.

● Develop and maintain a schedule and routine.

● Set up an appropriate and adequate working environment.

● Use appropriate dress attire during videos and video conferencing.

● Identify partner educators who can help fill in if absent. Admin will need to keep a list of these partner educators in case of emergency.

Delivery of curriculum & instruction, provision of accommodations (IEP, 504, EL), assessment and grading.

● Instruction Methods will include: Modeling, discussion facilitation, problem-solving, learning menus, choice boards, project-based learning, lecture, video demonstrations/explanations (i.e Screencastify), online chats (Zoom/Google Meet/Hangout), discussion boards, journals, blogs, online access to texts/resources, use of formative assessments tools for assessments (see assessment & grading for virtual learning resources), online programs and apps (i.e KHAN Academy). A variety of methods will be used to engage students with real-world learning as well as for students to produce evidence of learning.

Time Guidelines

Elementary

Pre-K/Y5 Daily Learning Time: TOTAL OF 30 MINUTES OF INSTRUCTION Daily Learning time can include:

● 5-minute increments ● Hands-on activities between instruction

○ Imaginative play ○ Creative arts ○ Music and Movement ○ Outdoor Exploration ○ Exercise ○ Fine/Gross Motor Activities

■ Cutting, fine motor ■ Drawing, fine motor ■ Skipping, gross motor ■ Hopping, gross motor

Sample Schedule ● 5 minutes: Daily Routines/Traditions (review schedule, engage in

connection activities, review calendar/date, etc. - teachers can provide ideas that overlap with family routines)

● 5 minutes: Story Time (Video from teacher or read to caregiver) ● 5 minutes: Brain Break (music movement - ideas provided by

teacher) ● 5 minutes: Introduce new content (video from teacher or instructed

by caregiver) ● 10 minutes: Hands

Extra Suggestions for Extended Learning

● 30-60 minutes of outdoor play ● 10-20 minutes of reading with family (books of their choice) ● 90+ minutes of imaginative play

○ Store ○ Doll House ○ Restaurant

K-1 Daily Learning Time: 5-10 minute time spans, a total of 45 MINUTES Daily Learning Time can include:

● Reading ● Online work ● Handouts or other learning activities not online ● P.E., art, music, etc… ● Social-Emotional Learning

○ Positivity Project Lessons

Extra Suggestions for Extended Learning ● 30-60 minutes of outdoor play ● 10-20 minutes of reading with family (books of their choice) ● 90+ minutes of imaginative play


2-3 Daily Learning Time: 10-15 MINUTE TIME SPAN, A TOTAL OF 60 MINUTES Daily Learning Time Can Include:

● Reading ● Counting, Adding, Subtracting, Patterns, Etc... ● Online Work ● Handouts or learning activities ● P.E., art, music, etc… ● Social Emotional Learning


4-5 Daily Learning Time: 20 MINUTE TIME SPANS, A TOTAL OF 90 MINUTES Daily Learning Time Can Include:

● Reading ● Multiplication Facts, Division Facts ● Online Work ● Handouts or other learning activities ● P.E., art, music, etc… ● Social- Emotional Learning


Secondary

MIddle and High School Daily Learning Time: 3 TOTAL HOURS A DAY FOR ALL CLASSES Recommended Time Frames:

● 30 Minutes for each class - middle school ● 30 Minutes for each class - high school ● After 15 minutes, strongly recommend students get up to move.

Daily Learning Time Can Include:

● Reading and reflection ● Writing ● Recorded Lectures or Lessons from Teachers ● Handouts or packets to work ● Discussion Boards ● Online Resources ● Content-Based Activities

Specials/ Electives

Visual Arts, Music, PE, Health, Languages, Technology

The time allotted for special/electives will vary greatly by school district and level. Suggested time frames for specials should be considered part of the total continuous learning load for all classes. Consideration should be given for the fraction of the school day/year this class might normally represent. Encouraging daily student physical activity will be critical, while also providing opportunities for meaningful activities in other electives/specials. Students are accustomed to daily, structured movement (such as Physical Education) as well as unstructured movement (such as recess or outdoor play).

All Educators Will:

Provide a sequence of learning tasks and activities for the week at the beginning of each week to students and their families, special education colleagues, and Building Principal.

● Maintain “virtual office hours” for family/student communication and to provide academic or social/emotional support for students.

● Monitor participation - track students who access/check in daily (using Google check-in, or another method of tracking participation).

● Communicate with students and families regularly (send a communication about expectations to all students and families, weekly updates/newsletters, partner with parents regarding student educational progress, etc.). Obtain translation support if needed for EL students/parents.

Instructional Technology Coaches Will:

● Provide instructional tech support for classroom teachers.

PE, Music, Art Teachers Will:

● Collaborate to develop a site for students to access content & activities - one

Special Education Teachers Will:

● Work with Classroom Teachers to provide accommodations.

● Communicate with families/students on a caseload to ensure students' needs are met.

● Monitor learning progress of students on caseload and provide support as needed.

● Utilize Special Education resources for Virtual Learning located on teachers’ Google Classrooms.

● Assign students for paraprofessionals to work with 1-1 or in small group sessions using Zoom/Google Hangout, while providing learning goals and resources.

● Document supports, meetings, contacts with students and families.

● Conduct IEP’s to meet annual and when appropriate 3 year evaluation timelines.

● Provide Specially Designed Instruction aligned with the student’s IEP goals and objectives.

● Provide continued services for homebound students through collaboration with Special Education Director

Intervention Teachers Will:

● Identify students who are 1 year or more below reading level or in math.

● Provide reading materials for pick-up or delivery and/or create packets or provide virtual support with reading and math strategies.

● Assign students for paraprofessionals to work with 1-1 or in small group sessions using Zoom. Provide learning goals and resources.

English Language Facilitators Will:

● Contact families to schedule virtual learning support.

● Provide lessons and/or school work support as needed by students.

● Communicate with the teacher any learning needs that arise for the student.

Social Worker/Psychologists/Speech Will:

● Provide services per IEP needs.

● Communicate virtually with students.

● Collaborate with families to address students' needs.

● Provide social-emotional learning activities to classroom staff and families.

● Document supports, meetings, contacts with students and families.

● Complete evaluations as appropriate

Building Principal Responsibilities:

● Review Teacher lesson plans weekly and their online learning management systems.

● Collect staff “office hours” for reference.

● Provide support as needed to staff.

● Communicate with School Families what they can expect from schools

● Maintain daily “virtual office hours” for communication with staff, families, coaches/chairs.

● Work with the Central Office on sending out Packets to students that do not have internet.

Counselor/Student Liaison/Student Advisor Responsibilities:

● Provide socio-emotional support as needed.

● Maintain a document/log that educators can add names of students who are not communicating/participating in online learning activities.

● Reach out and communicate with students and families who are not using online learning resources.

● Daily “virtual office hours” for communication with staff, families, coaches/chairs.

● Assist with sending out instructional packets to families who do not have internet.

Department/Grade Level Chairs:

● Support teachers in online curriculum & instruction delivery.

● Daily “virtual office hours” for staff support.

GSRP Classroom Staff Responsibilities:

● Send out lessons/activities using Smore and other age appropriate resources

● Keep in contact with families by setting Office Hours and utilizing email, phione and Zoom/Google Hangout.

12. Provide a description of how the district will evaluate the participation of pupils in the Plan.


We are using a Hybrid approach and have participation evaluation plans for both online and packet use.

● A list is being compiled of students with no internet access and/or devices and packets will be copied and sent to the students' home from the central/district office.

● Packets will be handed out during Food Distribution or mailed to the students' homes as needed.

● We are not collecting packets until the Stay at Home order is lifted. ● Parents/Students may take a picture of the packets or scan the packets and return to

the teacher via email. ● Teachers are taking attendance on their Google Classroom to evaluate student

participation. ● Teachers are using Synergy to report participation.

13. Please describe how the district will provide mental health support to pupils affected by a state of emergency or state of disaster prompted by COVID-19.


There are a number of ways within our Plan that support mental health and social/emotional learning:

● Our PK-12 plan includes lessons using the Positivity Project within the Google Classroom Platform.

● Counseling, SSW and Student Support Personnel setting up Office Hours and getting alerted through our COVID19 district response system (COVID CALL Center).

● The FAPS SEL team will provide resources to teachers to help navigate if students are struggling via Zoom meetings or classroom meetings.

● If teachers/administrators do not hear from students (or their families) or their communication efforts are not returned after a week, the student’s name will be shared with office support staff and Central Office so that a personal connection will be made to check on the welfare of the family and student and to identify what is interfering with participation in learning. Administrators will keep track of this contact and will notify teachers of student status. Our School-Home Coordinators, Counselors, Social Workers, School Resource Office and Building Principals will be consulted as needed to help support any basic needs families might have (food, shelter, clothing, utilities, etc.)

14. Please describe how the district will support the efforts of the intermediate district in which the district is located to mobilize disaster relief child care centers as described in Executive Order 2020-16 or any executive order that follows it.


In the event of extreme emergency and the need for disaster relief child care centers, Fenton Area Public Schools will open the Ellen Street Campus Childcare Center to provide classrooms and staff to provide child care for essential workers.

Optional question:

15. Does the District plan to adopt a balanced calendar instructional program for the remainder of the 2019-2020 school year? Does the District plan to adopt a balanced calendar instructional program for the 2020-2021 school year?


No to both questions.

Name of District Leader Submitting Application: Dr. Adam Hartley, Superintendent

Date Approved: 4/16/2020

Name of ISD Superintendent/Authorizer Designee: Dr. Lisa A. Hagel

Date Submitted to Superintendent and State Treasurer: 4/16/2020

Confirmation approved Plan is posted on District/PSA website: Yes, 4/16/2020

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Revised for GSRP COL Plan on May 8, 2020

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Fenton Area Public Schools Continuous Learning Plan

COVID19 Shutdown April 17, 2020 - End Of Year

April 15, 2020 Dear Fenton Area Public Schools Families,

On April 2, 2020 Governor Gretchen Whitmer issued an Executive Order closing all schools. You may read the Executive Order here: https://www.michigan.gov/whitmer/0,9309,7-387-90499_90705-524032--,00.html Since that time our motto has been…Schools are closed...but our minds are open.

The Fenton Area Public Schools (FAPS) staff worked together to provide food for our students, provide Chromebooks to families in need and develop a Continuous Learning Plan to provide structure and guidance for our learners. The FAPS Continuous Learning Plan is the result of the collaboration that took place between the FAPS administration and teachers. The FAPS Continuous Learning Plan, created from the mindset of educating the Whole Child, includes our goals, how we will deliver instruction and how our students will be assessed.

It is important to understand that while our Continuous Learning Plan plan includes a “held harmless” grading system, mandated by the Executive Order, it is the learning that will take place between now and June that is important. Our students are expected to continue learning this year not for the sole purpose of a grade, but to be prepared for next school year. This is a true example of how a culture of learning supersedes a culture of compliance.

Our number one goal is to make the best out of this unfortunate situation by keeping the safety and health of our staff, families and students first. The FAPS Continuous Learning Plan will provide learning opportunities for our students and structure for our families.

Please continue to use our COVID-19 webpage at https://www.fentonschools.org/health-safety-resources/ for information on our CLP, food distribution and other pertinent information during this mandatory closure. Thank you for your support in keeping learning as number one priority. Sincerely, Dr. Adam Hartley DRAFT

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Introduction/Ultimate Goals Fenton Area Public Schools (FAPS) is committed to provide direction, information, and resources to ensure that:

● All students have opportunities for continued learning that focuses on critical standards ● Instructional loss is held to a minimum ● Students and families are given routines and structures to ensure they stay connected to

schools and learning ● Students remain safe and healthy

To accomplish these goals, FAPS will uphold the following principles in this document:

● All students and families should have access to quality educational materials and to the supports needed to successfully access those materials

● Given the reality of the digital divide, we will provide digital and non-digital access to content

● It is possible and imperative that students access meaningful/high-quality educational materials that align to state standards

● It is imperative that students and schools/teachers maintain a personal connection that supports necessary, rigorous academic work in a manner that is respectful of students’ contexts (their mindset, feelings, responsibilities, etc.)

● Simplicity is best during this time -- simplicity of the framework, of communication structures of expectations

● Support the whole child -- their mental health, nutritional needs, and safety need ● Parents/Guardians or caretakers will need access to clear information and ample

resources ● Teachers may need support, encouragement, and compassion to ensure their success

and resilience

Finally, we will consider: ● FAPS will seek to implement remote learning that addresses the needs of all students

and families by taking into consideration language, diverse learning needs, home living situation, legal status, access to technology, access to parental support, and access to transportation. Our most vulnerable student populations still need us most

● Resilience, critical and creative thinking, thoughtful responsiveness, and empathy is critical to help ensure that students continue to grow personally, academically, and emotionally

We have great faith in the collective capacity of our educational community in Fenton to serve students and families during this time. During the start of this process we have been inspired by your actions of generating ideas and resources to help us pattern new ways of relating, teaching and learning from a distance. WE ARE FENTON, and WE CAN DO THIS!

DRAFT 3

Hybrid Delivery System Based on Need Definition of Distance Learning/Continuous Learning

● For the purposes of this guidance, distance learning is defined as instruction in which the students and instructor are in different locations. Students engaging in distance learning have access to appropriate educational materials and receive ongoing interaction with their licensed and/or registered teacher(s). It is important to note that distance learning includes multimedia communication and blended learning strategies, not just digital/online learning. Learning may or may not be separated in time (asynchronous vs. synchronous). FAPS enters into distance and continuous learning based on our students capacities.

Hybrid Learning Based on Student Capacity ● Fenton Area Public Schools has adopted a hybrid continuous learning approach to our

distance learning. ○ Students that have the connectivity and have devices will access their learning

materials and instruction via multimedia or technology. ○ Students that need device access will be afforded the opportunity to borrow

district devices to access their learning materials. ○ Students who do not have the connectivity, devices or support at home to use

technological access will be given traditional paper pencil packets developed by the GISD to access their distance learning materials.

○ If students cannot participate in either electronic or paper/phone instruction due to other mitigating factors, they will be provided summer programming at no cost. Students will not fail or be held back for lack of participation in the Fenton Area Public Schools Continuous Learning Plan (April 17- End of School Year).

Technology - Distance Learning Platform

● We will continue to utilize Google Classroom as our district learning platform for students utilizing technology and distance learning via online.

○ Different apps, or resources may be used to engage students or deliver online learning; however, students will always access these resources through Google Classroom. Providing that consistency and simplicity is a must for family members helping students navigate this process.

Teacher Requirements or Obligations to Students General Recommendations for Consistency:

● FAPS teachers identified essential outcomes/needs/competencies in content areas at the district level (Developed by the Department of Teaching and Learning Continuous Learning Plan Team and the Departments and Grade Levels).

● FAPS teachers utilized cross-curricular planning to assist in students’ ability to manage work and new responsibilities at home (K-5).

● FAPS teachers will create projects/lessons/choice boards that give students and families flexibility when to complete the work.

DRAFT 4

● FAPS teachers will use Google Classroom as a common platform to alleviate confusion for parents/students whether students are completing work online or traditional paper and pencil.

● FAPS teachers will consider ways to focus on relationships and connections, not just content.

Student Support Academic

● Keep Equity/Culturally Responsive Sustaining variables in mind when you plan your lessons considering students may have:

○ Multiple Classes ○ Other Responsibilities ○ Personal and/or family illness ○ Limited access to devices or internet access

● FAPS teachers will establish office hours: Teacher availability/check-ins ● FAPS teachers will use the district common platform (Google Classroom) ● A packet distribution plan will be communicated for families that cannot access devices

or the internet. Social Emotional Supports

● Positivity Project lessons will be available within the Google Classroom Platform ● Counseling, Social Work and Student Support Personnel will be setting up Office Hours

and will be alerted through our COVID19 district response system. ● Counseling, Social Work and Student Support Personnel will provide resources to

teachers to help navigate if students are struggling via Zoom meetings or classroom meetings.

SPECIAL SERVICES Students with 504 Plans: Students who currently have a 504 plan are entitled to the accommodations listed in their plans. Most accommodations should continue to apply to the learning options that FAPS is implementing. If there are questions related to accommodations listed in a 504 plan please contact the student’s counselor, principal or the district’s 504 coordinator for clarification. Things to Remember:

● Accommodations must continue to be documented. This can be done by listing the accommodation in Synergy or recording the accommodation in a calendar, etc.

● Collaboration between school and home is important to determine which of the students accommodations will be able to be implemented easily, which accommodations may

DRAFT 5

need to be adjusted and if there is a need for any additional accommodations during this unprecedented time.

● 504 meetings do not need to be held in person. At this time timelines for 504 plans remain the same and 504 plans need to be reviewed annually and eligibility needs to be considered every three years.

Students Receiving ESOL Services: It is important to consider a student’s English proficiency when developing lessons/assignments. Please continue to use the student’s goal and accommodations sheet for guidance.

Things to remember:

● Students who have a WIDA proficiency level of 1.0 or 2.0 require alternate educational material K-8. These materials are provided in the form of paper packets.

● Communication with parents is important. Please use the Language Lines phone translation service to communicate with parents who are not native English speakers.

● Facilitators and the district liaison will continue to communicate with students/families and teachers. Frequency and duration will be differentiated by grade and proficiency level.

● ESL teachers will have office hours for the students that they provide service to. ● Any questions please contact the Executive Director of Special Services.

Students with an IEP Students who have an IEP are still entitled to a FAPE during the closure due to COVID-19. Students should still be receiving the services and supports that are needed to access and make progress in the curriculum being taught. Students need the opportunity to advance appropriately toward attaining their annual IEP goals. It is understood that some services will be unable to be provided during this time or will need to be provided in an alternate manner. Things to remember:

● Ensure that distance learning service decisions are individualized and allow for the opportunity for parent input.

● Accommodations must continue to be documented. This can be done by listing the accommodation in Synergy or recording the accommodation in a calendar, etc.

● Services need to be recorded during this time by service providers (SE teachers and ancillary staff). All logs must be able to be accessed by the Executive Director of Special Services (i.e. Google, emailed at end of month, etc).

● Medicaid services should be logged if provided. ● Collaboration between school and home is vitally important to determine which of the

students' services and supplementary aids and services will be able to be implemented easily and which may need to be adjusted during this unprecedented time.

● If a parent refuses services during this time, document this request and continue to check in with the parent weekly to see if their feelings have changed.

DRAFT 6

● Document all parent/school contact during the closure. ● IEP meetings do not need to be held in person during the closure and can be held

virtually with parent/guardian permission. ● Summary of Performance documents still must be completed for graduating seniors. ● Special education aides can be used to help with the learning process if appropriate. ● Staff are still mandated reporters during this time.

***Waiver request made to OSEP and OSERS for flexibility with IDEA requirements:

● Timeline Flexibility: Timeline requirements should be paused from the day schools closed due to the pandemic and extended for not more than 45 school days after regular school year in-person instruction has resumed for the following:

○ Initials ○ Reevaluations ○ Annuals ○ Part B to Part C

● Procedural Flexibility: Procedural flexibility for local education agencies and parents to make “good faith” efforts in light of the current circumstances. This would include:

○ Maintaining current IEPs as written since the change in placement was forced upon schools and parents due to the COVID-19 pandemic.

○ If an IEP does not accurately describe the services being provided during the pandemic, a separate document (Contingency Learning Plan) should be created in consultation with the parents but separate from the IEP/IEP amendment.

Homebound Students: Student’s who were receiving homebound services prior to the school closure and who would have continued to need homebound services at this time if the school closure had not occured, can continue to receive homebound support (virtually) if needed. Homebound support may not be needed at this time as all students are receiving instruction at home. If homebound services are required a Contingency Learning Plan should be created to determine what the services will look like. State Assessments

● Under EO 2020-35 Article IV. SubSection A all assessment requirements under ESEA waived for the 2019-20 school year.

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Teacher Schedule During Closure The school work day will look, feel and sound much different for both our students and our staff. We are cognizant that many students have parents that are either working from home or working outside of the home. We have created schedules to accommodate both our families and our staff, whom many are at home with their own families. Individual teacher schedules will be communicated with their students and families. System for Continuous Learning Philosophy and approach for Continuous Learning: Although FAPS is closed, learning continues as we engage students. We are committed to provide experiences that continue the planned learning program and help students to stay connected with teachers and classmates. These learning experiences offer authentic opportunities to focus on key concepts, knowledge, and skills. They emphasize interaction and creativity and involve a balance of on-screen and off-screen tasks that help connect to previous learning and the current curriculum. Recommended Time Guidelines for Student Learning Based on Age:

Elementary

Pre-K/Y5 Daily Learning Time: TOTAL OF 30 MINUTES OF INSTRUCTION Daily Learning time can include:

● 5-minute increments ● Hands-on activities between instruction

○ Imaginative play ○ Creative arts ○ Music and Movement ○ Outdoor Exploration ○ Exercise ○ Fine/Gross Motor Activities

■ Cutting, fine motor ■ Drawing, fine motor ■ Skipping, gross motor ■ Hopping, gross motor

Sample Schedule ● 5 minutes: Daily Routines/Traditions (review schedule,

engage in connection activities, review calendar/date, etc. - teachers can provide ideas that overlap with family routines)

● 5 minutes: Story Time (Video from teacher or read to caregiver)

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● 5 minutes: Brain Break (music movement - ideas provided by teacher)

● 5 minutes: Introduce new content (video from teacher or instructed by caregiver)

● 10 minutes: Hands Extra Suggestions for Extended Learning

● 30-60 minutes of outdoor play ● 10-20 minutes of reading with family (books of their choice) ● 90+ minutes of imaginative play


K-1 Daily Learning Time: 5-10 minute time spans, a total of 45 MINUTES Daily Learning Time can include:

● Reading ● Online work ● Handouts or other learning activities not online ● P.E., art, music, etc… ● Social-Emotional Learning


Extra Suggestions for Extended Learning ● 30-60 minutes of outdoor play ● 10-20 minutes of reading with family (books of their choice) ● 90+ minutes of imaginative play


2-3 Daily Learning Time: 10-15 MINUTE TIME SPAN, A TOTAL OF 60 MINUTES Daily Learning Time Can Include:

● Reading ● Counting, Adding, Subtracting, Patterns, Etc... ● Online Work ● Handouts or learning activities ● P.E., art, music, etc… ● Social Emotional Learning


DRAFT 9

4-5 Daily Learning Time: 20 MINUTE TIME SPANS, A TOTAL OF 90 MINUTES Daily Learning Time Can Include:

● Reading ● Multiplication Facts, Division Facts ● Online Work ● Handouts or other learning activities ● P.E., art, music, etc… ● Social- Emotional Learning


Secondary

MIddle and High School Daily Learning Time: 3 TOTAL HOURS A DAY FOR ALL CLASSES Recommended Time Frames:

● 30 Minutes for each class - middle school ● 30 Minutes for each class - high school ● After 15 minutes, strongly recommend students get up to

move. Daily Learning Time Can Include:

● Reading and reflection ● Writing ● Recorded Lectures or Lessons from Teachers ● Handouts or packets to work ● Discussion Boards ● Online Resources ● Content-Based Activities

Specials/ Electives

Visual Arts, Music, PE, Health, Languages, Tech

The time allotted for special/electives will vary greatly by school district and level. Suggested time frames for specials should be considered part of the total continuous learning load for all classes. Consideration should be given for the fraction of the school day/year this class might normally represent. Encouraging daily student physical activity will be critical, while also providing opportunities for meaningful activities in other electives/specials. Students are accustomed to daily, structured movement (such as Physical Education) as well as unstructured movement (such as recess or outdoor play).

DRAFT 10

Our Whole Child Approach to Distance Learning The FAPS Continuous Learning Plan is focused on the Whole Child Approach. The recommendations listed below were considered when creating the plan. Whole Child Keep Students at the Center ❏ Intentional outreach to continue building relationships and maintain connections.

❏ For example, teachers might consider setting office hours. ❏ Encourage ongoing two-way communication among all stakeholders ❏ Provide opportunities for positive feedback/connection between students and teachers ❏ Acknowledge students’ current situation and context ❏ Provide students with appropriate supports to process events ❏ Utilize social emotional learning practices ❏ Utilize school and community resources to provide mental health supports and trauma

informed practices ❏ 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.

❏ Staff should maintain regular/consistent schedules and routines to provide normalcy to daily learning

❏ A mix of real-time, flexibly timed, technological, and non-technological options, that avoids penalizing students for their choice

❏ Options for students that tap into students’ interests, readiness levels, and learning styles while providing families flexibility

Equity/Culturally Responsive Sustaining Practice ❏ Create materials that are hands on for those who do not have technology access and

have these available for students to pick up, or deliver where necessary ❏ Build on families’ diverse backgrounds and recognize those backgrounds as assets

while creating your lessons ❏ It is not only access to technology that must be considered. Since home will be the new

classroom, it is critical that remote learning must work in a multitude of family and home contexts. In this time of rapidly changing public health and economic uncertainty, districts must ensure that their method of remote learning accounts for: ❏ Students who are home alone while adults are working ❏ Students who speak a language other than English and have language needs ❏ Students whose parents speak a language other than English and cannot assist

with homework ❏ Students who have special education needs (e.g., children with an IEP, twice

exceptional students) ❏ Students who are coping with the illness or loss of a family member

DRAFT 11

❏ Students who are struggling with anxiety or depression ❏ Staff who are working remotely and simultaneously planning and delivering

remote instruction while also providing care for their families and, in many cases, their own children

Grading/Feedback/Monitoring Student Engagement During these unprecedented times, the connectedness and care for our students and one another is our first priority as we maintain a continuity of learning. The recommendations on assessment, feedback and grading below are based upon the principle of no educational harm to any child through a humane approach that is in the best interest of each student. This pandemic, and the statewide suspension of in-person instruction, has impacted our entire society. The emphasis for schoolwork is on continuous learning, supported by monitoring and feedback, not grades (Adopted from MAISA, MASA, MASSP, MDE guidance documents) Elementary Students:

○ Feedback and monitoring will focus on the continuation of learning and prioritize the connectedness and care for students and staff.

○ A focus on keeping children emotionally and physically safe, fed, and engaged in learning will be our first priority during this unprecedented time.

○ FAPS understands nothing recommended in this document is intended to replace or supersede federal or state law, contracts, or collective bargaining agreements or established past practice.

○ Ideally, all FAPS students will complete their assignments during remote learning as this is a new and unprecedented set of circumstances. This is not a time for failing students or adversely impacting student learning progress. Students are expected to continue with the learning activities assigned during remote learning.

○ We call on families and educators to be mindful of the impact of time on tasks, time on screens, and time on reflection during this pandemic.

○ Decisions regarding the awarding of credit, the issuance of grades, and the use of pass or fail designations (S/U) have been made by FAPS recognizing the impact of the COVID-19 pandemic. (Mandated by EO 2020-35)

○ FAPS will document every attempt made to engage our students. ○ Remote learning is designed to support student learning and continuity of

education. The feedback and communication within this time is simply a snapshot of time to students and parents. The aim, emphasis, and focus for schoolwork assigned, reviewed, and completed during remote learning is on learning, not on compliance.

○ FAPS will run our summer school programs as normal (pending future Executive Orders) and will offer opportunities for any student needing extra support before the 2020-2021 school year.

Held Harmless Grading for PK to 5th Grade

DRAFT 12

● FAPS will keep Equity/Culturally Responsive Sustaining Practice variables in mind: ○ Multiple Classes/Subjects ○ Other Responsibilities ○ Personal and/or family illness ○ Limited access to devices or internet access

● Second Trimester report card will be the FINAL REPORT CARD for the 2019-2020 school year.

● All work from March 11, 2020 to the end of the school year will be assessed with a S (Satisfactory) or an U (Unsatisfactory) for the standards that are being covered remotely.

● The S or U is based on growth, progress and effort. *If a student receives a U it does not mean that will not move on to the next grade level Middle Grades 6-8:


○ All students will have the opportunity to redo, make up, or try again to complete, show progress, or attempt to complete work assigned prior to the remote learning period. A focus on keeping children emotionally and physically safe, fed, and engaged in learning will be our first priority during this unprecedented time.


○ Ideally, all FAPS students will complete their assignments during remote learning as this is a new and unprecedented set of circumstances. This is not a time for failing students or adversely impacting student learning progress. Students are expected to continue with the learning activities assigned during remote learning. We call on families and educators to be mindful of the impact of time on tasks, time on screens, and time on reflection during this pandemic.

○ Decisions regarding the awarding of credit, the issuance of grades, and the use of Satisfactory and Unsatisfactory designations have been made by FAPS recognizing the impact of the COVID-19 pandemic. (Mandated by EO 2020-35)

○ FAPS recognizes there are factors outside of the control of the school system with learning being moved off site; therefore, the aim is that student grades are not lowered as a result of remote learning. It is recommended that a student who is not able to be engaged, or who chooses to disengage, in remote learning will receive an incomplete or no grade. FAPS will document every attempt made to engage our student(s); it is very possible the student is experiencing circumstances out of their control.

○ Remote learning is designed to support student learning and continuity of education. Grading is feedback and communication in a snapshot of time to students and parents. The aim, emphasis, and focus for schoolwork assigned, reviewed, and completed during remote learning is on learning, not on compliance.

○ Courses on the student schedule will be reflected on their report card/transcript with an

DRAFT 13

appropriate grade or mark during this pandemic. We will further note that the courses be labeled with “(COVID-19)” behind them to indicate these marks were issued during this pandemic.

Held Harmless Grading for 6th-8th Grade

● FAPS will keep Equity/Culturally Responsive Sustaining Practice variables in mind: ○ Multiple Classes ○ Other Responsibilities ○ Personal and/or family illness ○ Limited access to devices or internet access

● Final grade will be grade given as of March 11, 2020. ● All students will be given the opportunity to improve upon the March 11, 2020 grade via

redos, retakes, make up assignments and/or alternate assignments given during the time of January 21, 2020 and March 11, 2020.

● Departments will determine what the alternate assignments and assessments are and when they may be completed.

● All learning activities provided via the new Continuous Learning Plan (Post March 11, 2020) will be given a Satisfactory (S) or Unsatisfactory (U).

● The S or U is based on growth, progress and effort. ● Teachers will input S/U in Synergy on a Bi-weekly basis. ● The S or U given for work post March 11, 2020 will not impact the student’s final grade

or GPA. ● Students who are failing a course as of March 11, 2020 will have an opportunity to the

extent feasible to demonstrate learning in the subject matter of the course and receive credit for the course. If the student is failing the course at the end of the school year, the student will have an opportunity to recover that credit through our traditional means.

*AGS Middle School students who are enrolled in high school courses i.e. Alg 1, Geometry or World Languages will be provided the same activities/assignments and will be assessed as their high school counterparts. High School Grades 9-12:


○ All students will have the opportunity to redo, make up, or try again to complete, show progress, or attempt to complete work assigned prior to April 20, 2020 . A focus on keeping children emotionally and physically safe, fed, and engaged in learning should be our first priority during this unprecedented time.

○ Grade point average will be calculated with the grade the student earned by March 11, 2020

○ FAPS will provide assistance, to the extent feasible, to pupils enrolled in any postsecondary dual enrollment courses under the Postsecondary Enrollment Options

DRAFT 14

Act, 1996 PA 160, as amended, MCL 388.511 to 388.524, and the Career and Technical Preparation Act, 2000 PA 258, as amended, MCL 388.1901 to 388.1913, in completing the courses during the 2019-2020 school year. (Mandated by EO 2020-35)

○ FAPS will (or has) consult(ed) with each postsecondary institution where students are enrolled to understand how courses will be completed and grades will be issued..

○ FAPS will develop alternate methods of assessment for Career and Technical Education coursework, where appropriate, including use of video, electronic submission, etc.


○ Ideally, all FAPS students will complete their assignments during remote learning as this is a new and unprecedented set of circumstances. This is not a time for failing students or adversely impacting student learning progress. Students are expected to continue with the learning activities assigned during remote learning. We call on families and educators to be mindful of the impact of time on tasks, time on screens, and time on reflection during this pandemic.

○ Decisions regarding the awarding of credit, the issuance of grades, and the use of pass or fail designations have been made by FAPS recognizing the impact of the COVID-19 pandemic. (Mandated by EO 2020-35)

○ FAPS recognizes there are factors outside of the control of the school system with learning being moved off site; therefore, the aim is that student grades are not lowered as a result of remote learning. It is recommended that a student who is not able to be engaged, or who chooses to disengage, in remote learning will receive an incomplete or no grade. FAPS will document every attempt made to engage our student(s); it is very possible the student is experiencing circumstances out of their control.

○ Remote learning is designed to support student learning and continuity of education. Grading is feedback and communication in a snapshot of time to students and parents. The aim, emphasis, and focus for schoolwork assigned, reviewed, and completed during remote learning is on learning, not on compliance.

○ Students who are completing online courses (i.e. Michigan Virtual, Edgenuity, Apex, etc.) will be evaluated/graded in accordance with #1 above, so as to not negatively influence grade point average.

○ Courses on the student schedule will be reflected on their high school transcript with an appropriate grade or mark during this pandemic. We will further note that the courses be labeled with “(COVID-19)” behind them to indicate these marks were issued during this pandemic.

Held Harmless Grading for 9th-11th Grade

● FAPS will keep Equity/Culturally Responsive Sustaining Practice variables in mind: ○ Multiple Classes ○ Other Responsibilities ○ Personal and/or family illness

DRAFT 15

○ Limited access to devices or internet access ● Final grade will be grade given as of March 11, 2020 ● All students will be given the opportunity to improve upon the March 11, 2020 grade via





or GPA. ● Students who are failing a course as of March 11, 2020 will have an opportunity to the


Held Harmless Grading for Seniors

● FAPS will keep Equity/Culturally Responsive Sustaining Practice variables in mind: ○ Multiple Classes ○ Other Responsibilities ○ Personal and/or family illness ○ Limited access to devices or internet access

● Final grade will be grade given as of March 11, 2020. ● All students will be given the opportunity to improve upon the March 11, 2020 grade via





or GPA. ● Senior Exit Presentations will be included in the Continuous Learning Plan and Seniors

are expected to complete the presentation to receive their diploma. ● Seniors who are failing a course as of March 11, 2020 will have an opportunity to the


DRAFT 16

Credit Recovery/Forward - Current and Future Students Currently Enrolled in Online Credit Recovery or Credit Forward in OdysseyWare

● Students that are currently enrolled in online credit recovery or credit forward opportunities in OW will continue to maintain their current coursework. Students will be given the same S or U designation as their other coursework.

Students who need Online Credit Recovery or Credit Forward in OdysseyWare ● Students who at the end of the school year who will need to enroll in Online Summer

School or wish to partake in Credit Forward Opportunities for the summer will be able to enroll in those courses starting in May. Counselors, teachers and online learning supervisors will be in contact and advertising sign up in May.

Synergy Bi-weekly Updates Teachers Feedback/Formative Assessment/ S or U Grading in Synergy

● Teachers will update their students progress for the Continuous Learning Plan in Synergy on a bi-weekly basis. This will allow parents and/or guardians to maintain updates on their student’s distance learning progress. Students will receive S/U based on whether they complete and engage in the learning activities. The S or U grades will not be figured into a students overall GPA, and will not penalize a student. It is merely a tracking tool to allow the continued communication between home and teacher/school.

● Teachers are encouraged to communicate in multiple ways during this time; however, tracking of engagement, feedback and formative assessment will be done through Synergy.

Continuous Learning Team Schedule of Planning April 6th @ 12:00p.m. - Zoom/Google Hangout Meeting with Executive Team/Supt. April 7th @ 10:30 a.m. - Zoom/Google Hangout Meeting with Admin Team April 8th - Zoom/Google Hangout Meeting with Admin/Dept of Teaching and Learning Team Leaders/Captains. April 9th - Zoom/Google Hangout Meetings between Admin, Team Captains to schedule and plan for whole team meetings week of April 13-17th. April 13-17th - Continuous Learning Team Zoom Meetings - Share templates and documents with teams

DRAFT 17

April 17 - End Of Year - Continuous Learning Teams Zoom at least once a week to ensure everyone has the resources they need to implement in Google Classroom for the following week.

DRAFT 18

,

Learning Today...Leading Tomorrow

#WeArefenton

FENTON AREA PUBLIC SCHOOLS

Great Start Readiness Program (GSRP) Program Expectations

2019-2020 School, COVID19 Pandemic

It is the expectation of the GISD that all GSRP sub recipients complete the following:

Learning Expectations:

Acknowledgement that all learning for preschool students is dependent on engagement

with the teaching team and adults in the child's home to support learning.

Learning is individualized, based on child strengths, interests and needs

It is expected that the basic needs of families are to be addressed in addition to the

academic needs.

Teaching Team Expectations:

All members of the teaching team participate in remote learning

Make every effort to connect with the family. If a family should tum down the option

to participate in remote learning, document the parent preferences

Document efforts of learning and connection with all families throughout the closure

Must be a year-end conference with families (parent-teacher conference or home visit

- virtually). If unable to meet this requirement for all families, document multiple

attempts to connect with family.

Ongoing assessment will be completed through March 12th only anecdotal notes will

be expected beyond that date.

Support transition to Kindergarten

Fiscal and Program Expectations:

GSRP funds are available for staffing, purchasing needed supplies, equipment, and

resources to allow a staff member or family to connect remotely. This includes

providing families with materials needed to learn at home (i.e. books, supplies, to

support children's learning)

120 day program requirement is waived, it is expected that remote learning will

continue until the last scheduled day of preschool programming

SRP sub recipient I understand and agree to the conditions above.

As the GSRP fiduciary, we understand and agree to the conditions above.

5/8/2020

Name Date

Administration Office 3100 Owen Road,Fenton, Ml48430

Phone (810) 591-4700 • Fax (810) 591-4705

www.fentonschools.org

http://www.fentonschools.org/

Page 10 May 4, 2020

GSRP Continuity of Learning and COVID-19 Response Plan

ISD Review and Approval of Subrecipient Plans

Instructions: ISD GSRP Early Childhood Contact (ECC) or designee must complete one review and

approval form for each subrecipient Continuity of Learning and COVID-19 Response Plan submitted.

Maintain a copy of the plan with the completed approval form on file for each subrecipient. The plan

covering GSRP may either be submitted as a part of a local district plan or be submitted directly to the

ISD.

Review and approval of each subrecipient plan must assure, to the fullest extent possible:

• learning at a distance plan fosters active, participatory learning that is dependent on

engagement among the teaching team, adult(s) in the home, and the child;

• learning experiences offered are personalized for the strengths, interests and needs

of each child, in consideration of their family, community, and culture;

• all members of the teaching team participate in the plan and are engaged in

supporting learning and communicating with families;

• every effort is made to reach every child and family for the duration of the plan,

respecting and allowing for family choice regarding the level of participation. If a

family should turn down the option to participate in the plan, the date of the parent

optout should be documented;

• programs document learning from a distance including outreach efforts and family

contacts (such as frequency, type, duration, and family response);

• each plan includes a year-end, “conference” with each family;

• if teaching team members have been assigned to work in disaster relief child care

centers, consideration is given to allow for provision of learning at a distance; and

• GSRP funds are available to be used for staffing, purchasing needed supplies,

equipment, and resources, to allow a staff member or a family to connect remotely,

to provide families with home learning kits, books, supplies, or other resources

needed to support their children’s learning.

Subrecipient Name: _____________________________________________________

Has the ISD reviewed the plan in its entirety and confirms

plan assurances, including those specified above for GSRP for home learning, are met?

YES: ☐ NO: ☐

Comments:

Does the plan satisfactorily address how outreach/connections with children and families will be accomplished?

YES: ☐ NO: ☐

Comments:

Does the plan ensure that families and staff have/will have the needed supplies and resources to participate

in/implement the plan?

YES: ☐ NO: ☐

Comments:

Has the ISD reviewed the plan for feasibility (e.g.,

approaches to required outreach and family connections are both sufficient and reasonable in scope – number,

frequency, format, duration)?

YES: ☐ NO: ☐

Comments:

Does the ISD approve the plan? YES: ☐ NO: ☐

Date Approved: Click or tap to enter a date.

Name of ISD ECC/ECC designee:

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