Keep the “whole” student at the center of our goals

Attend to families’ and students’ social emotional needs above all else

Help provide structure and routines to students’ days

Minimize learning loss

New list item

Provide students with opportunities to build on which essential standards they already know and reinforce what they have been taught

Provide students and families with a week to week schedule for learning

Track and log student engagement as assigned on the communication log provided and enter proper code into Synergy each Friday

Collaborate with colleagues in professional learning meetings to ensure consistency

Maintain communication with all internal stakeholders (teachers, administrative assistants, paraprofessionals, maintenance, coaches, administrators)

Follow tiered communication protocol: Tier 1 Teacher and Assigned Support Staff, Tier 2 Assigned Support Staff, Tier 3 Counselors and assigned support staff.

Modes of learning - Hybrid model: Choice made by families; hard copy learning materials and/or online (Google Classroom) for grades 5-11; Seniors will be dealt with on an individual basis; K-4 Hard copy and materials.

Engagement and Attendance - weekly

Hours of engagement - minimum instructional engagement and activity is provided with a recommended amount of time for learning and suggested weekly plans for elementary, middle school, and high school.

Grading - grading protections in place for all grades

Provide weekly communication to staff and families

Listen to staff and families feedback to continue improvements for differentiated learning on an ongoing basis

Monitor ALL staff for overall health both mental and physical

Consider and take into account feedback from teachers and support staff

Answer new questions and problem solve

Celebrate the positives

Provide assistance and/or online training as needed to improve remote teaching

Make sure all teachers are meeting weekly to discuss the positives and challenges of remote learning. Work as a team to improve.

Consider the possibility of providing summer school in August to help decrease any learning gaps

Assign tasks or delegate someone to assign tasks to hourly workers. This includes, but is not limited to: phone calls to check on families and students in addition to the teacher calls, delivering hard copies to homes, work to locate students who have not communicated or been reached in some way, online learning to prepare for upcoming year, etc.

Provide a spreadsheet to document communications for each grade level and provide access to all teachers and staff that are making contact with families/students. Contact with each family and/or student should be made weekly. Teachers weekly, if unaccounted for have support staff continue to try, if still unaccounted for have counselors reach out. All mediums of communication should be tried (messenger, phone, email, Dojo, Remind, etc.) We will attempt to ensure safety and well being in every way possible. Liaison for unaccounted students: Kathy Smith

Behavior interventionists and counselors will be in contact with special and general education teachers to determine what students and families might be in need of social emotional support. They will be expected to check in on the log where notes from teachers and other staff that are contacting parents will be documented.

Monitor the well being of students in transition and homeless and share any essential information with staff working with that student

Continue to update all required reporting documents, i.e. homeless documents.

Inform special and general education teachers of accommodations and modifications that might need to be provided based on information learned during phone calls, emails, etc.

During the weeks of March 13 - April 6, check in with families to identify needs for students based on initial access to remote learning

Be sure to check in with identified families weekly to gain information on needs for access and resources for the remainder of the closure

Document all successful and unsuccessful contacts and contact time. Include notes regarding specific communication and instruction. If communication is void please reach out to others that might have ideas to reach the family

Communicate with families the times and days that you are available to answer questions and assist as needed - share this with your building administrator

Provide updated resources to send home to families who requested hard copy work and to update through social mediums

Attend virtual professional team meetings to share ideas about distance learning and incorporating mental/physical health ideas

Plan for and provide staff and families with handouts and ideas of age/grade level appropriate Social/Emotional activities for each week of the closure

Collaborate with grade level teams to coordinate work and discuss student issues

Continually monitor and communicate with students and families to check on overall health

Assist families in need of social/emotional support as identified by classroom teachers by contacting them and providing instruction and/or connecting them to necessary resources

Reach out to support staff who serve as a resource to classroom teachers in locating and connecting with students who they may be having difficulty reaching.

Collaborate with administration and secretarial staff to develop 2020-21 schedule

Collaborate with Special Education teachers to support students with social/emotional needs and when having difficulty contacting students and families

If you have specific or preferred times you are available, communicate that with all collaborators and stakeholders

Check electronic communications daily be efficient in responding

Log communication on spreadsheet daily and on Fridays enter C or NC to document in Synergy (Mr. Greene created spreadsheet and shared with all people who are reaching out and making contact with students and families)

Maintain safe social distancing practices to ensure the safety of all employees when onsite

FAQ on COVID-19 and Homelessness

Five Ways to Protect Infants, Toddlers, and Preschoolers Experiencing Homelessness During COVID-19

Checklist for Local Education Agencies and Early Childhood Providers

Strategies for Schools and Early Learning Programs

Higher Education Resource: COVID-19 Response for Youth Who Are Homeless or in Foster Care

Upcoming Webinars

Archived Webinars

Policy Updates

[Guest Perspective] Supporting Our Students Amidst the Unknown: Evolving Lessons During COVID-19

News on COVID-19 and Homelessness

Other Resources

Work with the administration and the fiscal services manager to assist employees as necessary and to keep the financial systems functioning properly and efficiently

Stay up to date on Covid 19 information at the state level as it applies to the district

Problem solve as unfamiliar situations come up

Attend staff meetings virtually as necessary

Assist administration in finding and providing professional, virtual learning opportunities

Maintain safe social distancing practices to ensure the safety of all employees if onsite

The fine arts will be incorporated into the lessons provided by teachers in some cases. The art teacher, Ms. Heidi Wolfe, who is new to the district, will provide “opportunities” and ideas for art for all families weekly through a variety of mediums encouraging families/students to share their work electronically and promote community togetherness. In addition, she will work to get pictures from families, students, and staff to complete the yearbook and to improve public relations through all mediums available to the district stakeholders.

Living Skills - Will be sending home recipes that are economical and easy for families to make, encouraging students to be part of the food prep and cooking process while at home

Senior spotlights will be done daily until complete

Collaborate with all core teachers including special education as needed to communicate with families and students

Communicate with families and assist other teachers as needed in reaching out and document communications on the spreadsheet

Public relations via website and school social mediums

Third period/quarter grades will determine semester grades. Students will have an opportunity to demonstrate their commitment to improve their grades by working with teachers to complete missing work and continue to work on new assignments provided.

Staff assigned to buildings to complete tasks

Check your email daily for tasks assigned

Complete all assigned tasks

Document daily

Continue to monitor student/parent satisfaction.

Answer new questions and problem solve.

Reflect on what is working or what needs to be problem solved

Staff assigned to food service report to Patti Miller and coordinate with locals as needed

Maintain safe social distancing practices to ensure the safety of all employees when onsite

Check email throughout the day

Respond to messages left (forward through email)

Communicate efficiently with others as necessary to provide supports for all stakeholders

Be available to make copies for teachers to support remote learning if necessary to limit traffic in the buildings

Collaborate with all staff to ensure communications are shared with the correct individuals

Check Synergy attendance each Monday to ensure all teachers entered communication data on the previous Friday

Document daily on the online communication log when contact is made with any of our school families/students

Maintain safe social distancing practices to ensure the safety of all employees

Check email daily and check the building sign-in log to know which rooms to sanitize after a staff member was in the building

Collaborate with administrators and problem solve regarding any issues that come up

Complete all assigned tasks

Punch in and out as normal

Share any communications with families/students on the daily learning log or with administration

Maintain safe social distancing practices to ensure the safety of all employees when onsite

Collaborate with the general education and Title teachers and building principal to determine which students and families need support

Contact via email, mail, phone at risk/Title students to support their assigned academics and to provide emotional support

Help deliver materials etc to students

Run copies of materials for teachers for students that do not have Internet and organize for delivery

Help families understand the resources shared with them

Assist teachers in creating materials to deliver to those that need them (i.e. math flashcards, sight words)

Collaborate with administration in locating and connecting with students who teachers may be having difficulty reaching

Establish and publish a system for students/parents to bring Chromebooks in for repair or replacement1

Chromebooks will be collected on June 1 beginning at 9 a.m. when we pick up hard copy work for grades 5-11. Chromebooks assigned to seniors will be gathered when they complete any outstanding work, online courses, scholarship essay, etc. and/or when we deliver caps/gowns, pictures, etc. Date TBD and will send out messages to seniors. The goal date for seniors to complete things is May 1 and pickups and delivery can begin the week after.

Monitor student use daily using GoGuardian and notify parents when necessary regarding concerns

Provide an online resource list and/or tip sheet for parents that will provide them with information related to Internet safety, how the district monitors usage, and who to contact with issues or questions

Parents as monitors of their children’s activity when using Internet

Encourage safe use, limit to school applications, limit screen time

Play and connection are the focus of GSRP learning. Children learn through play.

Focus on supporting families’ and students’ social and emotional needs by making weekly connections

Document communications on a log sheet

Provide a calendar of daily play based ideas to encourage families and students to engage in

Teachers at the Branch Area Careers Center will use the following that fits the unique structure of the program and technology already in place.

The teachers of the BACC will survey students to see what access students have to the internet. If the internet is not available or limited, printed assignments and/ or textbooks will be sent to the student for completion of tasks.

For students who have access to the internet, virtual instruction using Google Classroom and Hangout/Meet, Microsoft Teams, along with course specific online curriculum, resources and certifications.

For students who DO NOT have access to the internet, packets of course specific instruction will be made available.

To keep students at the center of educational activities and to help students feel safe and valued, teachers will contact students virtually through Google Classroom and Hangout, Microsoft Teams, the Remind App, phone call, text messaging, e-mail, or through program specific Facebook accounts through the BISD school account.

Teachers will have a set schedule to allow students and teachers to communicate either virtually, by phone or text. Teachers will reach out to the students to check for understanding and encourage social, emotional and physical health activities.

Plan for evaluation of participation by students:

The Director and/or Principal of the BACC will contact students and parents or guardians of the BACC plan by mail, robo-call, and Facebook to inform them of the plan.

Burr Oak’s school counselor will act as a liaison between students and BACC to ensure communications are made and documented on Burr Oak’s communication log

Staff will meet to review the needs of students and align curriculum expectations to best meet the individualized needs of students.

Benchmark assessments, which are done at the beginning of every school year will help us determine student needs

Face to face summer learning will be determined based information we receive from public health officials and the safety of such activity

Enrollment forms are being developed to complete online

Emergency forms are being made into a template to be filled out online