continuity of learning and covid-19 response plan

Continuity of Learning and COVID-19 Response PlanContinuity 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
3. Budget Outline
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: 4/13/2020
Address of District: 809 Hecla Street, Hancock, MI 49930
District Code Number: 31000
Name of Intermediate School District: Copper Country ISD
Name of Authorizing Body (if applicable):
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: 4/13/2020
Address of District: 809 Hecla Street, Hancock, MI 49930
District Code Number: 31000
Name of Authorizing Body (if applicable):
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:
learning platforms including Google Classrooms and Moodle. For k-12 special education
students that have internet access, but don't have a device, devices will be made available.
Students without internet access will have access to instructional materials through a
weekly/biweekly instructional packet. Most packets will be delivered by bus drivers and
paraprofessional staff to the students home on a weekly basis for special education and a
biweekly basis for CTE. For preschool special education, packets will be emailed or sent by
mail depending on family preference. All materials that students need will be made available to
families that don't have them. All students will have access to grade-level/ course textbooks as
needed to complete their work. Students will not be penalized for an inability to fully
participate.
Update 5/6/2020: This plan also covers the Early On program for Houghton, Baraga, and
Keweenaw counties which is operated by the CCISD. For Early On, families are participating in
virtual meetings and teletherapy when possible with all service providers including Speech
Therapists, Occupational Therapists and Physical Therapists. Families are also receiving
activities via email, U.S. mail, and delivery.
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.
Teachers will be expected to make contact with every student at least one time during the
week. This may be done through the use of technology (for those that have access) such as
Google Meet or other form of virtual meeting or through weekly phone calls. For students with
technology access teachers will also make sure to communicate multiple times each week
through the instructional platform, with an emphasis on continuing to build relationships and
maintain connections.
If students do not have access to technology, teachers will include weekly notes to students in
their instructional packet that focus on building relationships and maintaining connections.
Updated 5/6/2020: Early On families are being contacted via the mode the family has identified
(virtual meeting, telephone, text, email). We are meeting the number of contacts as determined
by each child’s Individual Family Service Paln.
3. Please describe the district’s plans to deliver content in multiple ways so that all pupils can
access learning.
For those students without technology, the main mode of delivery will be through hard copy
instructional packets. This will be supplemented with phone conferencing to support instruction.
The instructional packets will be delivered weekly. Packets will be mailed to the student or
delivered to their home.
For students with technology, content will be delivered through the online platform, email,
and other social media sites (Facebook, Remind, etc.). Teachers and paras will be accessible
through email and phone contact to provide support and answer questions and instruction
through pre-made videos weekly for some classrooms.
4. Please describe the district’s plans to manage and monitor learning by pupils.
For students without technology access, learning packets will be collected each
week/biweekly during delivery/pick up and some will be mailed back. Teachers will review the
learning packet and provide feedback to the student during their weekly phone call, virtual
meeting, or email. Learning packets will be returned with written feedback with the following
packet. Feedback from the teacher will include differentiated work as needed, along with
examples to support student learning. An example of this may be providing a student that is
struggling with double-digit subtraction additional practice and several written examples with the
steps. A phone call would also be used as a follow-up if needed.
For students with technology, teachers will monitor student access and engagement on a within
the instructional platform. Teachers will provide feedback to students on assignments through
the instructional platform as they are completed. Teachers will differentiate instruction within the
platform to meet each student's needs.
CTE Grading for the remainder of 2019/2020 school year
Third quarter grades will be based on what students were earning up until March 11th. Seniors
who were not passing as of March 11th will be given an opportunity to complete coursework to
raise their grades to passing. Fourth quarter will be Pass/Incomplete based on completion of at
least 60% of the material.
**L’Anse is still requiring 4 th Quarter grades so CTE Teachers will record grades.
**Calumet has indicated Seniors are done as of March 11th . Learning
opportunities for those students who want to continue learning will be provided.
5. Please attach a budget outline estimating additional expenditures associated with the Plan and
sources of revenue to pay for those expenditures.
Budget would include:
Sources:
CTE
6. Please describe the manner in which district administrators, board members, teachers, and
any representatives of teachers collaborated in development of the Plan.
All stakeholders were involved in the development of the plan. Building administrators met
with their building teachers for initial input. They then met in teams to address the needs of each
team. Administrators brought this information back to collaborate. Board members have been
informed throughout the process. Weekly email updates were sent to all staff during the
shutdown and a Google Meet was held and attended by over 100 staff, administration and board
members.
7. Please describe the methods the district will use to notify pupils and parents or guardians of
the Plan.
The plan will be communicated through a letter to each family. The plan will also be posted
to the district website and other social media platforms as well. To ensure that everyone is aware
that the plan has been developed and released a phone call message will be sent to all parents.
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.
April 14, 2020
Early On: 5/6/2020
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.
Not Applicable
10. Please describe how the district will continue to provide or arrange for continuation of food
distribution to eligible pupils.
All students have the option to receive meals from their resident district. Families have been
contacted to make them aware of this and information has been shared so families can register
for meals if they wish to. Some local districts are delivering the meals and some districts have
scheduled pick up times.
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.
individual student follow-up or phone calls, copying of instructional packets, material delivery,
recording of videos for Google Classroom, etc. Bus drivers and paraprofessionals will deliver
and pick up packets on a weekly basis.
12. Provide describe how the district will evaluate the participation of pupils in the Plan.
If a student does not have access to technology, teachers will keep track of which students
are completing the weekly instructional packets. They will also need to keep a log of all
communication with students and parents.
If a student has access to technology, teachers will use the instructional platform to monitor
student wellness, engagement, and completion of assignments. They will also keep a log of
communication with students and families.
Inconsistent completion and/or communication with a parent or student will be raised to the
principal level to develop a plan to connect with the student and family. Additional support
agencies may be sought to make these connections (DHHS, Behavioral Health, etc.). For CTE
students, we will also seek support in connecting with them from their local school administrator
or counselor.
13. Please describe how the district will provide mental health supports to pupils affected by a
state of emergency or state of disaster prompted by COVID-19.
For students already receiving mental health support through either general education 31n
mental health providers or special education school social workers, educators, students or parents
can contact providers to schedule individual teletherapy sessions. Mental health providers have
been reaching out to the students on their caseloads since the beginning of the crisis and are
continuing to provide services through electronic means. School Social Work services for
special education students will be outlined in the Contingency Learning plans.
For students with new mental health needs, new referrals may be made through the existing
referral process and mental health providers will do their best to meet the needs of newly referred
students.
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 follow it.
The CCISD is receiving information from essential workers and providing a list of open child
care centers to essential workers. At this time there are still openings in our community so we do
not have a need to open a disaster relief child care center. We have three potential options within
our district to open disaster relief child care which include Calumet, Hancock and Chassell.
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?
We do not plan to adopt a balanced calendar instructional program for the 2020-2021 school
year.
Name of District Leader Submitting Application: Kristina Penfold, Director of Special Education
Date Approved: April 14, 2020
Name of ISD Superintendent/Authorizer Designee: George Stockero
Date Submitted to Superintendent and State Treasurer: April 15, 2020
Confirmation approved Plan is posted on District/PSA website: Yes
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
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.
Date Submitted: May 6, 2020
Name of District: BHK Child Development Board, INC
Address of District: 700 Park Ave, Houghton, MI 49931
District Code Number:
Name of Authorizing Body (if applicable): BHK Child Development Board, INC
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.
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.
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.
Date Submitted: 5/6/20- BHK CDB
Name of District: BHK Child Development Board, INC
Address of District: 700 Park Ave, Houghton, MI 49931
Name of Authorizing Body (if applicable): BHK Child Development Board, INC
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.
BHK Teachers and Assistant Teachers provide instruction at a distance using a variety of methods to meet enrolled families’ needs, including phone/e-mail/text/messaging, video, providing materials, virtual learning, or a combination there of.
To help families learn and stay healthy while spending more time at home, BHK is offering the following resources to our families:
1) Weekly Learning Packets/Lesson Plan provides daily individualized activities/experiences to be implemented using materials that are readily available in the home and require no technology
HighScope/COR Advantage (center-based children) Teach content, based on child’s age and developmental level Address all domains of learning, builds on child’s interests, strengths and
needs Follow active learning approach Foster the parent-child relationship and the family as the child’s teacher Individualized packet for each family Dual custody families: each parent/guardian receives learning packet Children with IEP, have individualized activities/experiences that support
learning goals Health, dental and nutrition topics are rotated throughout learning
packets Based in sound research; vetted early childhood best practices Obtain a minimum or two (2) Family Contact Reports per week to
summarize effect of the efforts made by BHK staff in partnership with families
Capture at-home activities on In-Kind form
2) Technology based learning: Free subscriptions to ABC Mouse, Noggin and Vroom.
BHK staff are cognizant of the potential to exacerbate inequity in our instructional plans by providing accessible learning plans and family support for all children.
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.
Intentional outreach to continue building relationships and maintain connections
Guidance to parents regarding At-Home Learning is shared by letter and posted on BHK website
Provide regular family contacts, following the families’ preferred method of contact Ask parents how they are doing, take joy in connecting with children, and tell them they
are missed Offer a listening ear for caregivers who want to talk about parenting challenges, behavior
health issues, and other challenges that may emerge or escalate with current conditions. Encourage parents to establish routines at home Share successes. We ask parents to share their children’s response to activities provided
so our educators can build upon children’s learning and advance their academic and social-emotional skills.
Evaluate the level of family engagement and make corrections as needed
Early Childhood Specialist (ECS) meets virtually with teaching teams for discussion, reflection and support. The ECS and Education Site Supervisors discuss challenges educators may be having in connecting with families consistently and problem-solve potential resolutions together. They make it a point to acknowledge the effort staff are making to engage families, despite their frustration when parents do not respond or begin to reduce contact.
Provide information on community supports as adversity can increase during this time. Knowing the challenges our families are facing and with the directive to stay home, children and families who feel unsafe in their home environment may be particularly vulnerable. Share numbers to domestic violence shelters, mental health, Dial-Help, etc. Pay attention to cues of difficulties or danger.
Access coppercountrystrong.com website for up-to-date community resources Assess and promote family well-being Identify any needs or challenges, providing resources or referrals when appropriate Assess and support family goal progress Connect families with local community services- food distribution, diapers, counseling,
etc. Remind parents of health requirements (WCE, immunizations, dental care, etc.) and
follow ups needed when services are available
3. Please describe the district’s plans to deliver content in multiple ways so that all pupils can
access learning.
In addition to answers from Question #1,
Push out positive messages on BHK website and Facebook. Post resources and updates. Show parents we believe in them.
BHK’s primary platform for remote learning is through individualized learning packets with daily activities/experiences (described above). Families with technology have an added benefit of free access to developmentally appropriate content.
Families that have text or email, receive lesson plans and communications through COR@Home. Educators are communicating with families that have technology via private Facebook Messenger, Zoom, Google Hangouts, FaceTime, Skype, or whatever the family feels comfortable with.
Ongoing child assessment: COR Advantage (all BHK 0-5 programs) Use a variety of strategies to monitor, assess and provide feedback on child’s response to
planned activity/experience and learning Involve parents in assessment by capturing and collecting parent report anecdotes Review of videos provided by families Use assessment findings to guide instruction and next steps
The ECS facilitates discussion with teaching teams around specific areas of the PQA-R family engagement and transitioning to Kindergarten.
5. Please attach a budget outline estimating additional expenditures associated with the Plan and sources of revenue to pay for those expenditures.
District/ PSA Response: N/A
6. Please describe the manner in which district administrators, board members, teachers, and any representatives of teachers collaborated in development of the Plan.
Parent/Policy Council and Board may make decisions remotely, until programming resumes, via e-mail voting according to their respective by-laws.
Directors, Supervisors, Educators, family service and health staff, use Microsoft Teams platform for office interfacing. Teams allows for chat (instant messaging), conference call, video chat, or live team meetings. 0-5 Leadership Team meets virtually every morning to address staff needs, plan, and
evaluate effectiveness of plan/services. 0-5 Education Team leaders meet virtually twice weekly.
Health staff meet weekly to review & plan dissemination of health resources. Supervisors & teaching teams meet virtually weekly.
7. Please describe the methods the district will use to notify pupils and parents or guardians of the Plan.
BHK enrolled families were notified of the Continuity of Learning Plan via e-mail list serve, writen leter, and is posted on the BHK website.
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.
BHK’s Telecommuting/Continuity of Learning Plan was effective March 23, 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.
10. Please describe how the district will continue to provide or arrange for continuation of food distribution to eligible pupils.
BHK’S Health Services Manager assisted local schools in setting up their SFSP program systems, as BHK has history from running SFSP each summer at multiple schools. BHK is sponsoring the L’Anse Schools SFSP.
BHK staff have referred families to local food distribution sites, assisted families to complete requests for food and in delivery of food to families without transportation.
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.
Support the workforce. BHK continues to pay staff wages and benefits during Stay At Home Executive Order from the Governor. Staff complete work and training logs to document work completed each day.
Education staff and Family Support staff complete Family Contact Reports (FCR) for each contact with parents/family. The reports include the method of communication, activities/resources provided, response to planned activities/experiences, assessment update of child/family well-being, any identified needs, and referrals made. The FCR also captures the parent-teacher conference details.
An Effort/Effect Tracking system was set up in Excel. Each week supervisors review completed work from educators and log the following:
• #Families w/technology to support learning • #Families that need additional resources at home – educational supplies, cleaning
supplies, diapers, etc. • #Families accessing food distribution • #Families that need assistance to receive food • #Families referred for services/resources • #Families supported for emergency/crisis • #Families participating in direct engagement during closure • #Families not responding/no contact
13. Please describe how the district will provide mental health supports to pupils affected by a state of emergency or state of disaster prompted by COVID-19.
BHK addresses the health and mental health of children, families, and staff impacted by COVID-19. Children, families, and BHK staff may experience stress and even trauma related to the pandemic. These effects can be short- or long-term, and responses may vary across individuals. BHK staff work with local agencies and partners to assure that all affected children receive needed health and mental health services as quickly as possible.
BHK Content Area Leaders provide weekly updates to all staff, which in turn can be shared with families. Monday Message- education Tuesday Tip- mental health support for children Wellness Wednesday- staff wellness
Thursday Thoughts- disabilities Friday Facts- health
Along with the ongoing support from teachers and family support staff, BHK’s licensed mental health counselor is available to schedule one-on-one meetings/conversations with parents.
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 follow it.
BHK services and resources may be used or shared to assist others affected by COVID-19. Our physical resources (e.g., facilities, equipment, supplies) and our human assets (e.g., education staff, family support workers, bus drivers, health and mental health personnel) can be of assistance.
BHK has provided ‘essential staff’ with the state survey to complete, Michigan’s 211 Program and CCISD gather names of families needing disaster relief childcare. Those families are then connected to childcare providers in their local area.
BHK’s Executive Director and Finance Director have had multiple conversations with local school superintendent, Steve Patchin, and have a detailed plan in place to serve preschool and school age children at the Barkell Elementary School and infants/toddlers at our BHK Ryan Center if the need arises. A cost per child analysis, supply list and staffing structure plan is in place.
Optional question:
15. Does the District 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?
Name of District Leader Submitting Application: Cheryl Mills, Executive Director
Date Approved: May 7, 2020
Name of ISD Superintendent/Authorizer Designee: George Stockero
Date Submitted to Superintendent and State Treasurer:
Confirmation approved Plan is posted on District/PSA website:
Name of District: KBOCC Little Eagles Preschool Program GSRP
Address of District: 770 N. Main St. L’Anse, MI 49946
Name of Authorizing Body (if applicable): Keweenaw Bay Ojibwa Community College
Name of District: KBOCC Little Eagles Preschool Program GSRP
Address of District: 770 N. Main St. L’Anse, MI 49946
Name of Authorizing Body (if applicable): Keweenaw Ojibwa Community College
o Hands-on STEM activities
o At-home learning links
o Parenting resources such as kindergarten readiness information, mental health resources, keeping routines during this time, etc.
o Sharing photos of students working at home to keep the children and families together
• Learning packets that include paper work materials; fine motor materials such as pencils, markers, scissors, play doh; art materials such as construction paper, feathers, buttons, pipe cleaners, popsicle sticks, etc.; beginner reader books, toothbrushes, access to math learning through Happy Numbers application
• Teachers are collaborating weekly with the Preschool Special Education teacher assigned to the classroom. Teachers collaborate on specific materials to share with families to be included in home learning packets
• Students with IEPs are being provided additional materials from the Preschool Special Education teacher and support staff to specifically target IEP goals
• Weekly family contact and reports to check on child’s progress with home learning and activities
• The teachers at the KBOCC Little Eagles Preschool Program GSRP plan to continue weekly family contact and reports to check on child’s progress with home learning and activities
• Should families request additional materials, the teachers will provide them as needed
• Parent-teacher conferences will be held virtually to share student progress on kindergarten readiness skills
• Families of students with IEPs are being contacted bi-weekly by the Preschool Special Education Teacher and support staff to check on progress and offer additional support and materials
3. Please describe the district’s plans to deliver content in multiple ways so that all pupils can access learning.
District/ PSA Response: The teachers at the KBOCC Little Eagles Preschool Program GSRP plan to continue providing materials through their social media platform, provide learning packet materials as requested by families, and weekly family contact to support learning at home
District/ PSA Response: The teachers at the KBOCC Little Eagles Preschool Program GSRP plan to use parent feedback to monitor student growth
District/ PSA Response: See attached budget estimation
District/ PSA Response: Preschool teachers Kim Swanson and Melissa Paulson met virtually with Early Childhood Specialist JoAnne Danielson to develop the Plan
District/ PSA Response: The teachers at the KBOCC Little Eagles Preschool Program GSRP have communicated the Plan to pupils/parents/guardians via phone conversations, text messages, and Messenger app.
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.
District/ PSA Response: The teachers at the KBOCC Little Eagles Preschool Program GSRP began implementing the Plan on March 16, 2020. The social media platform was created at the beginning of the school year and continued to be used during Plan implementation. Learning packets began being delivered to families on April 20, 2020.
District/ PSA Response: The teachers at the KBOCC Little Eagles Preschool Program GSRP plan to direct families to the local public schools to sign up for the food distribution programs that are offered in our area. These programs are available for any child in the home under the age of 18, and is not income-based.
District/ PSA Response: The teachers at the KBOCC Little Eagles Preschool Program GSRP will continue to receive their salaried wages per their existing contract
District/ PSA Response: The teachers at the KBOCC Little Eagles Preschool Program GSRP plan to use parent feedback to monitor student growth
District/ PSA Response: The teachers at the KBOCC Little Eagles Preschool Program GSRP plan to provide mental health resources through their social media platform, provide COVID-19 learning packet materials to students, and personal conversations with families to check on their current mental health status
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 follow it.
Optional question:
Name of ISD Superintendent/Authorizer Designee: George Stockero, CCISD Superintendent
______________________________________________________
Department: GSRP Little Eagle Estimates of additional expenditures during school closure-03/2020-05/2020
Fiscal Year: 2020-2021
311 Office Supplies 125 Folders, envelopes, pouches for packets, laminating sheets
257 Printing/copying 150 Assessments/Parent Notes, learning packet materials and information
118 Educational Supplies 200 Materials for home learning packets
$760 Total
Name of District: Little Huskies Child Development Center
Address of District: 500 MacInnes Drive, Houghton, MI 49931
District Code Number: NA
Name of Authorizing Body (if applicable): Gretchen’s House
Date Submitted: 5-7-2020 The date implementation began was 3-17-20
Name of District: Little Huskies Child Development Center
Address of District: 500 MacInnes Drive
District Code Number: N/A
Name of Authorizing Body (if applicable): Gretchen’s House
Little Huskies has surveyed families to ensure that they have the electronic equipment necessary to support learning at home. If they do not have the equipment, we have tablets that can be provided to ensure, they all have access. Everyone surveyed had internet and telephones. We have also communicated to ensure that each family has proper supplies, including a printer and paper to carry out the activities. If supplies are needed, they are provided. Our plan includes, email, Zoom interactions, video instruction, telephone communications, project-based learning and supplies as needed to support learning. Children and families are never penalized, if they choose not to participate fully.
Little Huskies teachers are reaching out to children and families once per day, Monday thru Friday. In addition, to the teacher’s daily communications and learning opportunities, all families have the teacher’s email address and phone number and have been directed to reach out as much as needed.
3. Please describe the district’s plans to deliver content in multiple ways so that all pupils can access learning.
The children and families are provided with hands-on activities, Zoom group times that include individual and group interactions, pre-recorded story and music activities, emailed activities which include outdoor experiences, websites with helpful content and parent support through individual phone and video meetings as well as group zoom meetings with other families.
Teachers are taking anecdotes through our assessment tool, the COR Advantage. HighScope, also provided a teacher training on the how families can participate in COR@Home. We have implemented this new program, and families are contributing anecdotes to the online COR system. The teachers are using this information to plan for at home learning, just as they would when they are in the center.
We have not had any additional expenses, as we had these materials and electronic equipment in our center.
The teachers and administrators had, and continue to have regular communication to discuss, plan and reflect on the content, the appropriate dissemination of that content, frequency and type of interaction, assessment, training needs, and the needs of children and families.
Families have been notified by email and phone. Every family has been contacted.
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.
March 17, 2020
N/A
Families have been contacted by phone and email, to ensure that their needs are being met. None of the families have participated.
Our GSRP teacher has not experienced any change in her pay during this time.
We have kept a record of interactions with children and families. If families do not communicate for a period of two weeks, we reach out to see if what is happening and if there is something that they we can do to support their engagement.
We have provided parenting sessions, individually and in a group setting to learn about the needs and interests of the families and their children. If we see an issue, we provide resources or referrals to meet the mental health needs of the child or the parent.
14. Please describe how the district will support the efforts of the intermediate district in which the district is located to mobilize disaster relief childcare centers as described in Executive Order 2020-16 or any executive order that follow it.
We have filled out the appropriate surveys, provided by the state of Michigan, regarding disaster relief care. We surveyed all families to see which families were considered essential
workers and to see which families needed care during this time. None of our GSRP families fell into that category. However, we sent an email out explaining how to access care in our local area, if circumstances changed.
Optional question:
Name of District Leader Submitting Application: Eva- Marie Hatfield, Director, Little Huskies Child Development Center
Name of ISD Superintendent/Authorizer Designee: George Stockero, CCISD Superintendent
CCISD COL Plan.1 19-20

continuity of learning and covid-19 response plan

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