The short or long term closure of school or a long term absence of a student from school results in loss and pause. Clearly, the opportunity for face to face interaction with teachers, school staff and friends is an optimal and desired manner for public education to be conducted. In addition, the value of extracurricular activities such as music, FFA, NHS, and athletics cannot be overstated. Attending school is a learning experience like no other. A closure creates loss in many areas. The Continuity of Learning Plan seeks to promote and support learning from home during a closure or long absence from school.
Students and parents being asked to continue the learning process from home disservice feedback. During the closure, consideration must be given to equity access to learning materials. Clearly, students with access to the internet at home are able to access a vast array of resources to support learning.
Learning materials (online or paper learning packets) are developed in one or two week segments during a short term or long term COVID-19 closure. This plan could also be adapted to respond to students experiencing long term absences from school with or without home access to the internet.
When the classroom teacher or teaching assessments review completed assignments, essays and projects, it is helpful to have a clear understanding of what represents mastery of the skills or content being assessed via the assignment. A clear understanding of the learning standards, exemplars of mastery, an assessment rubric, or item map provides instructional staff with the resources to be able to objectively review student work.
At the beginning of each school year, each classroom teacher will outline the grading requirements and expectations for their class. Expectations and examples of exemplary student work shall be shared so that students clearly understand what is expected. Grading criteria shall be clearly communicated and shared with students and parents. Buildings will assure grading and feedback consistency.
Using understanding of the skills and content being assessed or one or more tools described above, each assignment is reviewed. Timely and meaningful feedback is given to the student and the parent. Comments, suggestions, suggested corrections or considerations, and specific praise are encouraged. If the assignment reflects understanding of the skills and content being measured, it is considered passing and will be graded accordingly. If an assignment is not considered passing, or is incomplete, efforts shall be made to communicate to the student and parent to complete the assignment correctly and in a timely fashion. Students in higher grades will be expected to have greater responsibility for completing all assignments.
Completion of skills-based report cards continues with a stronger focus on ELA and math instruction. During a long term closure, focus upon ELA and math skills and assessing student mastery of learning standards in these areas will take place.
Junior/Senior High School
In order to receive a passing grade, the student must be in good standing and must display an understanding of the learning standards covered for the class. The student must continue to show and express this understanding via academic work completed during the course.
In grades 7-12, students must receive a grade of 65 or higher to pass the course. All other course requirements such as labs or performance based measures must be completed according to state education guidelines and requirements.
The district attendance policy will be in effect and enforced.
Specific Praise-Constructive Comments- Timely Feedback
During a closure, high negative stress levels and frustration are to be expected. Classroom teachers, administration, instructional staff, counselors and social workers play an important and collaborative role in supporting students and parents.
During daily or weekly contacts, ask about overall wellbeing and encourage wellness activities such as exercise, games, outdoor activity and family time away from structure learning activities
Teachers and instructional support staff are encouraged to provide timely, positive and constructive feedback on assignments that have been completed.