Each week, teachers will do the following:

• Plan with teams the lesson material for the week and needed accommodations for IEPs, ELLs and 504s

• Interact with students and families in a variety of ways (email, video chat, feedback on lessons completed, phone calls, individualized or small group instruction)

• Keep track of interactions and follow up with those who aren't yet engaged

• Meet with building or PLC teams to continue our progress and plan for the future

You are welcome to plan these things around your family and home situations. Timing is flexible.

Staff can access the building following the safety and health guidelines consistent with EO 2020-35 and any applicable federal, state, county or municipal orders while maintaining social distancing requirements and mitigation measures. Before coming to campus, please complete the Staff Self-Screening Checklist.

Weekly planning meetings with teacher teams

Bi-weekly PLC meetings

Bi-weekly building meetings

Yes. Our expectations for meeting times are the same. Teams may schedule these when they agree. SCECHs and DPPD are still being awarded for this meeting time.

Office hours are a chance for families and students to call, email, or video chat with you. The purpose of this time is to ask questions specific to the instruction. During office hours, you may be hosting an open video chat, you may be scheduling slots for appointments, you may be making and receiving phone calls, or you may be answering emails. Your office hours are scheduled time that families and students can count on you being immediately accessible.

One of our assurances is reaching all students. In order to show our best efforts to do so, teachers will be reaching out to families and students not yet engaged using familiar means: email and phone calls. After several unanswered attempts by the teacher, building principals and other support staff will take over these efforts. Our hope is that all families feel supported by our efforts, and we recognize that some may be unable to participate at this time due to health concerns or family situations. We will likely not know who is truly disengaged until week 2 or 3 of our remote learning kick-off.

Recorded lessons (or asynchronous lessons) are encouraged! You may also choose to have slides or use other means to communicate the work. Your students and families DO want to see you, so consider trying recorded lessons. You may offer live lessons, and this might work best in small groups for personalized instruction. You are not required to offer live lessons.

The Executive Order and Guidance calls teachers to continue giving meaningful feedback to students and families about their students' progress toward academic goals and to adjust instruction to meet the needs of students. Each grade span will have a different way of approaching this because of the nuances at the various levels. Please see the grading policy at each level to learn more (available by April 17).

Part of what is required in this Emergency Plan is a record of student participation in the plan. We are required to evaluate student participation based on the application that was approved by KISD and forwarded to MDE. If ever we were asked to present our records, we would need your documentation of contacts/participation.

Each building will create the way it is recording this proof of participation. Most are using a spreadsheet with each teacher having a tab listing his/her students. Some are utilizing Powerschool with some added features, thanks to the help of the ISD.

District Office will coordinate these efforts. The best instruction will be available via digital access. As much as possible, families will be encouraged to take advantage of a district-provided device and free or affordable internet access. Families unable to take advantage of the district-provided device will instead be offered a printed packet, available to pick up at a time coordinated with meal pick-ups. Printed materials will be distributed beginning as early as April 24, but more likely not until early May. For the safety and well-being of our families and employees, packets will include 7 weeks of material to avoid multiple touchpoints in the distribution process. Teachers will not receive completed material back from families, but will instead communicate weekly with these families about academic progress.

This is most certainly a concern we will address as a team, and one which every school in Michigan (and perhaps the US) will face. In this emergency situation, we recognize that our work going forward will require adjustments. As always, we will continue to meet the needs of our students in the best ways we can.

We are diligent in closely following the Governor's Stay Home, Stay Safe, Essential Travel orders. At this time, students are not able to retrieve items from lockers or desks. Our digital and paper materials should give them what they need to access the instruction. Musical instrument pick up is available by completing this form.

This will depend on your role! In some cases, your role will continue, just in a new format. In other cases, you may be assigned to do something different, which may include:

• supporting seniors at-risk of failing

• providing reading or math support under the supervision of a teacher

• reaching out to students not yet engaged or needing additional engagement

• office hours or video conferencing appointments for families to receive support

• providing accommodations under the supervision of a teacher

• packing and distributing meals

• assembling and distributing paper materials and care packages

• creating professional development experiences

• other supports, as needs arrive

Regardless, our whole team will be needed!

In this wonky world we live in now, we can't physically a normal paper-pen sign-in that we would if we were face-to-face.

If you have applied for SCECHs for PLC time, you will still receive your SCECHs; the Remote Learning Hub will register your digital signature each time you submit a form for PD. Robin can let you know if you have already applied (most everyone who could applied in September and Robin already has your applications).

If you are taking/counting DPPD for anything (including PLC time, but also including the other professional learning you are doing this week, and all of the planning and collaboration you are doing to get ready for Monday), this same form serves as your required sign-in and agenda. You would need to keep that as a record of your learning. And you would need to upload these to MOECS to "count" toward certification (whether now or in the future). Just be sure you don't count the same meeting/learning for SCECHs and DPPD! That would be double-dipping.

The Google form is serving as a teacher's record of participation-- an agenda and sign in are typically required, so the PDF that is generated after filling out that form serves as that record since we can't be together to sign in.

It is also a record that we offered and folks participated in the 5 days of PD that are allowed to be counted as student instruction under this EO. It's a record that people participated in order to count those days as student instruction.

The goal of having a teacher partner is not to have coverage for an additional class by a teacher who already has a class of students, but to have a teaching buddy to inform teaching decisions if a sub is needed, and to provide comfort for a group of students who may have anxiety about their teacher who is stepping away. The plan would be to hire a sub for that class. The 'buddy teacher' would be a colleague who could help acclimate the new teacher to the system and teaching expectations, should that be needed.