Dear Families and Students,

Our Continuity of Learning Plan, a requirement of Executive Order 2020-35, has been submitted for approval, and we are moving forward with our initial phase, the Orientation Week (April 13-17).

Orientation will include training and planning sessions for teachers. It will also involve outreach to students and families in preparation for remote instruction which will begin on Monday, April 20. The purpose of outreach will include things such as:

• Checking in with students

• Providing students and families with building-specific details

• Providing students with a few tasks to complete in preparation for instruction

• Making sure students know how to access learning platforms that will be used

• Assisting students with obtaining learning materials

• Communicating to families how they will be able to encourage and assist student engagement

We hope the resources on this page assist you in learning more about the plan for remote instruction in all four of our schools. It is important to know that learning plans are not meant to replicate a typical day of in-school instruction. Our plan is based on guidance from the Michigan Department of Education, the Michigan Association of Intermediate School Administrators as well as guidance documents from other states that already have established distance learning plans. Guiding principles of the plan include (1) helping students to continue their learning outside of the classroom, (2) having flexible and reasonable expectations given the varied circumstances of our learners, (3) providing support to teachers who are learning to instruct and interact with students in new ways, and (4) keeping physical, mental, and emotional health a top priority.

The WCS staff is eager to return to our mission and the work that we love. Our faculty and students will rise to the challenge of teaching and learning in new ways. Thank you for partnering with us in this work, and please let us know if we can assist you in any way.

Sincerely,

Mrs. Kelly Campbell, Interim Superintendent

Dr. Michele Cook, Director of Curriculum and Special Education

Mrs. Pam Daniels, Interim Explorer Principal

Dr. Steve Delp, High School Principal

Mrs. Debbie LaFleur, Interim Middle School Principal

Mr. Pat VanRemmen, Discovery Principal

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

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.

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.

Williamston will use a hybrid approach. Many of our students will access technology based platforms such as SeeSaw, Google Classroom, Schoology, and Moodle utilizing personal devices or Chromebooks that have been distributed by the district. If families do not have internet access, a limited number of hot spots will be available. Wi-fi access is available in school parking lots while people remain in their vehicles. Families have also received information regarding free and low-cost internet providers in our area. In addition, families are being encouraged to check with their cell phone providers regarding COVID-19 offers which include supports such as unlimited data and increased mobile hotspot allowances. Students without internet will have access to hard copy instructional materials that will be distributed, and will have the opportunity to receive instructional support during teacher office hours. Students will have access to grade level/course materials that are needed for remote learning. Other learning materials such as paper and pencils will be made available as needed. The district is committed to providing learning from a distance for all students, including eligible students in applicable programs such as Early on Service, PreK12 students with IEPs, students with 504 plans and students (18-26) in post-secondary transition programs. Learning may be provided in coordination with partner programs (e.g. GSRP, Wilson Talent Center, The Early College, etc.). The district is committed to making a best faith effort to provide support for those students with specialized needs. The district will not penalize a pupil for the pupil's inability to fully participate.

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.

Regular ongoing communication is a high priority in our plan. Teachers will be available to interact with all students multiple times each week. This will be achieved in a variety of ways including through virtual meetings which can be attended online or via phone call, through email, collaborative documents, and communications through the learning platform. All teachers will schedule weekly office hours and may offer additional times by appointment as agreed upon by the teacher and family/student. For students without access to technology, written communication and phone calls will be used. In addition to instructional support, we will work to maintain an emotionally supportive connection with learners. Elementary teachers will regularly offer virtual meetings for building relationships and conducting wellness checks. Secondary buildings will utilize "homeroom" teachers based on 6th hour at the middle school and 1st hour at the high school to conduct similar wellness checks with their students. Other staff, including social workers, counselors, and case managers will provide additional layers of support in this regard.

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

For students with access to technology, content will be delivered through the online platform as well as through other modes such as email and virtual meetings. For students without technology, learning packets will be provided and supplemented with phone conferencing to support instruction. Packets will be delivered during meal distribution, or may be mailed for students who do not participate in the meal program. Special education teachers in cooperation with paraprofessionals will provide additional support to students on their caseload.

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

For students with access to technology, teachers will monitor student participation and learning through the learning platform. Feedback will be provided on assignments and assessments and inform needs for additional support or differentiation. For students without technology access, answer keys will be provided when possible. Additionally, teachers will use features such as written instructions and worked examples in conjunction with ongoing outreach to support learners. For a final/summative report of learning, each building has adopted a process for issuing grades. These building-specific processes will be communicated to students and families by principals and teachers.

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

Additional expenditures may include:

• Purchase of learning supplies such as paper, pencils, crayons, etc.

• Mailing Costs

• Fuel and mileage expenses

• Costs associated with online learning platforms and any related software/websites if applicable

• PPE for staff engaged in delivering food or learning materials or otherwise interacting with the public

• Repair or replacement costs for technology

• Purchase of hotspot devices and associated service charges

Funding Sources:

• General funds

• 35a

• Grant monies

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, in conjunction with their leadership teams (representative of all grades and departments) met multiple times to offer input on each aspect of the plan. Building leaders brought this information back to the district team to ensure that the plan is inclusive of all students in the early childhood through Grade 12+ continuum. Before finalizing the plan, feedback was sought from board members.

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

The district will notify all families of the Plan through an emailed letter, followed by a phone call sent through the district messaging system. The plan will also be posted to the district website along with other resources that more specifically detail elements of the plan. Additionally, building principals will send communications to families with links to the Plan and other building specific resources.

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.

A preliminary phase of the plan will commence the week of April 13-17. Teachers will work in grade level and department teams to receive training and plan for remote instruction. Teachers will also engage in outreach to students and families to provide information and resources in preparation for instruction which will begin on Monday, April 20.

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 888.524, 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.

WHS will work with dual enrollment providers and career technical programs to ensure that students have the materials and support to complete their programs. The high school counselors will monitor progress by individually checking in with students, and will also be available during regular office hours to support needs as they arise.

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

Our district will continue with the plan that was implemented at the time of the school closure. Meal packs are prepared by our food service staff and available via curbside pickup as well as through distribution sites throughout the community. Information regarding the plan is available on the district website. In addition, reminder phone calls and emails are sent to all district families via the school messaging system on distribution days. If there are any anticipated changes to the schedule, these will be shared via the school messaging system as well as through flyers distributed with the meal packs.

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.

In agreement with the assurances document, Williamston will continue to pay all district employees. Though some staff will continue with their usual work (e.g. building maintenance and cleaning, food preparation and distribution, and business operations), others will be redeployed to support the plan in new ways. Possible tasks include assisting teachers with preparation of learning materials, delivery of learning materials, and communication with students. Employees may also be asked to support other essential components of the plan, such as assisting with food distribution. Expenses associated with programs such as our tuition based preschool program will be documented for future reimbursement.

12. Describe how the district will evaluate the participation of pupils in the Plan.

For students with access to technology, academic participation will be evaluated through the learning platform. For students working in packets, teachers will use office hours and other well-checks to evaluate participation. All communications and attempts to communicate will be logged. If there is a concern regarding participation or wellness, further measures will be taken to connect with the family. As teachers identify needs they will connect families with other support personnel such as case managers, school social workers, the school psychologist, administrators or other staff to assist with academic engagement and wellness support.

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.

The district staff will call parents and ask specific questions to determine their families current mental health needs. Based on those results the school social workers, school psychologist and counselors will reach out to individual students and families to determine what they may need. The staff will connect the family to available resources that will help meet their needs. During teachers’ weekly phone calls and class meetings, they will monitor and assess the needs of students and families. If a need is presented the teacher will elevate that need to the social worker, counselor or school psychologist to make the necessary follow-up. The director of special education will hold weekly meetings with the ancillary and case manager staff to identify any additional students or families in need. Telehealth may be used when available for students that have technology. Well checks by local police can be initiated after three attempts by teachers or administrators who attempt to check in, but with no response from the student or family.

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.

At this time, our district is not involved in this component of the plan. Should the need arise, we will partner with the IISD to provide support.

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?

At this time, our district has not made any adjustment to the 2020-2021 calendar.

During the first week, teachers will receive training on the technology platforms; plan with their teams; and check in with their students and families via email or other methods.

On Monday, April 13, Tuesday, April 14 and Wednesday, April 15, you and your child can:

• Explore online resources and tutorials provided on the district website. These explorations can be done any time Monday, April 13, Tuesday, April 14 and Wednesday, April 15. Links to these online resources and tutorials will be posted in the Learners section of the WCS homepage.

• Set up a learning space at home. It's important to have expectations for learning and a daily routine. It's just as important to have a space set for your learning. Click here for a helpful article about setting up a learning space at home.

Beginning on Wednesday, April 15, and throughout the rest of the week, case managers and special education teachers will connect with their students. Other staff will also begin to connect with students and families, as necessary.

On Wednesday, April 15, your child will:

• Be contacted by their teacher with details about their grade level learning plans. Included in this communication will be the time of their class meeting, which will be held on Thursday, April 16 or Friday, April 17.

On Thursday, April 16 or Friday, April 17, your child will:

• Attend their first virtual class meeting with their teacher.

Their teacher will:

• Set virtual rules and expectations

• Explain the weekly routines

• Focus on students’ social-emotional learning

On Friday, April 17, your teacher will:

• Reach out to families who have been unable to connect to the virtual class meeting to determine how the teacher can best support their needs.

In this remote learning structure, daily learning will not be equivalent to a six-hour day. Based on best-practice recommendations for remote learning, teachers will plan for the duration of student engagement to fall within a specific range for their grade level:

• Students in Grades Y5-K should be engaged in approximately 30 to 60 minutes of work per day.

• Students in Grades 1-2 should be engaged in approximately 45-90 minutes of work per day.

• Students in Grades 3-5 should be engaged in approximately 60-120 minutes of work per day.

This time each day may consist of viewing lessons or online content, as well as completing independent work. This work is designed to provide flexibility for families to complete the work at a time that works for them. Lessons will be presented based on a weekly schedule developed by each grade level team of teachers.

Teachers will spend the week engaging in instructional planning with their department and grade level teams, engaging in professional development, receiving any necessary training on the online learning platforms, and checking in with their students via a Google Form or by phone (for students who do not have Internet access).

Students should plan to respond to their teacher’s Google Form or phone call (so that teachers have relevant student information when planning remote instruction), explore online resources and tutorials provided on the district’s continuity of learning website. Students may also choose to continue participating in enrichment opportunities provided on the district’s enrichment website until remote instruction begins on Monday, April 20.

Important Dates for Families:

Monday, April 13

• Mrs. LaFleur (acting principal) will email home the detailed WMS remote learning plan.

Tuesday, April 14:

• 6th hour teachers will contact their students through a Google Form (students should submit the form at their earliest convenience). Students without Internet access will receive a phone call.

Wednesday, April 15 and Thursday, April 16:

• Parents/guardians may pick up needed student materials at WMS (front/curbside) on Wednesday, April 15 between 1:00 -4:00 PM and Thursday, April 16 between 9:00 AM - 12:00 PM (per Governor Whitmer’s Executive Order Section III B, parents/guardians are allowed on school property to pick up materials). Please go to the sign up genius link to schedule a date and time. WMS staff members will be available to retrieve necessary materials while parents/guardians wait outside the building in their vehicles curbside. Upon arrival, please have your child’s name, grade, and locker number (listed in PowerSchool) visible in your car window. Pull up curbside along the front of the building and a staff member will assist you with retrieving your child’s belongings as you wait in your vehicle. If materials in the building are NOT necessary for remote learning, then your child can get them when they return to school.

Monday, April 20: Begin Instructional Schedule/Office Hours

In this remote learning structure, daily learning will not be equivalent to a six-hour day. Based on best-practice recommendations for remote learning, teachers will plan for two (2) 30-60 minute learning sessions per week. Sessions will consist of instructional content as well as completing independent work. Teachers will also be available for live office hours throughout the week. Please refer to the Remote Learning Instructional Schedule for more specific details.

Teachers will spend the week engaging in remote instructional planning, collaborating with their departments and colleagues, receiving any necessary training for online learning platforms, and checking in with their students via a Google Form or by phone (for students who do not have Internet access).

Students should plan to respond to their teacher’s Google Form or phone call (so that teachers have relevant student information when planning remote instruction) and explore online resources and tutorials provided on this site. Students may also choose to continue participating in enrichment opportunities provided on the district’s enrichment website until remote instruction begins on Monday, April 20.

Important Dates for Families:

Monday, April 13

• Dr. Delp (principal) will email home the detailed WHS remote learning plan.

Tuesday, April 14:

• 1st hour teachers will contact their students through a Google Form (students should submit the form at their earliest convenience).

• 1PM-4 PM: Parents/guardians may stop by the WHS main office entrance to pick up any needed student materials (per the governor’s Executive Order Section III B, parents/guardians are the individuals allowed on school property to pick up materials). Paraprofessionals will be available to retrieve necessary student materials while parents/guardians wait outside the building.

Wednesday, April 15:

• 9AM-12PM: Parents/guardians may stop by the WHS main office entrance to pick up any needed student materials (per the governor’s Executive Order Section III B, parents/guardians are the individuals allowed on school property to pick up materials). Paraprofessionals will be available to retrieve necessary student materials while parents/guardians wait outside the building.

Monday, April 20: Begin Instructional Schedule/Office Hours

In this remote learning structure, daily learning will not be equivalent to a six-hour day. Based on best-practice recommendations for remote learning, each teacher will plan for two (2) 30-60 minute learning sessions per week. Sessions will consist of instructional content as well as completing independent work. Teachers will also be available for live office hours throughout the week. Please refer to the Remote Learning Instructional Schedule for more specific details.

Special education teachers and ancillary service providers will contact parents of students on their caseloads to obtain input to develop a contingency learning plan. This document will detail what the program and/or services will be to support their child in making progress in the general education curriculum. It will be in place during the school closure and provide equal access to the district's continuity of learning plan for the remainder of this school year. Please read this letter that was sent to parents and guardians of students with IEPs or Section 504 plans.

In times of crisis, our mental and emotional health is important to protect. Click here for a resource put together by Williamston Community Schools social workers, counselors, and the school psychologist to provide families with mental health support and resources.