Franklin Community Schools Continuous Learning Plan
Franklin Community Schools Continuous Learning Plan
Section One: Delivery of Learning
Describe how you will deliver continuous learning opportunities for all students, including special student populations.
Franklin Community Schools has embarked on an @HomeLearning model for all students. We are using one-to-one technology supplemented by learning packets to meet the needs of all students. Our online learning platform, Google Classroom, is a familiar and effective platform for the delivery of online instruction for FCS. Further, FCS teachers are hosting classroom sessions via Google Meet and utilizing the entire G Suite offerings. In addition, we have partnered with Kami to provide read and write PDF documents to support student learning objectives. We have asked all teachers to deliver a daily personal message to students via a recorded Google Meet, Screencast-O-Matic, or other video recording device. Our ongoing focus is student engagement during this time of physical distancing.
Google Classroom and Google Meet are playing a significant role in our ability to deliver instruction to our students with special needs, our English language learners, and our Title I students. Our special education, EL, and Title I teachers and assistants are serving alongside general education teachers in Google Classroom to assist with student questions, to modify work, and to help with assessment. Students in these groups are receiving additional support during individual and/or small group sessions in Google Meet.
Furthermore, school counselors continue to support students via e-mail, Google Meet, and Google Classroom. Counselors are posting lessons in Google Classroom and are using Google Meet and cell phones to conduct small group and individual sessions for students in need.
The Guiding Principles of our district continue to anchor our journey in this new era. We are focused on Individual Growth through engagement, rich learning experiences, and feedback. Communication with all stakeholders is vital for FCS. We have developed a plethora of resources to share our journey from website resources to social media postings. Collaboration is built upon teachers sharing with teachers, schools to schools, and administration to administration, and administration to teachers. We are flattening our own curve in this learning cycle to help student growth.
Describe how your district communicates expectations for continuous learning implementation to 1. ) students, 2.) families, and 3.) staff.
Throughout the COVID-19 learning environment, FCS has utilized videocasts, written emails, Blackboard Connect, Google Classroom announcements, website updates, and social media sources to reach our entire school community. Prior to our departure from the buildings, expectations of instructional staff were clearly communicated via principals, instructional coaches, and central office staff. Beyond the school family, Dr. Clendening, City of Franklin Mayor, Steve Barnett, and Johnson County Health Department Health Officer, Dr. Craig Moorman shared a videocast with the community.
Additionally, Dr. Clendening has provided twice daily videocasts with the FCS faculty and staff to share updates and expectations and answer emailed questions. He has also provided videos for families and the community. For example, Dr. Clendening shared one-to-one technology expectations with the entire community through a fun and humorous strategy. He recorded a rap song on appropriate internet etiquette.
Furthermore, at the close of the first week of @HomeLearning, we conducted a brief survey to gather student and family feedback. This survey was designed to inform our decisions moving forward. The information was implemented into our planning for the months of April and May. For example, based on parent and student feedback, we designed the MWF weekly instructional schedule for the months of April and May. Feedback from families was that @HomeLearning everyday was overwhelming, especially given the other pressures families are facing during this unprecedented time.
The graphic below was shared with the community to provide an easy-to-remember schedule of @HomeLearning.
Describe student access to academic instruction, resources, and supports during continuous learning.
Student access to instruction, resources, and supports has been delivered via the internet and learning packets delivered on the last day of physical school: March 13th. Also, FCS purchased 200 hotspots for families and faculty members who might have difficulty engaging in this @HomeLearning environment. These hotspots were delivered to families during schedule times and also delivered to homes for students struggling to reach the distribution site.
Social and Emotional Learning is being delivered by our school counselors through recorded lessons, which have been embedded into the Google Classroom folders for the teachers to share with students. We have also provided social and emotional supports for students and families via the website.
In addition, we have K-12 email addresses available for our students. The elementary students are only allowed access to email within the Franklin Schools domain. This allows for connection and collaboration points for our teachers.
The students are being monitored throughout this one-to-one structure through our GoGuardian software suite. Our IT department created a quick visual to help parents monitor their student’s internet activity. The Chromebook can be blocked/frozen if the student fails to adhere to our acceptable use policy.
What equipment and tools are available to staff and students to enable your continuous learning plan? Please list.
Google Suite (Classroom, Meet, Docs, Sheets, Forms, and Slides)
Smekens Online Literacy Library
Describe how educators and support staff are expected to connect with students and families on an ongoing basis.
FCS established set learning times and objectives for educators and support staff to communicate with students and families as well as hold office hours during the @HomeLearning structure. These documents (Elementary and CBIS examples) share the expectations and connection opportunities for educators and support staff to engage students.
Additionally, support staff (instructional assistants) have been added to all relevant Google Classrooms and are using Google Classroom’s communication features as well as email to communicate with students and parents on a regular basis. SPED, EL, and Title I instructors and assistants are meeting weekly with students in Google Meet or via phone to deliver additional instructional support.
Furthermore, principals continue to send out their weekly newsletters to families to keep them informed and engaged.
Describe your method for providing timely and meaningful academic feedback to students.
Classroom assignments are being delivered on a weekly basis via Google Classroom. The student and educator are engaged in the entire feedback cycle. Additionally, the teachers are including parents in communication and assignment instruction. Our FCS parents are helping support this learning loop.
For example, teachers are scheduling small-group and individual feedback sessions via Google Meet. Teachers are using these conversations to assess and provide feedback about students’ understanding. Checks for understanding and more formal assessments are facilitated via Google Form, GoFormative, Flip Grid, and/or Screencast-O-Matic. Students are also submitting work via Kami and by taking pictures of their projects and completed work. According to parent feedback, @HomeLearning assignments have been meaningful and appropriate.
Teachers are trying to provide feedback within one week of receiving submitted work from students.
Parents are able to track student progress in PowerSchool.
Section Two: Achievement and Attendance
Does your continuous learning plan provide an avenue for students to earn high school credits? If so, describe the approach.
Franklin Community Schools and Franklin Community High School remain focused on providing all students enrolled in credit-bearing classes the opportunity to receive a grade and credit. Our teachers are utilizing the entire FCS instructional resources to engage our students. All instruction is delivered through our online learning platform, Google Classroom. Again, all FCHS students have a Chromebook and can access instruction. The students are receiving projects, papers, and exams throughout the COVID-19 learning era to obtain their grades. FCHS teachers are hosting virtual office hours to help struggling learners obtain the grade and credit in the respective class(es).
Describe your attendance policy for continuous learning.
All FCS students answer a daily attendance question in Google Classroom. Teachers monitor student responses to these questions. In addition, student engagement is monitored through email, Google Meet sessions, and telephonic connections.
Students who engage at any point in any way throughout the day are considered present.
Describe your long-term goals to address skill gaps for the remainder of the school year.
Transition plans between grade levels/PLCs are being developed and will consider all grade and content Essential Learnings (key state standards). These plans will be communicated via PLC and grade-level meetings within each building. The goal is to ensure that next year’s teachers have a clear understanding of which standards were mastered by the students and which might require additional instruction and support.
FCS plans to utilize summer school for students that are demonstrating a skills gap. Special Education students and English Learner students are being monitored for continuous progress and their progress will help determine if compensatory learning time is required. FCS is fully engaged in providing opportunities for our students to increase their achievement and provide scaffold learning opportunities. We will utilize our Individual Education Plans and Individual Learning Plans to provide the framework for our students.
In addition, we will continue to engage our formative assessment program in the fall. This process will allow us to gather data around potential skills gaps and implement programs that may provide additional learning support.
Section Three: Staff Development
Describe your professional development plan for continuous learning.
On the Friday prior to our transition to @HomeLearning, we conducted a two-hour professional development session with all instructional staff. This PD initiated our professional development plan. To continue instructional support throughout this transition to daily online learning, the district’s two technology coaches and nine instructional coaches have been hosting and will continue to host daily Google Meets for instructional support. Teachers log into the Meets to have questions answered in real-time and then pop out. In some cases, these open Google Meet sessions have promoted teacher-to-teacher professional development. Teachers have been sharing their best practices and new discoveries, thereby learning from each other.
At the close of the first week of @HomeLearing, we surveyed teachers for feedback (64% response rate). After analyzing this feedback, the instructional and technology coaching team designed the @HomeLearing Summit to provide a day of professional development for teachers. The day was developed to help teachers tackle their most pressing issues with online delivery.
Moving forward, we will continue to use teacher feedback, such as that collected in this form, to guide professional development planning on scheduled waiver days (Tuesdays or Thursdays) throughout the months of April and May.