- Jul 2020
-
www.michigan.gov www.michigan.gov
-
Instruction
See Phase 4; this is a repeat of all of the guidance in Phase 4.
-
Connectivity and Access
How do we ensure this? Especially given that so many free options are discontinued. Increase bandwidth needs have stressed the system. This goes to larger infrastructure issue within society as a whole.
-
Student Work
Pages 28-29 of Part 1 guidance in the Assessment section
-
If hybrid, activate plans to monitor and assess the following:
None of this was addressed in Part 1 guidance; METL guidance may be helpful here.
-
Support schools to communicate regularly with families in their home language about their child’s progress and the targeted plans for students in need of additional support.
Translation resources in Part 1 guidance pg 32.
-
Determine and activate structures outside of the regular school day, such as summer learning options, extended day, and after-school programming, to potentially be leveraged to support students in need of additional support.
This was in drafted Part 1 language but not reflected in final document.
-
high quality digital tools
Inventory the technology and create a plan; page 33 in Part 1 guidance.
-
Procure any additional standards-aligned tools or materials to support differentiation, intervention, and remote learning, based on students’ needs.
Oakland Schools has documentation to support this; not linked in Part 1. This was perhaps in the drafted work but not reflected in the final document for Part 1.
-
Conduct a review of each students’ IEP in partnership with teachers and parents to reflect each student’s evolving needs based on time away from associated services including OT, PT, and Speech while school buildings were closed
This is not discussed in Part 1 guidance; Special Education support in guidance would be helpful.
-
Conduct checkpoints with school leaders around curriculum pacing and ongoing monitoring of student progress, specifically honing in on the growth of students who need acceleration.
This is the section on PLCs; not addressed in Part 1 guidance. This might be a questions for MASSP and MEMSPA--this overlaps with grading questions. pg 28-29
-
Ensure that every student:ɑHas access to standards-aligned, grade-level instruction, including strategies to accelerate student learning;ɑIs assessed to determine student readiness to engage in grade-level content; andɑIs offered scaffolds and supports to meet their diverse academic and social-emotional needs
Assessment section in Part 1: pages 28-29
-
Build school leaders’ and teachers’ capacity to design and develop blended and remote learning experiences that are equitable and engaging
This is a gap in the guidance; Blended Learning guidance should be a priority.
-
Offer restorative supports for teachers and learning around equity and implicit bias
page 31; Part 1 of Guidance
-
Create a plan for professional learning and training
"Create a scope and sequence related to technology" is the closest in Part 1 (pg 34); "secure resources for professional learning" with links in Part 1 (pg 31)
-
Share knowledge and ideas around the use and effectiveness of digital tools and resources that support remote learning
This is reflected in the Part 1 documentation.
-
Identify students who did not engage in remote learning and develop a plan to provide additional supports, if needed. Share data and concerns about each student’s growth and needs with students’ assigned teacher(s) for the 2020-2021 school year
This may be a gap in Part 1; Collaborative Inquiry protocols from Oakland Schools might be a resource to support this.
-
Provide adequate time for schools and educators
Pages 34-38 in Part 1 document;
-
Provide resources that demonstrate schools value parents as partners in their child’s education. Offer family supports that provide families with: ɑTraining about how to access and use the school’s chosen digital systems and tools;ɑSupports and resources for families to use at home, such as grade-specific activities and strategies for teaching and helping their child;ɑOpportunities to build their digital literacy; andɑStrategies to support their child’s learning at home
This is a gap in the Part 1 guidance; some mentions of this in the MAISA Remote Learning Guidance (April 2020).
-
home language through multiple modes (e.g., text, all call, email, home visit)
Part 1: page 32--this is listed as a school leader level; mentioned translation services as well.
-
Develop a continuation of services plan for students needing either occupational, physical, and/or speech and language therapy, including evaluations by school psychologists and social workers
This is a gap in the guidance language; was not addressed in Part 1.
-
Inventory all intervention programs and services available to students on the district and school level and identify any gaps
Named in Part 1 Guidance on pages 28-29; Perhaps it exists elsewhere but we can't find.
-
31MI Return To School RoadmapGovernor Gretchen Whitmerand learning environments, especially special education, birth to five services, and CTE. ɑEstablish structures for general and special education teachers to collaborate on delivery methods for assessments and instruction as outlined in IEPs. Consider students’ needs around accessibility and provide assistive technologies, where possible
This is a gap in the Continuity of Learning guidance in Part 1; Part 1 guidance referenced interventions, but this is a gap in the guidance.
-
Revise students’ IEPs, IFSPs, and 504 plans in coordination with general and special education teachers to reflect the child’s evolving needs based on assessment data and parent feedback, and design accommodations and match services accordingly.
Special Education Group Guidance might be addressing this. This was not included in the instruction section of the Part 1 Guidance.
-
Support schools to implement grade-level curricula that is aligned to Michigan preK-12 standards. ɑSupport teachers to utilize power standards that identify the major work of the grade in order to focus, prioritize, and accelerate instruction
Page 30-31 in Part 1 Documentation; Instructional Planning
-
Secure supports for students who are transitioning to postsecondary.
We have questions about this? Does this mean that we support 2020 graduates? How do we do this? Or is this about Early College/Dual Enrollment students?
-
Set an instructional vision that ensures that:ɑEvery student will start the year with access to grade-level instruction and high quality, standards-aligned instructional materials in every subject.ɑEvery student will be assessed on their understanding of prerequisite skills and grade-level proficiencies using formative assessments, screeners, or diagnostics.ɑEvery students’ academic and social-emotional needs will be addressed with the integration of Social and Emotional Learning (SEL) and strengthening connections with students
This was addressed in Part 1 on Pages 28-29
-
Guidance around daily instructional time and workload per different grade bands to ensure consistency for students
This should be created in Part 2 or 3 of documentation.This was discussed for Remote in the March guidance but not touched again.
-
Modes of student assessment and feedback
"Set assessment goals and feedback" page 28 of Part 1.
-
Best practices for blended or remote learning
Remote learning resources in Task Force Guidance: Part 1, page 28 (lists three resources).
-