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

Application Template

As a result of COVID-19 and the closing of school buildings for the 2019-2020 School Year, school districts
must submit a Continuity of Learning and COVID-19 Response Plan (“Plan”) in order to continue to receive
state aid for operations. Although schools are closed and not providing in-person instruction, teaching and
learning must continue. Michigan educators have been called to provide our students with continued
learning.

There are varied states of readiness to provide continuity in learning among districts. Even within districts of
multiple school sites, there are varied states of readiness. It is expected that schools will provide instruction
at a distance using a variety of methods that meet local needs, including printed materials, phone contact,
email, virtual learning, or a combination to meet student needs. We should avoid assuming that continuity in
learning can only occur through online means.

While many educators have been providing distance learning opportunities, the Governor’s Executive Order
​
(EO 2020-35)​ requires all schools to begin providing learning opportunities for all students no later than April
28, 2020. Districts who are able to begin their plans earlier are encouraged to do so.

Each District shall submit a single completed Assurance Document, Budget Outline, and Continuity of
Learning Plan to its Intermediate School District. Each Public School Academy shall submit a completed
Assurance Document, Budget Outline, and Continuity of Learning Plan to its Authorizer. A single Application
should be filed for the district rather than multiple applications for individual schools within a district. The
following items are required for the application which may be submitted beginning April 8, 2020:

1. Assurances Document
2. Continuity of Learning Plan
3. Budget Outline
 Continuity of Learning and COVID-19 Response Plan (“Plan”)
Guiding Principles

As Districts and Public School Academies complete the Assurances and Continuity of Learning Plans, they
should consider utilizing the following principles to guide their work:

Keep Students at the Center

Intentional outreach to continue building relationships and maintain connections. Help students
feel safe and valued. At minimum, plan to do the following:
● Plan for Student Learning:​ Build on each student’s strengths, interests, and needs and use this
knowledge to positively affect learning.
● Develop a Weekly Plan and Schedule:​ Offer routines and structures for consistency and for the
balancing of think time, work time, and play time for health and well-being.
● Contact Families:​ Partner to support student learning through ongoing communication and
collaboration. This will not look the same for every student and family—safety remains the priority.
Provide translations as necessary.

Design Learning for Equity and Access

Plan and deliver content in multiple ways so all students can access learning.
● Teach Content:​ Set goals using knowledge of each student, content area standards, and of
Michigan Merit Curriculum.
● Deliver Flexible Instruction:​ Consider how to deliver content depending on tools and resources
accessible to each student. Alternative modes of instruction may include use of online learning,
telephone communications, email, virtual instruction, videos, slideshows, project-based learning, use
of instructional packets, or a combination to meet diverse student needs.
● Engage Families:​ Communicate with families about engagement strategies to support students as
they access the learning. Families are critical partners. Provide translations as necessary.​

Assess Student Learning

Manage and monitor student learning and plan what’s next for learning including the
potential need or summer and supplemental learning.
● Check Student Learning:​ Use a variety of strategies to monitor, assess, and provide feedback to
students about their learning.
● Make Instructional Adjustments:​ Use formative assessment results to guide educators’ reflection
on effectiveness of instruction and to determine next steps for student learning.
​
● Engage Families: Communicate with families about assessment results in order to inform next
steps and the potential for supplemental summer learning. Provide translations as necessary.

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

Date Submitted:​ Friday, April 10, 2020

Name of District:​ Northville Public Schools

Address of District:​ 405 W. Main St., Northville MI 48167

​
District Code Number: 82390

Email Address of the District:​ ​nps@northvilleschools.org

​
Name of Intermediate School District: Wayne RESA

Name of Authorizing Body (if applicable):​ NA

This Assurance document needs to be returned to your Intermediate School District or, for Public
School Academies, your Authorizing Body with your Continuity of Learning Plan and Budget
Outline beginning April 8, 2020 to indicate that the District will adopt a plan to ensure
continuous learning for all students through the remainder of the 2019-2020 school year.

Districts should submit a single district plan that relates to all of their schools.

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.

Superintendent, Northville Public Schools

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

For the purposes of the Plan, “district” refers to school districts and public school academies.

Date Submitted:​ Friday, April 10, 2020

Name of District: ​ Northville Public Schools

​
Address of District: 405 W. Main St., Northville MI 48167

​
District Code Number: 82390

Email Address of the District Superintendent: ​gallagma@northvilleschools.org

Name of Intermediate School District: ​Wayne RESA

Name of Authorizing Body (if applicable):

In accordance with Executive Order 2020-35 a Plan must include all of the following parts:

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.

“Alternative modes of instruction” means modes of pupil instruction, other than in-person
instruction, that may include, without limitation, partnerships with other districts or
intermediate districts or community colleges or institutions of higher education, use of
vendors, use of online learning, telephone communications, email, virtual instruction,
videos, slideshows, project-based learning, use of instructional packets, or a hybrid of
multiple modes of learning that still promote recommended practices for social distancing
to mitigate the spread of COVID-19.

Northville Public Schools plans to use a technology-based platform for remote learning with hard copy
instructional packets available by request. For those students who have internet access, but don't have a
device, devices will be made available. If students have a device, but do not have internet, guidance to
setting up free internet service will be provided. Unique needs identified by individual stakeholders will be
addressed and supported through each building principal, with support, guidance and resources from the
district’s technology department. All students will have access to grade-level/course instructional materials
and text as needed to complete their work.

In addition to the alternative mode of instruction described above, our district will include, where
appropropriate and needed, the following alternative modes of instruction to best meet the needs of all
students during the time when in-person instruction is not an option:
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 ● Utilize telephone communications including tools such as, Q Communications, and district remote
telephone services. These tools will be used to share pertinent instructional information with
students and families
● Utilize MISTAR-Q, Q Communication and district Gmail, to share pertinent instructional information
with students and families
● Whenever appropriate, teachers will share instructional packets with students who may not
otherwise have access. The process for requesting and receiving printed information is
communicated through teachers and principals.
● Instruction and/or materials provided by community college and university partnerships will continue
for all dual enrolled students through our partner colleges and universities as well as through
Michigan Virtual. The district will continue to pay for these courses and resources for students who
have elected this as their learning platforms. Additionally, students are able to elect not to continue
in these courses with no academic penalty.

Our teachers will utilize the modes of learning that will work best for their students with considerations given
to the age and/or developmental level of the students and their overall familiarity with the tools needed to
actively engage in the learning.

Across our Pre-K-26 spectrum, families can expect the following:

● Students and/or families will receive a ​student schedule ​indicating when each grade or content
level classroom, small group, or individual ‘face-to-face’ live interactions are available.
○ The blocks of time are reserved for synchronous interactions by grade or course in order to
avoid overlaps, and to provide for scheduling of support services.
○ Length of each face-to-face session will be communicated directly by teachers, and varies
based on developmental appropriateness, and the purpose of the session.
○ Whenever possible and appropriate, teachers will record scheduled synchronous sessions
that include new learning; note that many of the synchronous sessions will be opportunities
for discussion of pre-recorded lessons or assignments, an opportunity to ask questions, or
connect with the teacher and peers.
● Students/families will also receive ​learning links, pre-recorded lessons, resources and
assignments​ for learning from their classroom teachers that students can access at any time.
○ This support is structured such that parents/students can participate within their individual
family scheduling needs.
○ New learning will focus on those concepts most important for the content area or course for
the remainder of the year.
○ Parents/Students can plan individually when and how they will engage in this instruction
● Teachers will be available for ​individual parent/student support at ​ designated times​ during
​ the
week and/or at a mutually agreed upon time.
● Families are asked to ​communicate unique family needs with teachers and building principals
to support and develop possible alternatives to meet unique needs.

At the elementary level, a daily synchronous learning opportunity is scheduled for each classroom/grade
level with a core academic and social-emotional learning (SEL) focus four days per week, and an all SEL
focus one day per week. Teams of teachers with instructional coaches together with the Office of
Instruction are identifying the essential content, or ‘power’ standards for ELA, Math, Science and Social
Studies; with a primary focus on ELA and Math, with embedded Science and Social Studies.

At the secondary (middle and high school) level, a weekly synchronous learning opportunity is available for
each course, M-Th, along with ‘live” office hours scheduled with all teachers on Fridays. Teams of content

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area teachers are working with the Office of Instruction to identify the most essential content for each course
and uploading into Atlas Rubicon for documentation.

The District is providing alternative modes of instruction for students with Individualized Educational Plans
(IEPs) that work toward their IEP goals. Weekly learning plans are being developed for and with Students
with IEP’s, including Cooke Center program students, based on a developmentally appropriate general
education schedule modified to their individual needs, with multiple opportunities for students to receive
direct teacher support. Cooke Center Program teachers and ancillary professionals are utilizing mixed
learning platforms to match with families’ needs (i.e. See Saw), sending packets to families to provide
foundational visuals, making videos to provide visual modeling for families, and/or providing online links to
access learning opportunities.

Individualized Educational Plans (IEPs) are being reviewed to determine how best to provide support, giving
consideration to the following service modes: visual consultation and instruction (including what assistive
technology might be needed, whether an adult needs to be present in the home to assist with physical
maneuvering or redirection); telephone consultation and instruction; take-home packet instruction; and
consideration of virtual instruction and consultation support for Occupational and/or Physical Therapy
services that are almost always done in a face-to-face, in person context. Speech and Language services,
Behavior Services, and Transition Services are reviewing service delivery through virtual, pre-recorded or
telephone consultation, pre-made visual, considering what materials may be necessary to provide (i.e.
augmentative communication); specialized instruction, and considering “hands on” options for remote
learning (i.e. non-digital resources for work, incorporating life skills essentials for students with IEPs,
encouraging journaling from students and/or adult as needed, utilizing virtual tours and video
demonstrations. If in the process of reviewing the IEP, teams determine that the FAPE (Free and
Appropriate Public Education) can’t be met as currently written, the team will work with families to amend
the IEP effective during the Face-to-Face closure time.

The District is also deploying paraeducators and paraprofessionals to support delivery of instruction and
provision of services in collaboration with teachers and other educators to meet the needs of our youngest
learners, at risk learners, and students with disabilities.

We will continue to encourage families to participate in the learning opportunities and components of the
Continuity of Learning Plan that best meet the needs of each student and family. We recognize that the
needs of each family vary widely, and that circumstances may change over the course of the next few
weeks and months. Students will not be penalized for non-participation. There will be opportunities over
the summer and/or when school resumes in the Fall to address gaps in learning and/or complete credits not
achieved during the school closure period.

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.

Northville Public Schools remains committed to continuing relationships and maintaining connections with
all students and families. We are intentionally focused on our students and emphasize the collaboration
between schools, communities, public health, and health care sectors for the purpose of better aligning
resources in support of the whole child.

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Teachers, paraprofessionals and our mental health specialists will maintain regular weekly connections with
students and use a variety of methods to connect with individual students and bring students together for
facilitated and shared connections with one another via synchronous learning and support time where
possible. Principals, teachers, and paraprofessionals, along with district and community mental health
specialists, will reach out to families and individual students to ensure all stakeholders are supported, feel
safe, know that they are valued and have access to all available services and supports.

Additionally, the weekly learning plans/schedules at every level include designated Social Emotional
Learning (SEL) time, along with embedding SEL into lessons; and a systematic process for checking in with
all students on a periodic basis (Cooke & Elementary through home classroom teacher; Middle School
through Enrichment Class teacher; and Seminar advisor at the High School level.

We are committed to do all we can to help students feel safe and valued. To that end, we commit to the
following:
● Plan for Student Learning​ by building on individual strengths, interests, and needs and using this
knowledge to positively affect learning.
● Develop a Weekly Plan and Schedule​ that offers routines and structures for consistency and for
the balancing of think time, work time, and play time for health and well-being. Teachers will connect
with all students in their classes and will reach out individually as needed.
● Contact Families​ to support student learning through ongoing communication and collaboration that
allows for meeting the needs of all students.

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

Our district is prepared to deliver content in multiple ways in order to ensure that all students are able to
access the learning in meaningful ways. In order to make this happen, we commit to:

● Provide professional development​ so that teachers are ready and able to deliver content in
multiple ways.
● Teach essential content standards​ and scaffold in support through synchronous and
asynchronous learning time.
● Deliver flexible instruction​ using tools and resources accessible to each student. Alternative
modes of instruction may include use of online learning, telephone communications, email, virtual
instruction, videos, slideshows, project-based learning, use of instructional packets, or a combination
to meet diverse student needs.
● Engage and connect with families​ by communicating with families about engagement strategies to
support students as they access the learning.

Using technology, content will be delivered through the online platform and email as allowed by the district
and approved by parents. Teachers will be accessible for synchronous interaction to facilitate classroom
discussion and interactions multiple times per week. Asynchronous instruction Including pre-made videos
and instructional content delivered through the learning management system (LMS) will be provided weekly.

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Teachers will have defined office hours throughout the week where they will be available online for
questions or needed supports for students and/or parent/guardians.

Students with specialized needs require additional effort that ensures messaging and communication are
effective. The standard methods of communication may include district webpages, learning management
systems, district social media, automatic calls, utilizing community organizations groups/shelters, news
media outlets, and internal school data platforms that can allow daily, weekly updates regarding academic
progress. Further explanations and recommendations may be needed to ensure everyone responsible for
the efficacy of the IEP is receiving correct and ongoing information. Some examples may include but aren’t
limited to scaffolding, communication, and breaking up assignments into more manageable parts. We
encourage direct communication from trusted and known faculty members for delivery.

Language barriers will be considered when determining how to communicate effectively. Additionally
support staff will be implemented based on student need and/or best efforts with implementation of
student’s IEP, 504 or pre-existing services.

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

Although children will not be penalized if they are unable to fully participate in the online learning
opportunities, we still believe that monitoring student learning through a variety of assessments is essential.
The assessments administered and the data collected will be used to determine next steps including:

● Planning necessary supplemental lessons and/or follow-up instruction.

● Determining the potential need for summer and/or fall learning opportunities.

Despite the challenges of remote learning, teachers will still monitor student learning and check for
understanding throughout the learning process. Additionally, teachers will ensure that meaningful,
actionable feedback is provided to students in a timely manner. In order to meet these expectations,
teachers will engage in the following:
● Purposeful planning with department and/or grade level colleagues.
● Implementation of effective feedback practices and ongoing formative assessments will guide
reflection on effectiveness of instruction and determine next steps for student learning.
○ Grade level and content area teams will participate in regular planning and debrief sessions
where successes and opportunities for growth are discussed and instructional plans are
created and revised to better meet the needs of students.
○ Special education and/or English Language (EL) teachers will work closely with teacher
teams in order to modify course work and scaffold instruction in order to better meet the
needs of all students.
○ Special education and/or EL teachers will actively monitor and assess the learning of children
on their caseload in order to provide suitable accommodations based on individual needs.
● Provide families with regular updates regarding their child’s academic progress. This may include:
○ Weekly summaries of content covered, current level of student understanding, and
suggestions for extending the learning using evidence of learning.
○ Communication of any pertinent assessment data along with an explanation of next steps (if
necessary).
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 ○ Utilizing online gradebook reports, as provided by MISTAR-Q where appropriate, to
communicate assignments and/or progress.
● Monitor student access and assignment completion on a daily basis within the instructional platform.
○ Provide feedback to students on assignments through the instructional platform as they are
completed.
○ Differentiate instruction within the platform to meet each student's needs.
○ Provide feedback in a variety of ways, including direct communication with students and
parents as needed.

Additionally, for our students with specialized needs, we will be following state guidance to utilize best
efforts in order to manage and monitor IEP goals and communicating with families whose children have 504
plans to determine the appropriate accommodations needed within the scope of this new platform of
learning. ESL teachers will be working with teachers, students and families to accommodate english
language needs in the context of managing and monitoring student learning.

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

NPS is committed to providing, to the extent possible, the resources, materials, technology, and services to
ensure that all student learning continues and that student needs are met. An initial budget estimate can be
found in ​the attached document.

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, including district administrators, building administrators (Cooke, Elementary, Middle, and
High School), teachers at all levels including grade level, core and elective, english learner, special
education, district mental health experts, including social workers, counselors, psychologists, union
leadership, technology department leadership and staff, parents and students were involved in the
development of the plan through their input and insight. Building administrators met with their building
teacher leadership and various teacher stakeholder groups for initial input. Building administrators brought
this information back to district level administrators to collaborate. Before finalizing the plan, feedback was
sought from PTA and Board of Education members. Any necessary modifications will be based on
additional stakeholder feedback.

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

The plan will be communicated through a letter to each family. The plan will also be dispersed through email
to those that have access. The plan will also be posted to the district website and other social media
platforms as well.

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 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, 2020.

It is our goal to offer our students remote learning options as soon as possible. To that end, our district is
committed to thoughtfully and systematically rolling out this comprehensive implementation beginning on
April 13, 2020, or upon approval of the Continuity of Learning Plan approval. Note that Northville Public
Schools initiated the provision of supplemental and enrichment resources, beginning on March 16, 2020,
and added a Weekly Home Learning Plan with more targeted support and specific links to activities to
reinforce and supplement learning beginning on March 23, 2020 through April 10, 2020.

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 388.524, 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.

Students in dual enrollment courses have been contacted and offered the option of continuing in their
courses given the move to distance learning at the college level, or withdrawing from the course without
academic penalty. For students that choose to continue in the dual enrollment option, we will ensure that
the students have the appropriate materials and support to complete those courses. The students will be
given the option to convert their high school transcript grade to credit or no-credit.

For students in CTE programs, we will work with the ISD CTE Director as well as state level CTE directives
to ensure our students have the ability to complete these courses. When needed, the district will ensure the
student has the necessary resources.

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

Northville Public Schools has been offering, and will continue to offer through the MDE waiver period, Food
Service meals (breakfast and lunch) to ALL enrolled and non-enrolled students in the district. These meals,
served under the Unanticipated School Closure – School Food Service Program (SFSP) program, are made
available at no cost to anyone (18) and under, or up to age (26) if they receive special education services.
The meals are ‘grab-and-go’ breakfast and lunch, and are distributed from the lobby of Northville High
School each Tuesday and Friday, from 9:00 a.m. until noon. At each visit on Tuesday, each student (or
their parents/guardians) will receive meals for 3 days; while on Fridays, students may take both breakfast
and lunch for 4 days, totalling meals provided 7 days per week. Breakfast meal components may include
string cheese, fruit, grains such as a cereal bar, and drink. Lunch meal components may include deli meat
sandwiches, vegetarian options such as cheese or peanut butter and jelly sandwiches, fruits, vegetables,
and milk. The program has been supported by the District’s Food Service and Operations staff, along with
volunteers from BlueLine Security, Ward Church and our own Cooke School.

We will continue our food distribution at the Northville High School on Tuesdays and Fridays each week as
allowed under SFSP.

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 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.

Northville Public Schools confirms that the District will continue to pay school employees, while redeploying
staff to provide meaningful work in the context of the Plan, subject to the terms outlined in the Executive
Order and any applicable requirements of a collective bargaining unit. Redeploying and repurposing the
organization’s human resources to meaningful work to the extent feasible will allow compensation
continuation for the balance of the school year, subject to continuation of state aid under an approved
Continuity of Learning plan.

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

Teachers will use the instructional platform to monitor student wellness, engagement, and completion of
assignments. For students/families electing weekly instructional packets in lieu of utilizing technology,
teachers will keep track of which students are completing the weekly instructional packets. Teachers will
also keep a log of communication with students and families. Inconsistent completion and/or communication
with a parent or student will be raised to the counselor, social worker and/or principal level to develop a plan
to connect with the student and family. Additional support agencies may be sought to make these
connections (DHHS, Behavioral Health, etc.).

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.

We are committed to providing ongoing mental health supports to pupils affected by our state of emergency
or state of disaster prompted by COVID-19. We provide several modes of support to all students,
embedded into the weekly schedules identified at each level. Staff and parents will be provided a variety of
resources that can be used with students to help explain our current reality, while easing fear and anxiety
where possible.

Other means of supporting students will include, but will not be limited to, the following:
● Social and Emotional/Wellness Hotline – managed by district mental health specialists.
● Regular check-ins with students (telephone calls/virtual conferences by teachers, social workers,
counselors, administrators, etc.)
● Social Emotional Learning and support units incorporated into weekly teacher interactions with
students with referrals to district mental health professionals where needed.
● Deployment of Psychological First Aid for Schools protocol to support students and families during
and after traumatic events.
● Host groups with students (virtual circles to allow opportunities for students to have voice with a
trained professional and/or facilitator weekly).

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 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 follow it.

Wayne County Regional Educational Service Agency (WRESA) has identified available space in Child Care
Centers across Wayne County to respond to the need for disaster relief child care. Northville Public
Schools stands ready to support the efforts of Wayne RESA in the event that the need outweighs current
availability. At present, the District’s tuition based Early Childhood and Extended Day onsite programs are
closed, while continuing to offer age appropriate, developmental virtual distance learning.

Optional question:
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?

The District continues to plan for supplemental summer and fall learning opportunities in anticipation of an
increase in the number of students who may benefit from tiered intervention and support as a result of the
extended school closure period. Given the significant school bond projects underway during the current
school year and Summer, 2020, we do not anticipate pursuing the adoption of a balanced calendar or
pre-Labor Day start for the 2020-21 school year at this time.

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Name of District Leader Submitting Application:​ Mary Kay Gallagher, Superintendent

Superintendent Date Approved: April 11, 2020

Name of ISD Superintendent/Authorizer Designee: Randy Liepa, Ph.D.

Date Submitted to Superintendent and State Treasurer:

Confirmation approved Plan is posted on District/PSA website:

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