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Section One: Delivery of Learning

1. Describe how you will deliver continuous learning opportunities for all students, including special student populations.
We will deliver continuous learning opportunities in three different ways:
  1. Our Regular Instruction is with 100% of the students in the building
  2. If needed during the pandemic, we may utilize a Hybrid Instruction with 50% of students in the building & 50% at home in eLearning
  3. For students who have an Other Health Impairment or are quarantined, we offer instruction to those students at home.  
We will deliver online instruction and assessment opportunities to all students, including our special student populations when needed.  We may elect to offer this instruction if we are concerned for any student safety issues related to COVID-19.   We continue in our normal pattern of A and B Day rotation of classes with 4 classes per day.  If in a virtual setting, time has been set aside for each class to meet at a specific time in a teacher-class format with face-to-face time.   
 
We offer B.L.U.E. Day sessions everyday from 7:30 – 8:20 designed to specifically provide individual student or group remediation.  Students and parents can request an appointment time with the teacher.  Teachers may also request to meet with specific students or classes for remediation.  
 
Our Learning Support Staff makes daily email and/or phone contact with our IEP students, specifically to make sure they feel encouraged, supported, and are completing their work when in extended eLearning schedules. All accommodations in their plans are being adapted to the eLearning environment.
 
2. Describe how your district communicates expectations for continuous learning implementation to 1. ) students, 2.) families, and 3.) staff.
Parents and students are kept up-to-date through the school’s electronic communication system and through letters and notifications from school administration.  Information is also emailed directly to students through their school Gmail accounts. The school may also push notifications to each student’s iPad when needed.  The school’s website is also an important vehicle of communication and has an academic section.
 
All teachers post a lesson plan in their Skyward Learning Center and assignments in Google Classroom for every class they teach. The lesson plans provide the students with the learning objectives (targets), the formative assessments that provide evidence that the student has mastery of the targets, the activities in which students will be involved during instruction, and additional assignments to further enhance understanding of the objectives.  All students, parents, and administration have access to lesson plans.
 
The school communicates to staff through email and the school’s electronic student information system.   Administration and faculty PLCs utilize Zoom as ways to facilitate face-to-face meetings when we cannot be physically present.  We have created a Google Drive system where folders and files are located for communicating protocols and resources.    
 
3. Describe student access to academic instruction, resources, and supports during continuous learning.
Since we are already a one-to-one school, all students own iPads that the school has registered and allowed access to school platforms.  These iPads are used for daily instruction during the regular school year and during Hybrid and eLearning days.  All students have access to internet at home.  Students and parents have access to the school’s student data management system, Skyward. Students and parents utilize Skyward or Google Classroom for the Learning Centers of individual teachers/classes for daily assignments and assessments, and they can access their own grades in Skyward.
 
Teachers use Google Classroom for instruction through the posting of videos, assignments, and assessments. They also use Google Meet when face-to-face instruction is preferred with classes, specific target groups, and individual student and parent meetings.
 
Other offices that offer additional online resources and supports include Learning Support, Counseling, Campus Ministry, Library/Media, Athletics, IT, and Administration.  If working from home, these office personnel have access to school computer files remotely and utilize other school technology to stay in constant communication with students.
 
4. What equipment and tools are available to staff and students to enable your continuous
learning plan? Please list.
All students have iPads that are used for daily instruction. Student ebooks, workbooks, and other
resource materials are purchased through the school’s online bookstore at the beginning of each
year and/or semester. The school pushes specific apps to their iPads including Keynote, Pages, and Numbers. Students also have access to media center/library resources virtually as well.  Students have online access to Infobase, INSPIRE, and the library catalogue for ebooks and audio books for personal and school work resources.
 
5. Describe how educators and support staff are expected to connect with students and families on an ongoing basis.
Besides the posting of daily lesson plans in the Skyward Learning Center and more specific assignments in Google Classroom, teachers also meet online with their classes each day during any virtual instruction using Google Meet.  Teachers and students also connect through the student and teacher school Google email  accounts and may utilize personal phone communication with students and their parents when  necessary.  Learning support personnel, counselors, media center, athletics and IT departments hold the same office hours and are available to meet the individual needs of students and families. In addition, these departments send periodical communications to students and parents. Administration sends letters and emails to student and parents on a regular basis and has posted inspiring and informational videos as well. The school sends out bi-weekly eVision communications to parents and other constituents.
 
6. Describe your method for providing timely and meaningful academic feedback to students.
Teachers continue to assess and grade student work in all instructional formats whether in regular or virtual instruction.  
All teachers post a minimum of 1-2 formative assessments to their online gradebook each week per subject.  Parents and students have access to the gradebook as they do when school is in session. 
 
Section Two: Achievement and Attendance
 
7. Does your continuous learning plan provide an avenue for students to earn high school credits? If so, describe the approach.
Our Lady of Providence is a college-bound program that adheres to all State and Archdiocesan expectations for the granting of a diploma. All of our students complete high school credit with usually over 95% committing to post secondary education upon graduation. Typically, we will have a around 80% of our students earning the Indiana Core 40 Academic Honors diploma and all remaining students earning the Core 40 diploma.
 
We offer numerous dual credit classes in conjunction with IU Bloomington, IVY Community College, and through AP programming.  During virtual instruction we work with these academic institutions to ensure that students will meet both our high school credits and will have a university transcript as well.
 
8. Describe your attendance policy for continuous learning.
 
Attendance is taken in all classes no matter the schedule in “real time.”     Students who fail to check in for attendance during this time are contacted by the attendance officer, who also contacts the students’ parents. Any student who is habitually not following this protocol is contacted by the Director of Students, who works with the parents on any discipline or additional expectations.   We follow our normal attendance process for recording students as excused or unexcused absence, and are coding students for when they are in-person or in virtual instruction.    
 
9. Describe your long-term goals to address skill gaps for the remainder of the school year.
Faculty meet in Professional Learning Communities (PLCs) on a weekly basis to meet the needs of students within their particular content area.  They specifically discuss the essential curriculum and  standards to determine any skill gaps.  These are reviewed at the beginning of the school year.  In PLCs teachers are encouraged to discuss specific students who are in need of remediation. This remediation can take place within regular and virtual instruction, during B.L.U.E. Day sessions in-person or online appointments with specific individual students or groups of students, and through additional support from the Learning Support Center for students with IEPs.
 
Section Three: Staff Development
 
10. Describe your professional development plan for continuous learning.
The Academic Council is responsible for all school-wide professional development.  Professional development is determined by the needs of our 3-year school improvement plan.   At times professional development is used to ensure compliance with State and Archdiocesan requirements.
 
Faculty also meet in Professional Learning Communities (PLCs) once a week to share ideas, resources, student data, and growth opportunities that are specific to their content areas.   
 
We have also created Google files where pertinent information is posted for the clarification and development opportunities. 
 
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