Continuity of Learning
Continuity of Learning and COVID-19 Response Plan (“Plan”) Assurances
Date Submitted: April 10, 2020
Name of District: Oakland Schools Technical Campuses (OSTC)
Address of District:
District Code Number: 63000
Email Address of the District: oakland.k12.mi.us and ostconline.com
Name of Intermediate School District: Oakland Schools
Name of Authorizing Body (if applicable):
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:
- Applicant assures that all student learning will take place under the direction of a teacher of record for each student enrolled in the district.
- 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.
- Applicant assures that the Plan was developed in collaboration with district administrators, school board members, teachers, and local bargaining units.
- Applicant assures that food distribution has been arranged for or provided for eligible students.
- Applicant assures coordination between applicant and Intermediate School District in which the District/PSA is located to mobilize disaster relief child care centers.
- 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.
- 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.
In accordance with Executive Order 2020-35 a Plan must include all of the following parts:
- 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-CD.
VLAC and OOA will continue operations as online schools. All OOA supports that were done face-to-face are able to be delivered to each student in an online environment. All students and staff have appropriate devices and connectivity as part of the program.
“Do No Harm to students,” is the guiding principle for all of the Continuity of Learning Plan. This means that while student learning is important, empathy for all students is necessary during this time. A global pandemic has caused students to worry about their health, their families, and take on other responsibilities that may not have been expected of them prior to the pandemic. The letter and spirit of the Governor’s Executive Order 2020-35 places responsibility on educators to do the very best for students with available resources. “Do No Harm” also means we will need to adapt and in some cases, eliminate common practices. No student should be harmed due to attendance, access to technology, or the loss of face-to-face instruction.
We will use a hybrid model of instruction to deliver learning that includes online delivery of instruction and hard copy packets. We will use various platforms to deliver curriculum, instruction and assessment and provide opportunities for students to learn throughout the remainder of the 2019-2020 school year. Google Classroom will be a primary delivery platform. Campus instructors will design and develop lessons for students weekly, and instructional delivery will mostly be asynchronous.
If students do not have technology devices or internet access, weekly packets of instructional materials from the online platforms will be mailed to the students. Included will be return, self-addressed, stamped envelopes for the students to return the completed materials.
Beginning the week of April 13, 2020, for a student whose home school is not able to supply the student with a technology device or internet connection, OSTC, in collaboration with Technology Services at Oakland Schools, will make our best effort to loan a technology device and supply internet connection for the student to use. Technology deployment to all students shall be completed by April 22, 2020. The Deans will communicate the following process to students and parents in order to deploy the technology quickly and safely following appropriate social distance protocols so our students receive the devices needed for appropriate school delivery. This will be done by following the process outlined below:
- OSTC staff will follow OS procedures that have been developed to provide permission to access the building and to allow parents/families access to campus grounds.
- Assigned time slots for students to arrive will be developed and communicated to families.
- Students and parents will park near the front doors of the building.
- Upon arrival, they will text the OSTC staff member notifying them that they have arrived.
- Staff will bring the device and charger outside and place it on a table.
- A sheet will be inside the laptop.
- One parent or guardian at a time will come to the table and verify the information on the form and sign. Parents or guardians will be asked to wait in the car until it is their turn to come to the table.
- After a parent or guardian signs the form, they will place it back on the table and OSTC staff will pick up the signed sheet once the area is clear.
After the initial technology deployment phase (April 13 - April 22), OSTC staff will provide the names of students needing devices and/or connectivity to Technology Services (TS) staff. TS staff will process and mail the laptops and manage the deployment of mobile hotspots for students lacking the appropriate connectivity. Technology Services will also provide a template letter asking districts to meet the technology requirements for access to OSTC’s Google Classroom.
Instructors will monitor student engagement through Google Classroom. Each campus will have an intervention team (consisting of Instructors and Student Support Specialists) to support students that have limited engagement, and they will create individualized plans to assist those students. Staff will utilize these plans to support student learning throughout the remainder of the school year.
We will provide support for staff through staff development to help all of OSTC instructors deliver content in multiple ways so that all students can access learning.
Each Dean will use three pillars in the development of their staff: All-staff team building, personalized professional learning for staff members, and virtual coaching. Each building will host Google Meet with staff on a regular/as-needed basis as determined by the building Dean. Deans will provide opportunities that are personalized and instructor driven. Utilizing Program Teacher Leaders to host PD sessions for their programs as a check-in and opportunity to share effective practices. Deans will present a uniform message regarding online learning. Human Resources will provide additional professional learning through LinkedLearning, an online professional development platform.
- 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.
Every effort will be made to support the whole child including their mental health and safety needs. Student Support Teams within each campus have been developed to meet the needs of all students. Team members may include instructors, counselors, student support specialists, and school-to-career personnel.
Each campus will provide meaningful academic work in a manner that is respectful of students, family and staff considering their mindsets, feelings, and responsibilities. Google Classroom allows the instructors to greet, encourage, teach and relay project expectations to all students. Google Classroom also allows for two-way communication supporting instructor-to-student and student-to-student engagement, allowing students to communicate with teachers and peers for academic engagement and clarification if needed. Instructional staff will adhere to the following guidelines to help build relationships through appropriate pedagogy that is evidence-based and puts the students at the center of the instructional decisions and activities during these extraordinary times.
Instructors’ role in building Student Relationships
- Be mindful of piling on too much work
- Provide feedback on all work assigned
- Provide a wide array of activities - (see Question #3 below)
- Use Google Meet for face-to-face meetings
- Pace the curriculum appropriately with intentional focus on the amount of breadth and depth
- Instructors will have daily lectures, lessons, activities and projects prepared at least two to three days ahead of time, and loaded into Google Classroom. The research on evidence-based practice for effective online teaching states classes should minimally be 20 minutes/day with a maximum of 45 minutes/day per class. These items will be clearly labeled and organized in order for students to know where, how and when they need to access and submit work. Each lesson will have the following cadence, to help keep students connected to each other and the learning tasks at hand.
- Greet - Connect with students on personal level - welcome, reminders, objectives
- Teach - Name what you are about to teach and why - provide instruction
- Show - Provide a quick model of what students will do
- Do - Direct students to complete the task/assignment and provide direction on how they are to submit their completed work.
The Counselor, Student Support Specialist and Special Population Consultant Team have assigned caseloads and will connect with students to support well-being and social-emotional needs. They will contact all of their students and explain their roles in providing support beyond the technical and academic core. The team will meet virtually or call students as needed.
- Please describe the district’s plans to deliver content in multiple ways so that all pupils can access learning.
“Do No Harm to students,” is the guiding principle for all of the Continuity of Learning Plan. This means that while student learning is important, empathy for all students is necessary during this time. A global pandemic has caused all students to worry about their health, their families, and take on other responsibilities that may not have been expected of them prior to the pandemic. The letter and spirit of the Governor’s Executive Order 2020-35 places the responsibility of educators to do the very best for students with available resources. This also translates to the adaptation and in some cases, elimination of common practices. No student should be harmed due to attendance, access to technology, or less variation in instruction. The “Do No Harm” mantra will be fulfilled by delivering our technical, academic, and soft skills through online platforms and paper packets if necessary. Every student will receive our best efforts to deliver the highest quality instruction to their door, every day.
Instructors will communicate with students via Google Classroom. This will allow them to outline lessons that include student expectations, answer questions and monitor progress. For students that are receiving packets, instructors, and other campus personnel, will communicate (check-in) with students a minimum of once per week.
Each state-approved program is required to incorporate four components:
- Integration of academic and technical skills to support core knowledge needs
- Laboratory hands-on learning to develop skills
- Work-based learning opportunities to further develop and apply skills
- Student leadership to support employability and career readiness skills
Under the Governor’s Executive Order, OSTC will do the following activities with students, when appropriate:
Integration of Academic and Technical Skills to Support Core Knowledge Needs
- Focused instruction, reinforcement, and additional depth on academic concepts that support technical skills
- Webinar/video conference call classes with students
Laboratory Hands-On Learning to Develop Skills
- Online instruction or demonstration of specific competencies
- Virtual simulation labs, where available
- Virtual or online learning support
- Project-based learning using resources from home
- Student skill demonstration via video, when possible and appropriate
Work-Based Learning Opportunities to Further Develop and Apply Skills
- Virtual tours or remote interactions with business and industry partners, including advisory committee members
- Online communication or conference calls with business mentors, monitored by instructional staff
- Virtual informational interview with career-related professionals
Student Leadership to Support Employability and Career Readiness Skills
- Virtual recognition events for students at the end of the year
- Online virtual Career and Technical Student Organization chapter meetings
- Continue focused lessons and virtual demonstrations of the Michigan Talent Architecture competencies (see chart below). Tenets of the competencies include:
- Mastery is based on observable behaviors
- Mastery levels are evaluated
- Employer/labor partners mandatory
- Inclusion of career exploration – either general or focused
- Aligned with other local/national/industry credentials
Michigan Talent Architecture
Defining the Problem (OS) & Problem Solving
Applies critical thinking skills to defining and solving problems by generating, evaluating, and implementing effective solutions.
Uses logical thought processes to properly define challenges or problems, gather and interpret evidence, and draw reasoned conclusions.
Works effectively together to accomplish goals. Demonstrates respect of cultural and individual values. Listens to and considers ideas from others.
Connects and engages with others orally, nonverbally or in writing using the appropriate communication vehicle and timing. Actively listens, contributes, and considers differing perspectives.
Adjusts to new, different or changing requirements with a positive attitude and a willingness to learn.
Effectively uses digital devices such as smartphones, tablets, laptops, desktop PCs and related software to convey and retrieve information.
Actively seeks to meet and exceed customer/client expectations or needs at all times.
Treats others with honesty, fairness and respect. Works effectively with people of diverse backgrounds. Exercises personal ethics, follows rules and laws, and understands personal and legal responsibility.
Positive Personal Brand
Displays responsible behaviors at school and work. Maintains a professional demeanor and positive reputation. Is reliable, trustworthy, and productive.
OSTC academic instructors will continue to work with students individually and in small groups to provide direct instruction for the core content areas of mathematics and science. These curriculum needs meet requirements for CTE programs. Our academic instructors will create curricula in Google Classroom and use Edgenuity (vendor curriculum for core subjects) to deliver the required coursework for students to obtain the necessary credits for graduation. This support will help meet local district needs for students to obtain the academic credit OSTC recommends.
The Tiered Intervention Teams (consisting of Instructors and Student Support Specialists) will support students that have limited engagement and will create plans to assist those students.
- Please describe the district’s plans to manage and monitor learning by pupils.
“Do No Harm to students,” is the guiding principle for all of the Continuity of Learning Plan. This means that while student learning is important, empathy for all students is necessary during this time. A global pandemic has caused all students to worry about their health, their families, and take on other responsibilities that may not have been expected of them prior to the pandemic. The letter and spirit of the Governor’s Executive Order 2020-35 places the responsibility of educators to do the very best for students with available resources. This also translates to the adaptation and in some cases, elimination of common practices. No student should be harmed due to attendance, access to technology, or less variation in instruction.
Lesson plans will be developed so the classroom objectives may be completed in approximately 30 to 45 minutes per day. The campus instructors will also incorporate various ways to deliver the work such as daily lectures, lessons, activities, projects, Google Hangouts/Meet. Included in each lesson plan will be weekly outcomes, expectations and due dates. Instructors should continue to encourage students to meet levels of performance for certificate testing (i.e., ServSafe, A+, OSHA certifications, etc.).
Instructors will monitor each student's work submitted in Google Classroom and will provide feedback. If a student is having trouble completing their work, the instructor will directly contact the student. If additional support is needed, a member of the campus Student Support Team will contact the student and, then, if necessary, connect with the parent(s)/guardian(s). Also, the Special Populations Consultant will be monitoring and reviewing Google Classroom for appropriate accommodations on a weekly basis. Teachers will collaborate with OSTC Special Populations staff to continue providing accommodations to students with an IEP or Section 504 plan to the extent practicable.
On a weekly basis, the Campus Dean will monitor Google Classroom and provide support as needed. Deans will coach instructors on research-based best practices for online learning, including:
- Be mindful of piling on too much work.
- Do not post any assignments on which you do not plan to provide feedback.
- Provide work that is not just “digital.”
- Provide a wide array of activities.
- Use Google Meet for face-to-face meetings.
- Utilize features such as Remind 101, Google Meet (voice feature), or Google Voice as additional ways to connect/communicate with students.
Senior students and parents will be told that students have the opportunity to raise their grade. If a senior student does not engage in opportunities to improve, their grade as of March 11, 2020, will be submitted when senior grades are due.
The message to junior students and parents is that students are required to participate in Google Classroom, other Learning Management Systems, or paper packets to maintain and/or improve their grade. Students’ work will be evaluated by the instructors and feedback will be provided. Students will be encouraged to engage in learning as much as possible in order to continue building a foundation for their return to OSTC next year.
- Please attach a budget outline estimating additional expenditures associated with the Plan and sources of revenue to pay for those expenditures.
While virtual learning cannot replace the hands-on instructional experience lost due to COVID-19, OSTC staff will review the program specific standards and provide experiences over the summer to supplement and reinforce hands-on instruction that students missed. During the summer, OSTC will focus on providing students with the following experiences:
- Work-based learning (WBL) is an activity that can reinforce previous instruction and deliver greater depth of instruction on many standards. For each work-based learning placement, students are provided a training plan that identifies the technical standards on which students will work during the assignment. As in previous summers, OSTC will pay instructors to supervise summer WBL placements for trade and industry programs at each campus. This will be an expansion due to the lack of hands-on opportunities during the COVID-19 closure.
- Certified Nurse Assistant (CNA) students will be provided a new opportunity to complete clinical experiences during the summer. These students will be placed primarily in nursing homes and a certified instructor will supervise students during the placement.
- Students will be provided the opportunity to take national/industry-sponsored certification tests during the summer. Many of these certifications exams require proctoring, which was not possible due to the complications of COVID-19. OSTC will continue to pay for the certification exams and proctors for these exams.
The approximate cost for providing these options are as follows:
Work-based learning $ 9,720
Certified Nurse Assistant $ 8,640
Certification Tests $16,000
Total Approximate Additional Expenditures $34,360
- Please describe the manner in which district administrators, board members, teachers, and any representatives of teachers collaborated in development of the Plan.
The Continuity of Learning Plan was created with input from the Oakland Schools Executive Director of Student Services, the four OSTC Deans, and the Oakland Schools Assistant Superintendent of Educational Services. It was then shared with and reviewed by the Oakland Schools Superintendent and Board Members. Once the MICL Plan was received, additions and edits were made to the document to make sure all areas were in compliance and covered. Teachers, support staff, and the teacher union leadership were provided small group and large group opportunities to ask questions and help clarify language for the plan.
In order to complete the OSTC Plan, each OSTC Dean hosted a Google Meet with staff to communicate the plan and receive feedback. Instructional staff questions were answered and clarifications are reflected in the plan. Deans also communicated the OSTC plan to sending district stakeholders. The OSTC plan was adjusted to incorporate information from local districts regarding grades, end-of-school-year plans, and technology needs.
Deans will continue to host Google Meet sessions with campus staff. In addition, Program Teacher Leaders will continue to meet and host program specific support(s) sessions as the OSTC plan is implemented.
OSTC School-to-Career (STC) Coordinators will communicate the OSTC plan and receive feedback for business/industry partners. The goal is to keep the lines of communication open during this time, in order to maintain our relationships and prepare for success in the summer and fall with work-based learning placements.
- Please describe the methods the district will use to notify pupils and parents or guardians of the Plan.
On April 13, 2020, all four campuses sent a letter detailing the OSTC plan for continued distance learning through the end of the 2019-2020 school year. A School Messenger phone call was also placed to parents and students notifying them of the letter that was sent.
Beginning the week of April 13, 2020, OSTC staff began contacting students to inform them of how they will be completing the lessons for their OSTC program per the Distance Learning Plan that was shared with parents and students. Staff informed students learning will occur electronically through Google Classroom, another learning management system (LMS) or by the distribution of paper packets.
Starting the week of May 4th, students and parents will be surveyed to provide feedback on the learning experience at OSTC.
Between May 18-29, 2020, Virtual Parent Townhalls will be conducted for each campus for parents to provide additional feedback, in real-time, on their students' online learning experience. OSTC will update employers on changes we have had to make to curriculum, instruction and assessment due to the pandemic. We will continue to engage local districts in the marketing efforts via virtual meetings, phone calls, and emails. Communication will occur at least monthly with incoming students and parents regarding placement.
- 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.
Planning for the implementation of the plan has occurred in two phases.
Phase One: During the week of April 13-17, 2020 instructors, and other campus personnel, contacted students to determine their needs for technology or mailed packets.
Phase Two: Formal instructional implementation will begin by April 20, 2020, and end on June 15, 2020. Instructors will prepare eight weeks of lessons for the students. Professional learning and continuous improvement will occur during this time for staff.
- 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.
The K-12 Career Readiness Consultant for CTE Early College will continue to monitor and work with students on completing the Early College classes that the students are enrolled in at Oakland Community College. The Consultant and Program Academic Instructors at each of the four campuses will work with the students throughout course completion during the 2019-2020 school year. Instructors are continuing online bi-weekly seminars that were occuring during face-to-face instruction. In addition, instructors are reviewing bi-weekly progress reports from the students that are sent to instructors and parents. Seminar sessions are hosted in Google Classroom. Student and teacher interaction occurs via email or through other forms such as video conferencing. The K-12 Career Readiness Consultant for CTE Early College will continue to engage bi-weekly with students who are in their 13th year of school (completely learning online via OCC).
- Please describe how the district will continue to provide or arrange for continuation of food distribution to eligible pupils.
Food distribution for eligible students will be provided by each student’s sending district.
- 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.
Oakland Schools 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.
- Provide a description of how the district will evaluate the participation of pupils in the Plan.
Keeping in mind that the goal of the CLP is to provide each student with alternative modes of instruction to help them stay on pace in their learning, the OSTCs will have a tiered approach - one for Seniors and one for Juniors.
Seniors will have the opportunity to raise the grade they had as of March 11, 2020, or if they do not engage in the opportunity they will receive the grade earned through March 11, 2020. If they engage in the work, instructors will evaluate the work and provide feedback. Students whose participation results in a grade increase, will earn a higher grade than the one they had as of March 11, 2020 for the 2nd semester. Students will be encouraged to obtain business/industry certifications from home, if possible.
Juniors will participate in the lessons (online or via packets), to maintain and/or improve the grade they had on March 11, 2020. Instructors will evaluate the work and provide feedback to the students. Students whose participation results in a grade increase, will earn a higher grade than the one they had as of March 11, 2020 for the 2nd semester. Juniors who are not actively participating will be contacted by instructors and student support staff. The purpose of contacting those students will be to determine why they are not participating, and make every attempt to help them engage with the curriculum. However, if juniors remain inactive due to a variety of reasons, our guiding principle of “do no harm” will come into play on an individual basis, and those students’ grades will not be lowered. Students will also be encouraged to obtain business/industry certifications from home, if possible. Juniors will be encouraged to engage in learning as much as possible in order to continue building a foundation for their return to OSTC next year.
Campus Deans will also monitor the instructors and students Google Classroom program areas.
Again, “Do No Harm to students,” is the guiding principle for all of the Continuity of Learning Plan.
- Please describe how the district will provide mental health support to pupils affected by a state of emergency or state of disaster prompted by COVID-19.
Every effort will be made to support the whole child: their mental health, nutritional needs and safety needs. Members of the Student Support Teams at each of the campuses will directly contact, provide support, and work with the students.
Support Emotional/Mental Health
- Contact information for Student Support Team (SST) members will be made available to all students and their families so students can reach out as they need assistance.
- SST will continue to proactively reach out to students weekly that they know have required assistance in the past, while also making attempts to reach all families.
- The Student Support Team can/will reach out on an individual basis to progressively address concerns.
- SST will provide instructors with posts that they can include in their Google Classroom around topics of Emotional Health, Stress Management, Coping Skills, Community Resources.
- SST will continue sharing resources with families on an individual basis, as well as sending mass emails to all families with resources related to mental health support and other specific resources related to the current situation with the pandemic. For example, the Michigan Department of Education and Michigan Department of Health and Human Services provided an Educator’s Guide to Supporting the Social and Emotional Needs of Students regarding COVID-19 information and resource materials.
- 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 followed it.
- Does the District wish 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?
No, we will not adopt a balanced calendar for the remainder of the 2019-2020 school year or the 2020-2021 school year.
Name of District Leader Submitting Application: Wanda Cook-Robinson, Superintendent, Oakland Schools
Name of ISD Superintendent/Authorizer Designee:
Date Submitted to Superintendent and State Treasurer:
Confirmation approved Plan is posted on District/PSA website: