District or Charter School Name

North Montgomery Com Sch Corp

5835

Section One:  Delivery of Learning


  1. Describe how you will deliver continuous learning opportunities for all students, including special student populations.

North Montgomery plans for students to return for in person learning August 6, 2020. This is subject to change by any executive order or recommendation made by the Office of the Governor or the Montgomery County Health Department.

Pleasant Hill, Lester B. Sommer and Sugar Creek Elementary PK-5 students who choose to return to in-person instruction will attend every day. Students at North Montgomery Middle and High School will follow a hybrid schedule, attending in-person 2-3 days per week.

On Thursday, August 6, all students in grades 6-12 with a student’s last name that begins with A-K will attend classes at the middle and high school. This group of students will be known as the Blue cohort. Students whose last name begins with L-Z will attend August 6 online. This group of students will be known as the Orange cohort. The Orange cohort will report to school for instruction on Friday, August 7, 2020. Meanwhile, the Blue cohort will attend August 7 online. Students will attend in-person every other day. These days are reflected on the corporation calendar.

On Monday, September 28, all students in grades 6-12 who had participated in the hybrid program returned to school full time.

A remote learning option is available. All North Montgomery students have a district-issued device. K-2 students have iPads and students in grades 3-12 have Chromebooks. For students with Internet access, remote learning is planned daily. Additional hotspots have been made available throughout our rural district to reach as many students as possible for eLearning. Special education teachers and ELL staff participate in general education Google Meet or Microsoft Team lessons with core content teachers. SLPs are providing teletherapy for SLI students. TOR’s follow up with students and their parents by making calls to students and using messaging systems (Dojo, Remind, Canvas) to send tutorial videos and messages. ELL, Title I support and RTI interventions continue through tailored intervention activities posted in Canvas and small group sessions via video conferencing.

  1. Describe how your district communicates expectations for continuous learning implementation to 1. ) students, 2.) families, and 3.) staff.
  1. Schools are communicating with students in person, through Canvas, Google Meet, Microsoft Teams, Dojo, Remind, emails, & phone calls.
  2. The district is communicating with families via School Messenger calls, emails,  social media, and mailings in both English and Spanish. Schools communicate with families via School Messenger, calls, Dojo and Remind.
  3. Communication with staff includes Meet, Teams, School Messenger, emails, and phone calls.

Special education staff are supported with guidance from the Director of Special Education via a link that is updated as new information is provided by DOE.

Our ELL staff is meeting, calling, video conferencing, emailing students and families to offer support.

In addition to weekly school staff meetings, administrators will monitor Canvas lessons to ensure plans are aligned to curriculum maps, scope and sequence, units of study, and checks for understanding of student progress.

  1. Describe student access to academic instruction, resources, and supports during continuous learning.

Teachers manage their in person students and also are available to respond to remote learners via email, phone, Dojo, Remind, or Canvas messaging daily to support students in their instruction. Most respond to students regardless of day or time. Some teachers hold regular office hours via Meet or Teams where students can connect with the teacher live.

Elementary core instruction includes daily reading, writing and math. Designated grade level teachers deliver remote instruction for this content. Homeroom teachers, instructional coaches, substitute teachers, paraprofessionals, specials teachers, special education teachers hold office hours to support assigned students. Classroom teachers and counselors support SEL needs with Second Step lessons.

Middle School core instruction includes English/Language Arts, Math, Science and Social Studies. Designated department teachers deliver remote instruction for content.  All teachers (content and related arts), paraprofessionals, and special education staff provide support for assigned students. Advisory teachers and counselors support SEL needs with neuroscience and Second Step lessons.

High School teachers deliver remote instruction for their content area.   Teachers, subs, paraprofessionals, and special education staff provide support for assigned students. Advisory teachers and counselors support SEL needs with neuroscience and CCR lessons.

Teachers are contacted as needed by students, parents and/or principals during designated hours. Parents and students follow the directions posted by individual teachers.

Teachers inform students of lessons, activities and assignments through teacher’s Canvas home page by 3:00 pm, allowing time for students to access while parents are home. Kindergarten and first grade students may receive some assignments in forms other than Canvas.

Daily participation of remote learning students is required. May be done via phone or device.  

Assignments and related materials made available as close to real time as possible.

  1. What equipment and tools are available to staff and students to enable your continuous learning plan? Please list.

All teachers have a school-issued device. Students in grades K-2  have access to 1:1 iPads and students in grades 3-12 have Chromebooks with Windows and Microsoft Office Suite.

In addition, students and staff have access to the following, as needed:

  • Hotspots with data plans are provided throughout our rural district
  • Canvas, Zoom, Dojo, Remind, Google Meet, Microsoft Teams and various apps for communication and instructional support
  • Technical support help desk contacts
  • A delivery system staffed by district personnel to safely distribute and collect printed materials for students without Internet access

  1. Describe how educators and support staff are expected to connect with students and families on an ongoing basis.

Teachers post daily lessons and assignments in Canvas daily. Most teachers send email, Dojo or Remind messages to parents and students to remind them of the assignment expectations and due dates. Special education teachers contact  parents and students to provide support outside regular contact times.

Teachers post graded assignments in Canvas. Teachers use a variety of means to provide feedback on writing assignments, creating PDFs of students’ submitted work and using tools to provide written feedback before returning it to students. Video conferencing enables teachers to share verbal feedback to students on writing pieces, as though students were with them at the table.

Special education, ELL  and Title I staff reach out to students regularly to support them with their assignments to ensure students remain on pace with their assignments. Teachers, administrators, and counselors contact parents of students who are failing to complete assignments to ensure students have the support they need to complete their assignments and provide their supplemental minutes per their IEP/ILP.

Elementary -Daily check-ins between staff and students/families via Canvas, messaging systems (Dojo, Remind, School Messenger), emails, texts, phone calls, and video conferencing, daily delivery and collection of learning material. Teachers make calls to parents when a student is not completing work.

Middle School-Daily check-ins with advisory students and teachers; phone calls, emails, video conferencing, Canvas. Advisory teachers follow up with students and parents who do not complete work.

High School - Daily check-ins with advisory students via video conferences, Canvas, phone, etc.; additional weekly check-in by advisory teachers with students not completing work via phone and email.

The SRO will complete wellness visits to homes of students/parents who do not respond to the school.

  1. Describe your method for providing timely and meaningful academic feedback to students.

Students and parents are able to check student grades in the PowerSchool Parent Portal. Teachers are expected to update grades and attendance each week in PowerSchool to provide students progress.

Elementary teachers provide formative daily and weekly feedback to students in class, through Canvas, video conferencing, email, and/or messaging systems (Dojo, Remind)

Middle School teachers provide daily feedback in person or in the form of a grade or message for students completing remote work within a day of assignment due date.  Advisory teachers and other assigned staff members call students to discuss their work.

High School teachers use weekly formative assessments of student learning in person and remotely to guide teacher preparation for the following week. Assessments are collected daily in classes.  Feedback is delivered via Canvas, email, and PowerSchool.

Section Two:  Achievement and Attendance  


  1. Does your continuous learning plan provide an avenue for students to earn high school credits? If so, describe the approach.

Algebra I and Geometry is taught at the middle level for high school credit. Students are expected to complete the assigned in class or remote learning work in order to earn a grade that leads to high school credit.

High school students will continue to complete assigned lessons and submit assignments. Students will be able to improve their grades based on their assignment completion and meeting student mastery on the standard taught. Students will continue to meet the requirements of dual-credit classes by completing all necessary work approved with the partnership of our local post-secondary institution.

  1. Describe your attendance policy for continuous learning.

Pursuant to North Montgomery’s eLearning policy, students will be counted present when school work has been delivered in person or uploaded on a device and completed. Attendance will be updated daily by the assigned staff member.

  1. Describe your long-term goals to address skill gaps for the remainder of the school year.

Administrators will modify school schedules as needed to include time for teachers to address skill gaps and provide remediation as needed.

Other long-term goals include:

  • Keeping students engaged and connected with teachers throughout the stay at home order to make them feel safe.
  • The well-being of students is more important than academic gains. Students cannot learn when they are in crisis.
  • By December 2020, students are fully engaged in the learning process and showing academic growth on NWEA and/or local assessments.

Teachers will plan and deliver on grade level, course instruction in real time, in person or by remote learning.

Skill gaps will be identified through NWEA and other pre assessments. Staff will be assigned to assist those deficit areas with students during part of the core instruction period, resource period, or by video conferencing or phone calls with remote learners

North Montgomery is committed to providing an organized schedule of lessons so that parents and students can develop a daily routine while in school or learning from home. The pandemic has caused everyone anxiety. We know that when adults and children are in crisis, the brain needs predictability and routine to avoid chronic stress. We recognize and appreciate the need for parental support going forward, and that of course, looks different from home to home. The synchronous nature of the in school and remote lessons will allow students to transition back to school much more easily.

Section Three:  Staff Development


  1. Describe your professional development plan for continuous learning.

North Montgomery began our 1:1 initiative with high school students at the start of the 2014-2015 school year By 2017, all students K-12 had a school-issued device.  Teachers have been engaged in professional development related to e-Learning since receiving their devices, which minimized the immediate need for training to address this extended e-Learning period.

North Montgomery staff have continued to support each other by sharing resources and engaging in training provided by the district’s Technology Integration Specialist.

During the summer of 2020, administrators and the Tech Integration Specialist engaged in Google level 1 training, primary grade considerations for remote learning, and DOE-provided Digital Course Curation training in June. Grade level and department meetings have been held virtually to address social and emotional, as well as instructional support for students and staff.

North Montgomery staff engaged in planning for the return of students in the fall, as well as remote learning, on August 3-5 onsite.

Teachers will collaborate to focus on the social and emotional needs of all students as they return to the schools that abruptly closed 20 weeks before. Daily SEL lessons will be created to rebuild classroom communities that build trust between students and school staff.

Updated 7.16.2020

Updated 9.21.20