2023 - 2024

Continuous

Learning Plan

Virgil Browne Glencoe Charter School

4491 Louisiana Highway 83

Franklin, Louisiana 70538

Telephone: (337) 923 - 6900

Fax: (337) 923 - 6942

Loren M. Decuir, Director    |   Brandan M. Trahan, Assistant Principal

Table of Content

Section 1                                Cover Page                                        Cover

Section 2                                Snapshot Information                        Cover

Section 3                                Executive Summary                                Pg.  2

Section 4                                School & System Planning                        Pp. 2 - 5

Section 4.1                                Emergency Planning Team                        Pg. 4

Section 4.2                                Scope & Cadence of Work                        Pg. 5

Section 4.3                                System Plan for Continuous Learning        Pg. 5

Section 5                                Technology                                        Pp. 5 - 7

Section 5.1                                Planning                                        Pg. 6

Section 5.2                                Training                                        Pg. 6

Section 5.3                                Implementation & Tracking                Pp. 6 - 7

Section 6                                Instructional Quality                        Pp. 7 - 10

Section 6.1                                High-Quality Curriculum                        Pp. 8 - 9

Section 6.2                                Planning                                        Pg. 9

Section 6.3                                Implementation & Tracking                Pp. 9 - 10

Section 7                                Family Engagement                                Pp. 10 - 12

Section 7.1                                Partnership Development                        Pp. 11 - 12

Section 7.2                                Communication Strategy                        Pg. 12

Section 7.3                                Resources                                        Pg. 12

Section 3: Executive Summary 

In an effort to provide rigorous, engaging, and meaningful instruction for all students during school closure, our district, in accordance with BESE policy, has developed a plan to assist with academic success.  This plan was developed for the safety and well-being of all students and staff.  

• Short-Term Modified Operations:  A significant portion of the students and/or staff are not able to be on campus for 1-3 days for face-to-face, direct instruction.  Continuous learning expectations may be limited or smaller in scope, depending on resource availability (electricity, Internet, etc.)
  

• Medium-Term Modified Operations:  A significant portion of the students and/or staff are not able to be on campus 4-10 days for face-to-face, direct instruction.
  

• Long-Term Modified Operations:  A significant portion of the students/staff are not able to be on campus for more than 11 days for face-to-face, direct instruction.  Operations in this phase will have more consistency and expectations of routines and instruction.  

Factors contributing to the activation of continuous learning during a short-term or medium-term emergency interruption of school will be contingent upon access to power, Internet, water, and the overall safety and well-being of students/staff.  While some natural disasters like hurricanes and floods may have some lead time for response, other disasters like tornados, fires, and chemical-related air quality issues are unexpected and unpredictable.  

Once a decision has been made to enter into a short-term or medium-term continuous learning phase, the information will be communicated to stakeholders through our district webpage, Google Classroom, social media, news media outlets, and our district’s student information system.

Section 4: School & System Planning 

This continuous learning plan will provide information and outline the expectations of students, parents, and teachers should V. B. Glencoe Charter School enter short-term, medium-term, or long-term modified operations.

District instruction will be delivered in the following two formats:

Asynchronous Learning: learning that does not occur at the same place or time as the provider.  It is specifically designed by the teacher, itinerant staff, or provider, and the student will perform the learning tasks without direct teacher supervision but may require adult supervision at home.  The staff member monitors progress and provides feedback, and is available for questions or guidance.  Examples of asynchronous learning include: prerecorded video lessons, guided practice (worksheets, prescribed hands-on learning activities related to the instruction given via recorded or live lesson), supported independent practice, and computer-based instruction.

Synchronous Learning:  learning occurs with real-time interaction with the teacher, paraprofessional, or itinerant staff member. Examples may include live video instruction, office hours, and live coaching for parents for instructional activities.

Students are expected to participate daily in classroom synchronous and/or asynchronous activities.  

During continuous learning, it is important to note that the caregiver’s role is not to provide instruction but rather to support the student's learning.  This may include the creation of a proper work environment, assisting students in maintaining their daily schedule, ensuring students access their online classes daily, supervising independent work, and providing incentives for work as needed.  Parents are encouraged to work with their student’s service provider to address varying needs.  Parents are encouraged to monitor Google Classroom.

District & School Commitments:

• Ensure ALL students engage in meaningful learning experiences every day.
• Develop, implement, and communicate virtual learning plans that meet the needs of ALL students with stakeholders.
• Provide instruction in ELA, math, science, and social studies for K-8th students.
• Provide instruction in courses required for graduation for 9th - 12th grade students.
• Support teachers in planning and implementing virtual learning.
• Help teachers identify and secure needed resources.
• Help families find needed resources.
• Be flexible and understanding as stakeholders navigate through virtual instruction.

Teacher Commitments:

• Ensure ALL students engage in meaningful learning experiences every day.
• Deliver high-quality curriculum - and standards-aligned instruction utilizing best practices.
• Provide a range of meaningful learning opportunities that meet the needs of all learners; make these activities available in a timely manner.
• Provide accommodations for diverse learners.
• Establish and communicate a consistent routine for virtual learners (i.e., designated class times, routines, etc.)  This includes posting notifications and announcements.
• Support student engagement during virtual instruction.
• Grade weekly assignments and provide regular feedback to students on progress in a timely manner, and input the grades into JCAMPUS regularly.
• Consider family/home contexts and students’ social-emotional needs.
• Communicate regularly with students, parents, colleagues, and administrators.
• Be available at scheduled times to answer student/parent/caregiver questions.

Teachers in specialized roles may be asked to help with core instruction.  

Student Commitments:

• Respond to and engage in daily communication with the virtual teachers.
• Engage in virtual instruction during designated/scheduled times as communicated by the school.
• Check and read all notifications and announcements daily.
• Ask clarifying questions when you need help or don’t understand.
• Complete your assigned work by the due date.
• Complete assignments and/or assessments on your own so that you can receive authentic feedback from your teacher that will help you progress in your learning.
• Protect learner accounts by not sharing your username or passwords.
• Be flexible and understanding as teachers navigate through virtual instruction.  

Parent/Caregiver Commitments:

• Ensure student establishes and follows regular daily schedule and routines.
• Reserve a space that is free from distractions/interruptions for students to complete virtual learning work.
• Talk to students about their work every day.
• Communicate with the teacher any concerns or issues your student may have.
• Ensure your student is logging on during the designated instructional times.
• Ensure student asks the teacher for help when they are struggling.
• Monitor online assessments to ensure the student is taking them on their own without any aids.
• We encourage help from family, friends, etc.  However, when an assignment is scored, we expect the work to be the student’s alone so that the score is meaningful and teachers get the information they need to plan further instruction.
• Be flexible and understanding as we all navigate this virtual learning.

Section 4.1: Emergency Planning Team 

The emergency planning team will consist of the following members: Loren Decuir (Director), Brandan M. Trahan (Assistant Principal), Katie Bouillion (C.F.O), Luke Halloway (Technology), Laurie Stovall (Leadership Team), Karial Arceneaux (Leadership Team), Angelle Breaux (Leadership Team), and Dr. Lindsey Stephens (Leadership Team).  These individuals bring a wide variety of experience, education, and knowledge to the team, and as a result, a robust plan that contributes to the overall success of students K-12 and teachers has been established.

Section 4.2: Scope & Cadence of Work

The continuous learning plan encompasses the following key areas of focus: emergency planning and response training, scenario-based exercises, review of policies and procedures, and collaboration with external agencies.  

Through regularly scheduled meetings, the team will hold periodic meetings to discuss updates, share insights, and address any emerging issues related to emergency planning and preparedness.  These meetings will provide a platform for open communication, brainstorming, and collaborative problem-solving.

 Workshops will be organized or attended to provide team members with opportunities to acquire new knowledge, learn from experts, and enhance their skills in emergency planning and response.

After each “practice run” or actual event, the team will conduct a thorough after-action review to evaluate the effectiveness of the response, identify areas of improvement, and incorporate lessons learned into the emergency plan.  This feedback loop will drive continuous refinement of strategies and procedures.

Section 4.3: System Planning for Continuous Learning 

To support the continuous learning plan, the team will implement the following systems:

Documentation & Version Control:  All plans, policies, and procedures will be documented and regularly reviewed.  Version control will be implemented to track revisions and ensure that team members have access to the most current information.  

Knowledge Sharing Platform: A dedicated digital platform (Google Classroom - Faculty Page) will be established to facilitate knowledge sharing among team members.  This platform will serve as a repository for resources, best practices, case studies, and relevant research articles.  

Feedback Mechanisms:  The team will establish feedback mechanisms to gather input from school staff, students, parents, and other stakeholders regarding the effectiveness of preparedness measures.  This feedback will inform future planning and continuous improvement efforts.

Evaluation and Metrics:  The team will establish key performance indicators (KPIs) and metrics to measure the effectiveness of planning initiatives.  Regular evaluations will be conducted to assess the team’s progress, identify areas for improvement, and make data-driven decisions.

Section 5: Technology 

The use of Google Classroom (GC) will be the main instructional platform to continue student learning when the school building is not able to be occupied for any reason.  Short, medium, and long-term operations will focus on the use of GC when there is access to electricity and internet/broadband service.  

Section 5.1: Planning

In the planning phase, the school will focus on ensuring the effective implementation of Google Classroom (GC) as the main instructional platform during periods when the school building cannot be occupied.  

Section 5.2: Training 

To ensure students and faculty members are well-equipped to utilize Google Classroom effectively, comprehensive training programs will be implemented.  

Student Training:  At the beginning of each school year, students will receive training on the best practices for using their assigned devices.  This training will cover topics such as device care, responsible internet usage, and navigating Google Classroom.  Ongoing support and refresher sessions will also be provided as needed.  

Faculty Training:  Faculty members will receive training on Google Classroom to enhance their instructional practices.  These training sessions will focus on utilizing the platform’s features, creating and managing digital assignments, facilitating online discussions, and providing timely feedback to students.  Additional training opportunities will be provided throughout the year to address emerging needs and explore advanced functionalities.  Additionally, faculty members will be trained in the use of Blocksi, our system’s student monitoring system, which allows the viewing of student devices and the sharing of screens.  

                Section 5.3: Implementation & Tracking 

At the beginning of each school year, the school system will track the assignment of devices to students, faculty members, and staff through a spreadsheet.  This process will ensure that every individual has a device for their use, ensuring seamless integration of technology in teaching and learning.  

The successful implementation of GC and tracking of its usage will be crucial for monitoring student engagement and progress.  

The school’s technology team will provide ongoing support to both students and faculty members during such closures.  They will be available to address any technical issues, troubleshoot problems, and guide users in utilizing the platform effectively.

The school will utilize analytics and reporting features within Google Classroom to track student engagement, completion of assignments, and overall participation.  These data points will enable the identification of students who may require additional support or intervention.

By implementing a robust training program, establishing effective tracking mechanisms, and continuously refining the implementation process, V. B. Glencoe Charter School will ensure that the use of Google Classroom supports uninterrupted student learning and enables efficient communication and collaboration between students and faculty members.

Section 6: Instructional Quality 

During a school closure, maintaining a high-quality curriculum is crucial to ensure students continue their learning progress.  As such, our currently adopted Tier I curriculums currently provide options for in-person instruction in addition to online (virtual) instruction.

Teachers will determine what essential standards will be prioritized for the duration of remote learning based on grade-level expectations.  Additionally, teachers will develop a plan to address any missed learning opportunities critical for this year’s grade-level work.  They will identify places in their course’s sequence and pacing where it would be best to address these skills and provide opportunities for student academic success.

We understand and recognize that remote instruction delivery can sometimes be a challenging endeavor for educators and that it involves more than just printing non-digital materials, uploading files, and sharing links to media content.  Delivering remote content is a skill that must be developed, and teachers will be provided the support, resources, and professional development needed to accomplish remote learning.  Below are best practices across the continuum from printed instructional materials to fully online curricula.

• Be present and fully engaged as the instructor.  Let the students see your face during online interactions.
• Work within PLCs to support the development of remote learning.  Remote teaching, if not done collaboratively, can become burdensome and tedious.  Teachers should be encouraged to leverage the expertise and insight of their PLC members, whether novice or veteran, to fully support the creation of curriculum/standards-aligned, engaging lessons that are effective for all learners.
• Focus on engaging and accessible learning materials and techniques.  Prioritize mini-lessons and short mini-lectures to keep students engaged.  Incorporate mixed media content, such as television clips, newspapers, maps, political cartoons, interactive web-based, free software tools, etc., to keep students engaged and excited about learning.
• Remain flexible with pacing and student assignments.  The focus is learning, not compliance.  Students may have non-traditional schedules.  The key factor is keeping students engaged, connected, and abreast of learning expectations.  This requires assignments and accompanying resources to be available in a timely manner.
• Teachers should conduct themselves in a professional manner at all times.  This includes appropriate dress, use of language, logging into Google Meet sessions prior to the start of instruction, and ensuring materials are prepared in advance.

Evaluations and observations will follow the Louisiana Department of Education guidelines and BESE policy.

Support for Students with Disabilities:  It is the goal of Virgil Browne Glencoe Charter School to offer equitable access to high-quality, individualized education for all students. IEP teams should consider both online learning models and determine the most appropriate delivery for each student. All student needs will be considered on a case-by-case basis in order to provide necessary support for our students in special education.  Special Education staff will use all available technology in order to continue to provide services to our students.

 Considerations for IAPs/504 Students:  The student’s disability will be considered and accommodated to ensure a student can access high-quality instruction.  It will be expected that all students will log into their assigned/scheduled classes during the designated time.  Current accommodations will be used to support the learning of the student.

 Support for English Language Learners: Accommodations will be provided according to the student’s individualized language needs. The grading policy for ELs will remain the same according to our pupil progression plan.  EL staff will collaborate and co-plan with content teachers to review assignments to provide support as needed.

Section 6.1: High-Quality Curriculum

 Pre-K: We utilize Tier I curricula and will continue to use these resources in the event of a disrupted learning environment.  

 Primary: We utilize Tier I curricula and will continue to use these resources in the event of a disrupted learning environment.

 Middle/High: Tier I curricula have already been adopted in each grade level and subject area.  These resources will continue to be used in the event of a disrupted learning environment, so there will be no disruption to classroom instruction.  

Diverse Learners: When applicable, we will utilize Tier I curricula and will continue to use these resources in the event of a disrupted learning environment.  In addition, curricula to address the needs of special learners will be used when necessary.

Administrators will continue to support instruction by participating in virtual classes and regularly monitoring the resources teachers are using and the assignments students are given.

Section 6.2: Planning

 Effective planning plays a vital role in ensuring a smooth transition to remote learning.  To maintain instructional quality, our school will focus on the following planning strategies:

Collaboration and Professional Development: facilitate regular virtual meetings and collaborative planning sessions among teachers to share best practices, exchange ideas, and develop innovative remote teaching strategies, and provide targeted professional development opportunities to support teachers in adapting instructional techniques for remote learning, including leveraging technology tools and fostering student engagement.

Lesson Design and Sequencing: guide teachers in designing well-structured and coherent lessons that align with the adapted curriculum and ensure a logical progression of content, and encourage teachers to consider the pacing of lessons, incorporate formative assessments, and plan opportunities for active student participation and interaction.

 Resource Selection: curate a comprehensive collection of digital resources, including multimedia materials, online textbooks, interactive simulations, and educational apps, to support teachers in their instructional planning and offer guidance on selecting appropriate resources that align with the instructional goals, engage students, and promote a deeper understanding.

Section 6.3: Implementation & Tracking

To maintain instructional quality during school closure, it is crucial to monitor student progress and provide ongoing support.  

Clear Communication and Expectations: clearly communicate expectations regarding student engagement, assignment submission, and communication channels to students, parents, and teachers, and establish a consistent schedule for virtual instruction, online discussions, and feedback to provide structure and routine for students.

Ongoing Feedback and Assessment: provide guidance to teachers on effective strategies for providing timely and constructive feedback to students, both individually and collectively, and

encourage teachers to utilize a variety of assessment methods, including formative assessments, quizzes, projects, and discussions, to gauge student understanding and adjust instruction accordingly.

Data Analysis and Progress Monitoring: establish systems for collecting and analyzing student data, including formative assessment results, completion rates, and participation levels; use data to identify students who may need additional support or interventions and develop targeted strategies to address their specific needs, and regularly communicate student progress to parents, highlighting areas of growth and suggesting areas for further support at home.

By focusing on instructional quality, planning, and effective implementation and tracking, our school aims to ensure that students receive a robust and meaningful learning experience during any period of closure.  Continuous monitoring, collaboration, and adaptation will enable us to provide the necessary support for students’ academic growth and success.

Section 7: Family Engagement

At V. B. Glencoe Charter School, we value the partnership between families and the school community in supporting student learning.  In the event of a short or long-term closure, it is essential to maintain open lines of communication and actively engage families in their child’s education.  

Communication Channels: establish a dedicated communication platform (e.g., email, Google Classroom, school website) to regularly update families about closure details, expectations, and available resources, provide contact information for teachers, administrators, and support staff, ensuring families have a reliable point of contact for questions and concerns, and schedule regular virtual check-ins, webinars, or small town hall meetings to address parent queries, share updates, and maintain a sense of community.

Learning Resources and Support: create a comprehensive repository of digital resources, including online textbooks, educational websites, e-books, and instructional videos, categorized by grade level and subject, offer guidance to families on creating conducive learning environments at home, including strategies for time management, setting routines, and minimizing distractions, and provide support for families who may face technological barriers or limited internet access. Explore options such as distributing learning packets, loaning devices, or partnering with community organizations to provide connectivity solutions.

Continuous Learning Strategies: distribute the learning plan to families and stakeholders that include expectations for student engagement, assignment submission, and assessment methods during the closure period, encourage teachers to design flexible and differentiated learning activities that accommodate diverse student needs and allow for self-paced progress, and offer virtual office hours where teachers can provide one-on-one or small group support to students and families, address questions, provide clarifications, and offer guidance.

Parental Involvement: encourage parents to plan an active role in their child’s education by setting aside dedicated time for learning, reviewing assignments, and monitoring progress; provide resources and suggestions for engaging learning experiences that families can pursue together, such as reading books, conducting experiments, or engaging in discussions, and foster parent collaboration through virtual platforms, enabling parents to connect, share experiences, and support each other.

Social-Emotional Support: recognize the importance of students’ social-emotional well-being during a school closure.  Provide resources and guidance for families to address these needs, including mindfulness exercises, stress reduction techniques, and emotional support hotlines; establish virtual counseling services to offer students and families a means of seeking support from trained professionals, and encourage teachers to incorporate social-emotional learning activities into the curriculum and provide opportunities for students to connect with their peers virtually.

Progress Monitoring and Feedback: implement clear guidelines for assessing and providing feedback on student work during the closure period, regularly communicate with families regarding their child’s progress, highlight areas of growth and areas that may require additional support, and provide guidance to parents on how to review and provide constructive feedback on their child’s assignments, encouraging a collaborative approach to learning.

Reintegration and Transition: develop a plan for transitioning students back into the school environment after an extended closure, including orientation activities, social-emotional support, and academic assessment, and communicate the plan clearly to families, addressing any concerns they may have and providing reassurance about the return to on-site learning.

 By implementing this Family Engagement Plan, we aim to ensure that learning continues seamlessly, even during periods of school closure.  We believe that a strong partnership between the school and families is essential for the educational success and well-being of our students.  Together, we can navigate the challenging times and create a supportive learning environment, both in and out of school.

Section 7.1: Partnership Development 

Partnership development is crucial for V. B. Glencoe Charter School to foster a collaborative relationship with external organizations and individuals.  These partnerships will provide valuable resources, expertise, and support to enhance the continuous learning plan.  

The school will proactively identify potential partners within the community, including local businesses, non-profit organizations, higher education institutions, and other schools.  Consideration will be given to their alignment with the school’s mission and goals.

The school will establish formal partnerships through collaboration agreements, memorandum of understanding (MOU), or other formalized agreements.  These partnerships may involve joint projects, resource sharing, professional development opportunities, or mentorship programs to benefit the school and its partners. Currently, V. B. Glencoe Charter School is partnering with Teche Action Clinic and Communities in Schools but will work to establish partnerships.  

The school will actively engage parents and community members in the continuous learning plan.  Regular communication channels, such as parent-teacher meetings, community forums, and social media platforms, will be used to involve parents and community stakeholders in providing feedback, sharing resources, and participating in school events.

Section 7.2: Community Strategy

The community strategy focuses on engaging the broader community in supporting the continuous learning plan and creating a sense of ownership and shared responsibility.  

The school will seek volunteer programs to involve community members in supporting various aspects of the continuous learning plan.  Volunteers may provide tutoring, mentorship, or assist in organizing extracurricular activities, thereby enriching the learning experience for students.

The school will additionally actively seek and utilize community resources to enhance the continuous learning plan.  This may include access to local libraries, museums, and cultural centers, or inviting guest speakers from the community to share their expertise and experiences.

                 Section 7.3: Resources 

Adequate resources are vital to support the successful implementation of the continuous learning plan.  

The school will actively seek grants and funding opportunities to support the continuous learning plan.  This may involve researching and applying for grants from governmental agencies, foundations, and educational organizations.  

The school will allocate appropriate financial resources to support the continuous learning plan.  This includes budgeting for technology, professional development programs, curriculum materials, and other necessary resources aligned with the plan’s goals.

By focusing on partnership development, implementing community strategies, and ensuring adequate resources, V. B. Glencoe Charter School will create a strong foundation for the continuous learning plan. These efforts will enhance student outcomes, strengthen community engagement, and contribute to the overall success of the school’s Pre-K - 12th grade education program.