New Prairie United School Corporation Continuous Learning Plan

Section One:  Delivery of Learning 

  • Describe how you will deliver continuous learning opportunities for all students, including special student populations.
NPUSC students will engage in three days of E-Learning instruction per week through our I-Pad system and online platforms (Tuesday-Wednesday-Thursday).  Facetime/video formats such as Zoom are being emphasized for face to face interaction. Google Classroom and Schoology are the online LMS platforms in which the majority of the communication is completed. Attendance is also taken daily using those LMS platforms.  Special student populations such as IEP, ILP, or 504 students are receiving all IEP accommodations, as well as one on one support from classroom teachers and licensed teachers focused on special populations.  Special Education teachers are following all IDOE guidelines and communicating with those students on a daily basis. All ILP students are still receiving their LAU for each student. Students also have an extended window for assignment completion to allow for more support time to complete continuous learning opportunities.  Principals, counselors, social workers teachers, and licensed teachers for special populations are also making individual phone calls, home visits, and Zoom appointments for learners struggling or falling behind to provide additional support, online tutoring or re-teaching, or social-emotional support.  
Secondary schools will still provide a semester grade based on a combination of work done in the classroom pre Covid-19 and post COVID-19 E-Learning Work (see question #7).  
K-5 students will receive a completion grade/status for this semester with the expectation of completing 70% of work in the semester at a satisfactory level.  Their traditional grades will also be calculated in our digital gradebook-PowerSchool.
  • Describe how your district communicates expectations for continuous learning implementation to 1. ) students, 2.) families, and 3.) staff. 
Our communication plan works at three levels.  First, our Superintendent’s office communicates general expectations and updates weekly through School Messenger (Phone Calls/Email/Social Media) related to E-Learning plans such as days of instruction and district policy on assignment deadlines..  Next, our Principals also send weekly communications to families with more follow up details and support options. Finally, our teaching staff is very proactive in sending students emails and messages through our online learning platform (Schoology).  Teachers also have made a point to use platforms such as Zoom and Google Hangouts to create as much face to face interaction as possible.  Regarding staff, we have continued typical Discussion processes and communication/collaboration among teachers and administration to adjust expectations for weekly continuous learning.  We have made some adjustments from our normal E-Learning policies related to submission deadlines, grade calculations, and student workload due to this extended E-Learning experience.  
  • Describe student access to academic instruction, resources, and supports during continuous learning.
Students use district issued iPads to access assignments and teacher interaction through the following platforms-Schoology, PowerSchool, Google Classroom, and Zoom.  Schoology is our main platform for posting assignments, instructional videos, teacher videos, and digital interaction/communication.  Students access support resources through these platforms and receive one on one support where needed from instructional staff. Zoom and Google Hangouts have provided a real time interaction and instruction option for students.  E-Learning instruction is occuring Tuesday-Wednesday-Thursday each week.  Monday and Friday are opportunities for additional connection and focus with students in need of additional support.  Principals, counselors, social workers and teachers are focusing on identifying students struggling with either work completion or comprehension.  Each Week students are identified and contacted by phone, email, and Zoom. Resources such as additional instruction, one on one tutoring, or Zoom and Google Hangout conferences with teachers for one on one support are all occurring to support students.


Students have access to our district IT staff by phone or email to address technology issues that arise.  NPUSC has also made hotspots available for students that need Wifi support due to their home location and concerns with rural Wifi access.
Students have access to weekly meals through a drive up format each Monday.  Breakfasts and lunches are available to all students each week in this format


  • What equipment and tools are available to staff and students to enable your continuous learning plan? Please list. 
  • District issued iPads
  • Online Learning Platforms-Schoology and Google Classroom
  • Online Platforms-PowerSchool
  • Online Platforms-Zoom District Account
  • Wifi Hot Spots provided by NPUSC for Families or Teaching Staff in need of Wifi support
  • Limited accessibility for teaching staff only to classroom for Wifi support within COVID-19 state guidelines
  • School Messenger district account for weekly communications with school community
  • Training for staff in best practices for E-Learning
  • Global PD digital learning library through educational partner Solution Tree (district contract)
  • Describe how educators and support staff are expected to connect with students and families on an ongoing basis. 
E-Learning instruction is expected each Tuesday-Wednesday-Thursday with assignments due at 11:59 pm Sunday after that week.  Monday and Friday are work days during a student waiver day and an opportunity for staff to plan, assess, and identify students that need additional support.  Teachers have used Zoom and Google Classroom platforms to create weekly face to face interaction and provide personalized instructional support.  Teachers work with administration to identify students falling behind and a weekly follow up is sent to those students.  First, families receive a phone call and email through our School Messenger system for any student with missing assignments from the week.  Follow up personal communications occur from teachers, admin, and counselors. IEP and ILP students have daily support from their trained support teachers in addition to classroom teachers through our online platform options.
  • Describe your method for providing timely and meaningful academic feedback to students.
Strong emphasis has been placed on using the Zoom and Google Hangout platform for face to face support.  Teachers have created weekly Zoom meetings that are designed for question-answer sessions for students to get the opportunity to receive real-time feedback and ask clarifying questions on weekly assignments.  Teachers have Monday & Friday to review and assess student work and are expected to have grading updated in our PowerSchool digital gradebook before the next Tuesday-Wednesday-Thursday cycle begins. This allows timely follow up from admin, counselors, social workers, and teachers related to who is getting behind and needs intervention or attention.  Feedback also occurs through direct messages through our Schoology platform from teachers to students and vice-versa.


Section Two:  Achievement and Attendance  

  • Does your continuous learning plan provide an avenue for students to earn high school credits? If so, describe the approach.
High School credits are available during our E-Learning experience due to COVID-19.  We plan to provide a semester grade as we always would with the following adjustment:  Our third grading period, which ended just before COVID-19, will be worth 70% of the semester grade as this was typical classroom interaction.  Our E-Learning work during COVID-19 happens to be occurring during our fourth grading period, which will now be worth 30% of the semester grade.  We will not be doing semester exams due to COVID-19. Any senior participating in 160 days of instruction will be eligible for semester credit provided they meet attendance and participation/engagement criteria.   
  • Describe your attendance policy for continuous learning. 
Our attendance policy related to E-Learning has been in place for some time as we have utilized E-Learning for inclement weather through our available resources for many years.  Students are expected to engage in an attendance question or discussion posted by the teacher to begin the online class. This engagement is for attendance purposes and is separate from the assignment or work for that day.  Engagement in the question or discussion is expected the day of for attendance to be accepted and counted. This accountability requires real-time, day of engagement in the course.  Attendance at all five of our schools has been over 95% each E-Learning day since COVID-19 began.
  • Describe your long-term goals to address skill gaps for the remainder of the school year. 
First, we are identifying students on a weekly basis struggling with E-learning work either from a completion/engagement or comprehension standpoint.  Meetings are occurring weekly to provide intervention with teachers, counselors, social workers, and administration all participating.  This process, along with a review of final grades will create identification of students in need of additional support.  Next, NPUSC has implemented Professional Learning Community processes through which focus on essential standards, re-teaching, and RTI interventions occur.  Each of our five schools are developing ways to create re-teaching and RTI times within the E-Learning week to simulate real-time intervention to address gaps in learning now.  Some of our schools and classrooms are declaring RTI only week in which no new instruction is occurring and the focus is re-teaching or extension of concepts recently taught.
Beyond this we will be looking for opportunities to address skill gaps through either summer programming or additional RTI intervention in the early Fall 2020.


Section Three:  Staff Development 

  • Describe your professional development plan for continuous learning. 
Our professional development plan has focused on the following issues during this E-Learning experience:
  1. Training on Zoom platforms to facilitate face to face interaction during this extended E-learning experience
  2. Use of Global PD online platform for video and digital resources for implementation and study of the PLC process through our educational partner, Solution Tree
  3. Focus on continuing weekly collaboration meetings among teaching teams through either online formats or in person if COVID-19 guidelines can be met.  Weekly meetings review where we are with essential standards, sharing assessment data collected through E-Learning, and identifying re-teaching or next step approaches based on the most recent student performance data.


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