Recommendations & Requirements

  • Instruction
    Governance (Before School Opens)

    Create a district Return to Instruction and Learning working group, potentially led by the Director of Curriculum, Chief Academic Officer or the equivalent, and composed of a broad group of stakeholders on the district and school level, to:

    • Gather feedback from families, teachers, students, and school leaders about their experiences with remote learning through online surveys and/or virtual focus groups or conversations.
    • Revise the district’s remote learning plan to incorporate feedback and input from stakeholders to improve its effectiveness.
    • Share the district’s remote learning plan with all involved stakeholders."
    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Ensure that remote learning plans, revised based on feedback and input from school leaders, educators, families, and students, are distributed to all involved stakeholders in their home language. Create opportunities for ongoing feedback.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Not applicable
    • Phase 5:
      Not applicable
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Support schools to assess every student in grades preK-12 during the first few weeks of school, using a screener, diagnostic, or formative assessments that can be given online or conducted virtually, to understand where students are academically and inform instructional decisions for teachers, students, and families.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Not applicable
    • Phase 5:
      Not applicable
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Make expectations clear to school leaders and teachers around hybrid or remote instruction that include:

    • Best practices for blended or remote learning;
    • Grade-level proficiencies;
    • Modes of student assessment and feedback;
    • Differentiated support for students;
    • The inclusion of social-emotional learning;
    • Guidance around daily instructional time and workload per different grade bands to ensure consistency for students."
    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Not applicable
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Set an instructional vision that ensures that:

    • Every student will start the year with access to grade-level instruction and high quality, standards-aligned instructional materials in every subject.
    • Every student will be assessed on their understanding of prerequisite skills and grade-level proficiencies using formative assessments, screeners, or diagnostics.
    • Every students’ academic and socialemotional needs will be addressed with the integration of Social and Emotional Learning (SEL) and strengthening connections with students."
    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Secure supports for students who are transitioning to postsecondary.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Support schools to implement grade-level curricula that is aligned to Michigan preK-12 standards.

    • Support teachers to utilize power standards that identify the major work of the grade in order to focus, prioritize, and accelerate instruction."
    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Instruction (When Schools Reopen)Remote Instruction / Instruction (Before Schools Reopen)

    Conduct checkpoints with school leaders around curriculum and instruction and ongoing monitoring of student progress, specifically honing in on the progress of students in need of additional support.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Phases 1-3: Activate remote learning programs at scale to deliver standards-aligned curricula and high-quality instructional materials. Integrate synchronous and asynchronous learning and best practices that promote student engagement, consistency, and differentiation. Consult MDE for high-quality digital resources.

    Phase 4: Activate hybrid learning programs at scale to deliver standards-aligned curricula and high-quality instructional materials. Integrate synchronous and asynchronous learning and best practices that promote student engagement, consistency, and differentiation. Consult MDE for high-quality digital resources.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Not applicable
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Phases 1-3: Review students’ IEPs, IFSPs, and 504 plans in coordination with general and special education teachers to reflect the child’s evolving needs based on assessment data and parent feedback, and design accommodations and match services accordingly.

    • Commence intervention and support services. Plans must include all programs and learning environments, especially
      special education, birth to five services, and
      CTE.
    • Establish structures for general and special education teachers to collaborate on delivery methods for assessments and instruction as outlined in IEPs. Consider students’ needs around accessibility and provide assistive technologies, where possible."

    Phases 4 and 5: Revise students’ IEPs, IFSPs, and 504 plans in coordination with general and special education teachers to reflect the child’s evolving needs based on assessment data and parent feedback, and design accommodations and match services accordingly.

    • Commence intervention and support services. Plans must include all programs and learning environments, especially
      special education, birth to five services, and
      CTE.
    • Establish structures for general and special education teachers to collaborate on delivery methods for assessments and instruction as outlined in IEPs. Consider students’ needs around accessibility and provide assistive technologies, where possible."
    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Inventory all intervention programs and services available to students on the district and school level and identify any gaps.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Remain connected with MDE about policies and guidance.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Remote Instruction / Instruction (Before Schools Reopen)

    Develop a continuation of services plan for students needing occupational, physical, and/or speech and language therapy, including evaluations by school psychologists and social workers.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Instruction (When Schools Reopen)

    Ensure that every student:

    • Has access to standards-aligned, grade-level instruction, including strategies to accelerate student learning;
    • Is assessed to determine student readiness to engage in grade-level content;
    • Is offered scaffolds and supports to meet their diverse academic and social-emotional needs"
    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Instruction (When Schools Reopen)

    Review student data to identify overall trends and gaps in student learning to design systemic supports and interventions.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Instruction (When Schools Reopen)

    Conduct a review of each students’ IEP in partnership with teachers and parents to reflect each student’s evolving needs based on time away from associated services including OT, PT, and Speech while school buildings were closed.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Instruction (When Schools Reopen)

    Procure any additional standards-aligned tools or materials to support differentiation, intervention, and remote learning, based on students’ needs.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Instruction (When Schools Reopen)

    Set expectations for schools and teachers to integrate high quality digital tools and resources that are appropriate and sustainable at each grade level, to increase teachers’ and students’ familiarity with online learning in case of a return to remote instruction.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Instruction (When Schools Reopen)

    Determine and activate structures outside of the regular school day, such as summer learning options, extended day, and after-school programming, to potentially be leveraged to support students in need of additional support.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Instruction (When Schools Reopen)

    Support schools to communicate regularly with families in their home language about their child’s progress and the targeted plans for students in need of additional support.

    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Instruction (When Schools Reopen)Monitoring

    If hybrid, activate plans to monitor and assess the following:

    • Connectivity and Access
      • Ensure that all students and families have adequate connectivity and the devices necessary to successfully engage in and complete schoolwork.
    • Attendance
      • Develop systems to monitor and track students’ online attendance on a daily basis.
    • Student Work:
      • Teachers will assess the quality of student work and provide feedback to students and families.
      • Students will self-assess the quality of work, reflect on teacher feedback, and learning progress."
    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Not applicable
  • Instruction
    Professional Learning

    Continue to provide professional learning and training through virtual modes for educators to:

    • Offer restorative supports for teachers and learning around equity and implicit bias, social-emotional learning, and culturally responsive education;
    • Share knowledge, continuously learn, and exchange ideas, successes and failures around remote learning;
    • Share information and data about students’ assessment results, progress, and completed assignments;
    • Learn how to use the school’s digital systems and tools appropriately and sustainably
    • Build capacity around high-quality remote learning.
      Utilize structures, such as professional learning communities, for educators to collaborate on prototypes for a week’s worth of instruction to establish consistency and an appropriate workload.

    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Not applicable
    • Phase 5:
      Not applicable
  • Instruction
    Professional Learning

    Provide adequate time for schools and educators to engage in:

    • Intentional curriculum planning and documentation to ensure stability of instruction, whether school buildings are open or closed;
    • Identify students who potentially need additional support;
    • Share knowledge and ideas around the use and effectiveness of digital tools and resources that support remote learning.
      Create a plan for professional learning and training, with goals to:
      "- Offer restorative supports for teachers and learning around equity and implicit bias, social-emotional learning, and culturally
      responsive education;"
    • Train school leaders and teachers thoroughly in the chosen digital systems and tools and their use;
    • Build school leaders’ and teachers’ capacity to design and develop blended and remote learning experiences that are equitable and engaging.
    • Phases 1-3:
      Not applicable
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended
  • Instruction
    Professional Learning

    Provide adequate time for schools and educators to engage in:

    • Identify students who did not engage in remote learning and develop a plan to provide additional supports, if needed. Share data and concerns about each student’s growth and needs with students’ assigned teacher(s) for the 2020-2021 school year
    • Phases 1-3:
      Not applicable
    • Phase 4:
      Not applicable
    • Phase 5:
      Recommended
  • Instruction
    Communication and Family Supports (Before Schools Reopen)

    Implement any additional communication systems needed to reach every family and student in their home language through multiple modes (e.g., text, call, email, home visit) to share:

    • Expectations around the duration of the closure and reopening; (Phases 1-3: Strongly Recommended, Phase 4: Not Applicable, Phase 5: Recommended)
    • Decisions about grade-level proficiencies, modes of assessment and feedback, daily instructional time, and estimated workload. This should be done in collaboration with local bargaining units; (Phases 1-3: Strongly Recommended, Phase 4: Not Applicable, Phase 5: Not Applicable)
    • Supports and resources for families to use at home, such as grade-specific activities and strategies for teaching and helping their child; and (Phases 1-3: Strongly Recommended, Phase 4: Strongly Recommended, Phase 5: Not Applicable)
    • Training on accessing and using the school’s digital systems and tools, and workshops for families to build digital literacy. (Phases 1-3: Strongly Recommended, Phase 4: Not Applicable, Phase 5: Not Applicable)
    • Expectations around their child’s return to school; (Phases 1-3: Not Applicable, Phase 4: Strongly Recommended, Phase 5: Not Applicable)
    • Clear information about schedules and configurations, if hybrid; (Phases 1-3: Not Applicable, Phase 4: Strongly Recommended, Phase 5: Not Applicable)
    • Information about modes of assessment, details on curricula used in each of the core subjects, and grade-level proficiencies; (Phases 1-3: Not Applicable, Phase 4: Strongly Recommended, Phase 5: Recommended)
    • Plans for each of the different school opening scenarios. (Phases 1-3: Not Applicable, Phase 4: Strongly Recommended, Phase 5: Recommended)
    • Phases 1-3:
      Strongly recommended
    • Phase 4:
      Strongly recommended
    • Phase 5:
      Recommended