DISTANCE

Teaching & Learning from a

If the Governor closes school buildings, we will move to a distance learning model, maintaining safety, academic standards, and social connections through digital interactions.

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Aligning with the

MI SAFE START Phases

Phases 1-3

Distance Learning

Uncontrolled growth, persistent spread, or flattening.

Phase 4 In-Person

Improving: This phase occurs when the number of new cases and deaths has fallen for a period of time, but overall case levels are still high.

Phase 5

In-person

Containing: During the Containing phase, new cases and deaths continue to decrease for an additional period of time.

Preparing for Virtual

If the Governor moves our area into Phases 1-3, all schools - public, private, charter, and parochial - will be closed. In Bloomfield Hills Schools, we are ready for this possibility. If the Governor closes school buildings, we will move our teaching and learning to "Distance Learning," which will allow us to progress in our teaching and learning goals while remaining safely at home.

LEARNING AT HOME


Based on Feedback from students, staff, and families, we have worked on updates over the summer to our at-home learning plan to include:

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  • More live/direct (synchronous) instruction

  • Attendance taken

  • Access to materials and progress/grades

  • Revised daily schedule

  • Students maintain relationships with peers and teachers, while learning fully from home

  • Students and families will have complete access to class resources, progress, and grades

  • The same rigorous and engaging teaching and learning families expect from Bloomfield Hills Schools

Phases 1 - 3: Distance Learning

What is "Distance Learning"?

Distance learning is quite different from what was experienced in the spring through the Continuous Learning Plan 2.0. With better guidance from the state, Distance Learning will include the following: Attendance: student’s online attendance will be monitored and tracked 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.
Teachers will facilitate standards-aligned instruction with required activities, experiences, and assessments.
Each student’s classroom teacher will create synchronous and asynchronous learning that promotes student engagement, is delivered consistently, and provides differentiation.
Specialist teachers curriculum and activities will enhance the student learning experience through interdisciplinary connections and collaboration.
Open communication with parents and guardians, via a variety of channels, with COVID-related supports including but not limited to information on:
-Understanding normal behavioral response to crises -How to destigmatize COVID-19. -General best practices of talking through trauma with children. -Positive self-care strategies that promote health and wellness.



Clarifying Distance Learning Through A Student Story

Ryo has always enjoyed learning. In fact, he is particularly curious, especially when given some choice over how he learns. Ryo is quite self-directed as a learner, although he still appreciates feedback from his teachers. He has mostly thrived in the digital environment offered by Distance Learning, feeling confident and comfortable setting his own learning plan and moving forward with less teacher input. He likes setting his own pace and enjoys the freedom to work on what he wants when he wants. Ryo also likes the ease of re-watching videos until he understands the material. He also really appreciates that there are fewer timed tests and that his teachers seem to allow him a greater variety of ways to show his understanding with Distance Learning. He has found that with Distance Learning he has had quite a few projects that have allowed him to explore real-world topics, which has been appealing. Ryo feels he is contributing more to digital interactions than he normally does in class when he often chooses to be quiet. Interestingly, he is also finding he gets more personalized feedback with Distance Learning. In regular classes he rarely asks questions—sometimes he even hides a bit in class—but he is much more comfortable asking questions via chat or the other feedback systems his teachers have set up. Also, in class other students often take up a lot of teacher time and energy, but in a digital environment he gets an equal amount of attention and feedback.



Will special education and 504 services be provided as part of Distance Learning?

We anticipate all IEPs and 504s will be followed as written, including accommodations, programs and services, understanding that some IEPs and 504s may need to be adjusted based on individual needs. Based upon enrollment, a virtual special education teacher will be assigned to support students with IEPs in the general education curriculum utilizing small group instruction. Students who receive special education programs and services within ARP/FRP/DHH/SEED/PREP or Wing Lake will have their instruction delivered directly by a special education teacher. Ancillary services will also be provided virtually by Bloomfield Hills staff including speech, OT, PT, Social Work and ASL.