Section One: Delivery of Learning
Inspire Academy teachers will utilize our SIS’s communication platform, Rediker PlusPortals, to post assignments each week that can be submitted using the same platform. They will also connect with students through Zoom meetings for the sake of large and small group instruction, support for assignments, and student check-ins. Inspire Academy also provided devices, readers, and math workbooks to students and families to ensure accessibility during the quarantine. Inspire Academy has secured hotspots for families with limited internet access, but the shipment has been delayed due to a COVID-19 contamination risk with the original shipment of inventory.
Specific intervention plans such as Individual Service Plans (ISP), Individual Education Plans (IEP), English Language Learner Plans (ELLP), or medical 504 plans, have been reviewed by the appropriate team members, under the direction and support of the Director of Special Education and Executive Director, and edited to ensure student services and goals are reflective of both the needs of the students and the new delivery platform now being in the home.
Case conferences have been called to revise IEP’s when appropriate and parents have supported any changes that have been made to ensure students are receiving appropriate services. In addition, virtual open resource rooms are being made available to students on a regular basis via Zoom for extra support.
Special education teachers and related service providers will continue to work on the IEP and evaluation paperwork within the required timelines. Special Education Administrators will work with individual teams and hold CCC meetings virtually using Zoom or Google Hangouts.
Communication is being documented. Special education staff is staying connected with students and parent/guardian. Staff is connecting virtually or by phone to check-in, provide words of encouragement, offer feedback on assignments and to share the strategies used in the classroom.
The special education team is following the accommodations for continuous learning document provided by the IDOE and Indiana IEP Resource Center.
In addition to a regular schedule of Zoom meetings for instruction and support, students are provided additional resources such as check-in times for community-building or academic support (a digital Resource Room is available for special education students), special opportunities such as a sign-language learning page on our website, and access to digital learning opportunities as shared by our teachers. All teacher-led Zoom instructional sessions are recorded and made available through Rediker PlusPortals.
Inspire Academy has ensured that staff and families have devices, leveled reading books, paper materials, and math manipulatives (for younger grades). Staff and families have access to our SIS, Rediker PlusPortals, as well as Zoom and Facebook Live (on which we do our weekly school-wide Community Circle). Inspire Academy is awaiting a shipment of hotspot devices for families with unreliable internet access.
Inspire Academy has a schedule of virtual meetings and check-in times. Most of these meetings are divided by grade, but there are also times open to all grades, such as Mindfulness instruction by our school counselor, and an open meeting time with our Executive Director and Director of Culture.
The one-on-one and group sessions via Zoom allow teachers to provide feedback to students in real time as they complete work.
Teachers are also able to send narratives to families regarding a student’s progress or make comments on assignments.
Section Two: Achievement and Attendance
Based on the fact that we are a small school with our oldest students are 8th grade students, we have limited need to address high school credits. When we have students who are eligible for Algebra and/or Geometry at the 8th grade level, we provide the avenue to earn these credits through Apex. We do not have any 8th grade students eligible for Algebra or Geometry this spring.
Any student (or guardian) who has made connection with school personnel on 3 separate days during the eLearning week AND has submitted at least 10% of the assigned work; or, any student (or guardian) who has made connection with school personnel 1-2 times AND has submitted 40%-100% of work, should be marked present all 3 elearning days.
Any student (or guardian) who has made connection with school personnel on 3 separate days during the eLearning week but has submitted less than 10% of assigned work; or, any student (or guardian) who has made 1-2 connections with school personnel AND submitted 10-30% of assigned work; or, any student who has made 0 connections with school personnel but has submitted 40-70% of assigned work, should be marked present 2 days of the 3 elearning days.
Any student who has made 0 connections with school personnel but has submitted 10-30% of assigned work; or, any student (or guardian) who has made 1-2 connections with school personnel but has submitted less than 10% of assigned work, should be marked present for 1 of the elearning days.
Any student who has made 0 connections with school personnel and has submitted no work, should not be marked present for any of the 3 elearning days.
In light of COVID-19, our current focus is connection with families and joy in learning. We have communicated with families and teachers that the top priority for our students is literacy practice on the Achieve3000 program (Smarty Ants for primary grades). These are programs that students are familiar with and can navigate independently. Achieve3000 is also an adaptive program with built-in formative assessment that targets skills gaps along the way. Additionally, teachers are continuing to use our usual math and literacy curriculum to continue addressing skill gaps and provide online instructional support to students.
We are expecting to see some significant skill gaps in the fall that will need addressing. Our teachers are well-practiced in using formative assessment and resulting data to inform and adapt instruction, and we will continue these best practices. We will also hone in on identified power standards for mastery by all students. We do not plan to retain many students, as research does not support such a decision, even in light of the significant lost instructional time happening this spring. Therefore, we are making plans for more review of prior year standards in the fall than would ordinarily be planned for.
Section Three: Staff Development
Inspire Academy staff were provided a week of training during our week of closure to prepare them for adapting to a remote learning environment. This training included learning the Zoom platform and becoming comfortable using features of the Rediker system that they had not previously needed to utilize on a regular basis. Additionally, staff participate in weekly PLC meetings via Zoom, as well as weekly Twitter chats, which center on a specific topic in continuous learning implementation. Instructional staff are also provided a list of items to complete during closure days for professional growth purposes.