Virtual Learning is personalized but requires self motivation and support from both home and school. Students find virtual learning favorable based on the following attributes:
- Personalized – Students will meet with a teacher/counselor to discuss their career interests and educational development plan. Each semester, courses will be selected carefully. Advanced Placement and dual enrollment courses are available if requirements are met. Students will meet with their teachers virtually on a daily.
- Adaptable – Students are expected to attend live lessons and adhere to the due dates assigned by the teacher. Students grades will be assessed each card marking period to ensure learning is continuing.
- Interactive and engaging- Teachers will employ various strategies to ensure that students have opportunities to interact with the instructor and are highly engaged in learning.
- All courses are Common Core aligned and Michigan Department of Education approved.
In an effort to meet the needs of our students who live within the Dearborn Public Schools boundaries and want a virtual learning option, the district will offer a 100% on-line learning alternative for kindergarten through 12th grade students beginning with the 2020-2021 school year. Students who enroll in this option will be taught by Dearborn Public School staff in a completely virtual setting for the entire school year. This selection is a year-long commitment for the Virtual Learning Program.
- The student receives a Dearborn Public Schools schedule and is enrolled in 100% virtual coursework.
- Students are taught by Dearborn Public School teachers.
- A teacher/counselor will create an Educational Development Plan and monitor progress along with staff.
- High school students will obtain a diploma from their home high school (Dearborn High, Fordson or Edsel Ford).
This Virtual Learning Program is a year-long commitment. Students may return to their home school, if they choose, at the start of the new school year. If a student wishes to return to school at the semester break, the district will find a school that is not at enrollment capacity. This may or may not be the student’s home school and transportation may not be available. If the student is not placed at their home school due to enrollment, they will return for the following school year.
Will virtual learning meet my child’s needs?
Success in school is always dependent upon the school, parents and students working together. With a 100% virtual learning environment, parents/guardians will need to support each child in developing work habits, completing assignments and advocating for support.
It is imperative that parents assess whether or not virtual/online learning is ideal for their child given the non-traditional setting and lack of face-to-face classroom instruction and support. In exploring the research and looking at experiences of other virtual/online learners, it should be pointed out that not all students are well-suited for this style of learning. Parents should carefully consider the unique qualities of their child when considering if an online only class is right for them. For grades 6-12, these factors include:
- Can your child create and maintain a study schedule without face-to-face interaction of a teacher?
- Can your child self-advocate and seek help within a virtual setting? Will your child ask his/her teacher for help?
- Can your child study and complete assignments without direct supervision? Does your student possess the self discipline to stick to a schedule? Does your child possess independent study habits needed to complete an entire course online without direct supervision?
- Does your child have a strong desire to learn skills, acquire knowledge, and fulfill assignments in online courses because of an educational goal? Can he/she maintain focus on that goal?
- Does your student have the reading, writing, math, and computer literacy skills to succeed in a class that is completely online?
- Does your child know how to open, create and use a variety of document types and use a variety of technology tools (e.g. dictionary, thesaurus, grammar checker, calculator)?
Before deciding whether or not you and your child are ready for this option, we recommend a review of the following self-evaluation tools.
Dearborn Schools will provide a remote learning platform, as well as other educational applications and district resources for instruction. For those students that do not have internet accessible technology, the district will provide Chromebooks in grades K-12. Students without devices or internet access will have access to instructional materials through a weekly instructional packet. Instructional materials (i.e. paper, pencils, etc) will be made available to families that do not have them. All students will have access to grade-level/course textbooks/resources as needed to complete their work. Students will not be penalized for inability to fully participate, provided families stay engaged with school personnel in developing personalized and realistic education plans for their child. District staff will do everything they can to meet student/family needs and allow for full participation.
District staff will:
- Provide an orientation for student/parents at beginning of the year
- Provide a highly qualified teacher for each course who will facilitate the learning. The teacher(s) will only be available remotely via email or phone. Teachers will provide a class schedule for live lessons, office hours and reteaching for online coursework.
- Facilitate the enrollment process
- Respond to parent questions in a timely manner
- Encourage and support family engagement
- Provide technology and internet access, if needed
- Facilitate student involvement in extracurricular activities if requirements are met
- Provide facilities and proctors for all assessments
- Provide support for technology issues
- Use MiStar/Parent Connect and the remote learning platform to communicate grades and information. Secondary students will earn a letter grade for coursework.
- Adapt grading criteria to reflect performance on standards and provide feedback on behaviors and employability skills separately.
The Dearborn Public School District is providing alternative modes of instruction for students with Individualized Education Plans (IEPs) to participate in learning and work toward IEP goals. Each student with an IEP will be individualized to determine how to best provide instruction. English Learner students will also be provided with additional supports necessary to access materials including scaffolded instruction, interpretation and translation.
Instructional staff will utilize the learning management system, necessary modes of communication and district common resources and pacing to ensure student accessibility to social emotional support and learning. Staff will collaborate and create schedules to allow students to attend live lessons each day, balance the assignment load and meet the needs of students and families. Teachers will follow the Dearborn Federation of Teachers professional responsibilities and evaluation model.
Collaboration and Communication With Students and Families
- Teachers will continue to partner with families and communicate with parents/guardians or parent designee to ensure learning is happening. The focus is on two-way communication.
- Check emails/messages daily and respond within 24 hours.
- Update classroom/building log based on building expectations: all calls, texts and emails must be documented.
- Provide information and assistance in understanding the learning management system, calendars and assignments to parents.
- Provide timely feedback to students regarding their evidence of learning based on the standards.
- Teachers will bring concerns regarding inconsistent completion and/or communication with a parent or student to the principal or counselor level to develop a plan to connect with the student and family.
- If a parent/guardian grants permission for district staff to communicate with a tutor or mentor, this is allowable and expected.
Instruction and Progress Monitoring
- Teachers will create and post the daily agenda, lesson targets or objectives at the beginning of each day/class period.
- Teachers will use the guidelines and schedule created by the building, while demonstrating flexibility in the schedule, to meet the needs of students and the teacher’s family.
- Teachers will provide daily live lessons as indicated in the daily schedule.
- Teachers will provide feedback to students on assignments through the learning management system as they are completed.
- Teachers will differentiate instruction within the platform to meet each student’s needs.
- Teachers will collaborate with Special Education co-teachers, English Language Development Specialists, Instructional Coaches, Title I Resource teachers, Early Childhood Specialists and other ancillary staff to ensure instructional/social emotional accommodations are in place and meet the needs of each student and provide additional interventions.
- Teachers will use the instructional platform to monitor student wellness, engagement, and completion of assignments. They will also keep a two-way communication log with students and families.
- Inconsistent completion and/or communication with a parent or student will be raised to the principal or counselor level to develop a plan to connect with the student and family. Additional district, community and county support agencies may be sought to make these connections
- Teachers will make accommodations on student/parent preferred mode of instruction and provide instructional packets and communicate via phone for students without technology access.
- Teachers will clearly explain student expectations to every student and parent.
- Teachers will ensure that ALL students understand how to access the learning.
- Teachers will develop lessons and instruct remotely to support student achievement.
Class participation, attendance of live lessons, continuation of learning and completion of assignments is expected of every student during the time that the teachers schedule and provide in each respective class. The schedules are expected to be shared with students by their teachers. Teachers are expected to record student participation/attendance in sessions as well as provide grades.
- Students are expected to attend an orientation at the beginning of each term.
- Students are expected to be ON TIME for every live lesson; A late log-in is a tardy tracked in MiStar.
- Students are expected to attend assigned classes every day that school is in session during the scheduled time. If a student is absent, the teachers will mark the absence in MiStar.
- Students are expected to attend live lessons and adhere to the calendar of classwork and due dates assigned by the teacher.
- Students are expected to participate in learning and review assignments.
- Students are expected to adhere to the Dearborn Public Schools’ Code of Conduct during every class and activity.
- Students are expected to advocate for themselves with teachers.
- Students are expected to respond to communications from their teachers and email through Schoology or student email account if they have questions.
- Students are expected to be respectful to themselves, fellow students and teacher(s).
- Elementary students are expected to work 20-30 hours per week. Secondary students are expected to work for 5-8 hours per week per course and follow the schedule set by the teacher.
- Students are expected to share their learning with their parent(s).
- Students are expected to submit activities as instructed by his/her teacher.
- Students are expected to review all graded assignments that have been returned, make any requested revisions and be available to converse with the teacher if needed.
- Students are expected to be honest and do their own work.
- Students are expected to always cite sources and not plagiarize.
- Secondary dual enrollment students are expected to adhere to the college code of conduct and to follow the Dearborn Public Schools’ and the college’s academic calendar, which are not the same.
- Secondary students are expected to take all final exams face-to-face at a date and time determined by Dearborn Public Schools staff.
- Students may participate in band, sports, CTE courses and after school activities if requirements are met.
Success in school is always dependent upon the school, parents and students working together. Parents/guardians will need to support each child in developing work habits, completing assignments and advocating for support. Instructional staff will utilize all available communication and instructional tools to ensure student accessibility to learning.
- Parents are expected to attend an orientation at least once a year.
- Parents are expected to use the Dearborn Virtual Learning webpage to find resources and answers to questions.
- Parents are expected to read and respond to emails from teachers.
- Parents must be prepared to serve in the role of learning coach for their child(ren).
- Parents are expected to ensure that their child(ren) stays on pace and submit assignments.
- Parents are expected to let their children advocate with the instructor.
- Parents are expected to check student progress weekly.
- Parents are expected to help their child meet deadlines.
- Parents are expected to help ensure that the student is doing his/her own work.
- Parents are expected to review their child’s work and be aware of their child’s academic progress.
- Parents must commit to completing the current school year in the virtual program before returning to in-person schooling
- If a student wishes to return to school at the semester break, the district will find a school that is not at enrollment capacity. This may or may not be the student’s home school.
- If the student is not placed at their home school due to enrollment, they will return to their home school for the following school year.
- When a student is not showing progress in the virtual program, parent(s) are expected to meet with the teacher and additional staff to determine instructional needs and be open minded about the best option for their child.