Learning Continuity Plan - St. Pius X Catholic School - 2020 2021 School Year
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2020‐2021 School Year Learning Continuity Plan St. Pius X Catholic School
Table of Contents
Preparing for Interruptions ........................................................................................................................... 3
Physical Campus Preparations ...................................................................................................................... 5
Health Best Practices .................................................................................................................................... 5
Sanitizing and cleaning processes. ................................................................................................................ 5
Safe Learning Spaces ..................................................................................................................................... 5
Technology to Support Continuity of Learning ............................................................................................. 6
Scenario One: On‐Campus Learning ............................................................................................................. 6
Scenario Two: Distance Learning ................................................................................................................. 7
Flexibility and Personalization ...................................................................................................................... 7
Scenario Three: Remote Attendance ............................................................................................................ 7
Roles & Responsibilities ................................................................................................................................ 8
What You Can Expect in the Event We Transition to Distance Learning
Pre‐Kindergarten to Grade 2....................................................................................................................... 11
Grade 3 to Grade 5...................................................................................................................................... 12
Grades 6 to 8 ............................................................................................................................................... 13
Page | 2Learning Continuity Plan
If COVID‐19 has taught us anything, it’s that above all, St. Pius X Catholic School (SPX) is a strong and
vibrant scholastic community focused on building young people of intellect, character, and faith.
Whether teaching on campus or remotely, we are dedicated to providing a first‐rate, quality education.
We’ve been working diligently to prepare for multiple scenarios in the fall of 2020. While it is
challenging to be sure what the future holds, we are preparing as best we can for a variety of situations.
SPX is confident its students and staff have the skills and grit to continue their learning journey in several
environments, including at home, if necessary. We are also confident of the support of our whole
community as the school adapts to circumstances beyond its control, creates a positive, short‐term
normal for our students, and works with enthusiastic determination toward school re‐opening.
We are fortunate to have not just one, but two registered nurses on our school staff. Together with our
administrative team, these two RNs oversee day‐to‐day student and staff safety and wellbeing, and they
are integral to our COVID‐19 advance response planning.
We are aware some students and teachers may not be able to come to school in person daily. We also
know there may be moments in the year where our local, regional, or national officials may recommend
or require our campus to be closed for a variety of reasons. As such, we’ve developed this Learning
Continuity Plan to guide school administration in making informed decisions, and to allow students and
parents to prepare for the fall of 2020.
SPX is currently preparing the physical campus to welcome students in the fall of 2020.
St. Pius X Catholic School (SPX) has established a re‐entry task force that is working diligently to develop
a re‐entry strategy that allows for flexibility, transparency and prioritizes the health and safety of our
students and staff.
The Learning Continuity Task Force consists of:
Chris Kloesz, Principal
Antonette Aguilera, Vice Principal
April Parker, Director of Curriculum & Instruction
Desiree Belcher, RN/School Nurse
Debbie Gregory, RN/School Nurse
Lisa Costello, Administrative Assistant
Additionally, a sub‐committee comprised of parents, teachers, instructional assistants, nurses, and
administrators, has been formed to evaluate internal building processes to ensure the continued health
and safety of our students.
Preparing for Interruptions
Following guidelines from federal and state health officials, including the CDC and the North Carolina
Department of Health and Human Services (NCDHHS), the SPX Learning Continuity Task Force is
preparing for the possibilities of interruptions to on‐campus learning. In the event, our local community
Page | 3experiences a spike in COVID‐19 cases, and disruption of in‐person school operations is mandated, we
want parents, students, and staff to know what to expect.
If we are required to make a sudden decision for the school to transition fully to at‐home learning,
parents can expect to be notified in three ways.
1. The SPX website
2. Email to parents and staff
3. Parent Alert text message
Federal and state health officials, the Diocese of Charlotte, and the Learning Continuity Task Force will
direct decisions regarding on‐campus, distance, and virtual learning.
The following decision tree illustrates the decision‐making process for both the administration and
parents. We are aware that even if all parties determine it is safe to return to on‐campus learning that
you, as a parent, may not be comfortable with that for your child. We have a plan in place that will
allow parents flexibility. The three learning scenarios below are outlined in the following pages.
Yes Based on all available
Has North Carolina reached at information, is SPX able to
least Phase 3 of Governor execute the physical campus
Cooper’s reopening plan? modifications needed to
support students retuning safely
to campus?
No Yes
Are you comfortable with your
No child returning to the physical
campus?
Distance Learning
Online learning from the safety
of home.
Yes No
On Campus Learning
Your child will attend school on Remote Attendance
the SPX campus. Should
Your child will virtually attend
circumstances change, students
class.
will transition to Distance
Learning.
Page | 4Physical Campus Preparations
While specific decisions and plans will be finalized over the coming weeks as updated public health
guidelines are issued, strategies are being developed in the following areas.
Parents and students can expect a detailed set of new policies and procedures
before school starts.
Health & Wellness Best Practices
We are fortunate to have two registered nurses on staff to assist with our COVID‐19 advance response
and to assist day‐to‐day with student health and safety. As the only Pre‐K through 8th‐grade private
school in Greensboro with a nurse constantly on‐site, we feel confident in our ability to put forth best
practices for student and staff health. Some of the health best practices may include the following:
A school‐wide face‐covering policy that will be updated in accordance with the most current
recommendations at the start of school.
Heightened health monitoring and interventions for all high‐risk students and staff.
Mandatory daily health screening by a registered nurse for students and staff in compliance with
the most recent government guidelines.
A new health area with a sick side/well side for student nurse visits.
An isolated area for students waiting for pick up in the event of illness.
Enhanced handwashing schedules and sanitization measures for students and staff.
New health education programs for Pre‐K through 8 to empower students in their prevention
and wellness strategies.
Updated exclusion policies for students and staff who become ill per the latest CDC Guidelines.
New procedures and employee training for before and after school programs as well as camps.
St. Pius is the only Pre‐K through 8th private school in Guilford Country to have a
nurse on staff at all times students are present.
Sanitizing and cleaning processes.
We are instituting new policies and procedures for cleaning and sanitizing of student areas including,
but not limited to: desk sanitation routines, systematic bathroom sanitation, scheduled hallway, and
common area cleaning, fomite cleaning procedures, and maximized ventilation processes in compliance
with new CDC guidelines.
Safe Learning Spaces
We are committed to providing safe and healthy learning spaces for children. Staff will build routines
for students to wash hands upon entering and leaving the classroom or program spaces and create
regular cleaning practices for frequently used items such as desks, instructional equipment, writing
utensils, and other programmatic materials. Additional enhancements may include:
New staff training in infection control and COVID‐19 policies.
Significant changes in the use of school common areas.
Addition of movement and wellbeing routines for student and employee health.
Modified arrival and dismissal procedures to minimize large groups in common areas.
Modified patterns of movement for all activities to minimize large groups in common areas.
Page | 5 Sectioning of physical campus to prevent cross‐contamination in common areas. Students will
have minimal to no exposure to areas utilized by different grades. In the event of a COVID‐19
diagnosis, this will allow SPX to limit closures to the effected grades/areas.
Mitigation plans in the event of a partial or school‐wide closure mandated by the Guilford
County Public Health Department.
Flexible plans for modified schedules and transition to home learning in the event of student
illness.
Technology to Support Continuity of Learning
St. Pius X School is incorporating a Learning Management System (LMS) within RenWeb. Teachers will
lead students in practicing the use of the LMS platform frequently in class to help students become
more comfortable with using the LMS off‐campus. The everyday use of the LMS in the classroom will
allow students to transition seamlessly to Distance Learning if needed.
Students and parents will receive training on the use of LMS in August and September,
along with online textbooks and supplemental resource training.
Each student will have a username and password to access the LMS daily.
Students will access the LMS for all their classes in place of the RenWeb Student and Parent
Portal.
Topics within each LMS class will be labeled by date.
Each topic will detail what the students will do in class on and off‐campus so that if a class
transitions to Distance Learning, they will be able to follow teachers’ instructions from home
seamlessly.
Students will have access to all core and specials classes within the LMS.
Student work can be turned in on and offline through the LMS.
During times of Distance Learning, direct instruction will continue through daily virtual classes
and supplemental videos.
During times of Distance Learning, the LMS will replace daily emails from teachers.
Classroom newsletters will continue to help students and parents organize upcoming events.
Students will also have access to their assignment calendars through the LMS platform.
During times of Distance Learning, all virtual class links will appear on each Class Wall when
opening a class within the LMS platform.
Scenario One: On‐Campus Learning
SPX will follow specific health precautions following local, state, and federal requirements.
SPX is currently preparing the physical campus to welcome students in the fall of 2020.
Specific decisions and plans regarding on‐campus modifications will be finalized over the next several
months. However, current considerations can be found under Physical Campus Preparations. Scenario
One will include the on‐campus health and safety enhancements described under the heading “Safe
Learning Spaces” above.
Page | 6St. Pius X School will use a Learning Management System (LMS) within RenWeb to provide a platform for
students and teachers to use seamlessly throughout the school year for on and off‐campus learning.
Scenario Two: Distance Learning
Distance Learning does not change our mission of empowering students to meet their highest potential.
In the Distance Learning model, we continue to educate the whole child, build confidence, promote life
balance, and encourage the pursuit of individual passions. SPX’s Distance Learning model blends daily
synchronous instruction with asynchronous instruction (as appropriate) with a schedule intentionally
designed to provide school/life balance and mindfulness.
Key Components of Distance Learning
Synchronous Aynchronous School/Life Social Connections
Instruction Instruction Balance with Peers
Synchronous Instruction: Live teaching via Zoom, or similar
Asynchronous Instruction: Recorded video instruction and independent learning
School/Life Balance: Recognizing there are learning opportunities in everyday life
Social Connections: Creating safe and fun ways for students to socialize with peers
Flexibility and Personalization
SPX recognizes that the Distance Learning experience will be different for every student. Teachers will
work individually with families to determine adjustments in schedules, workloads, and expectations.
While many students may excel in and have the capacity for electives and specials, some students would
benefit from less work. This is an example of the personalization SPX will offer for students during
Distance Learning. New enhancements to school‐wide online platforms are described in the section
entitled “Technology to Support Continuity of Learning” above.
Scenario Three: Remote Attendance
Students may find themselves in a situation, during the year, where SPX campus is open, but they are
not able to physically attend school for health‐related reasons. In these situations, SPX teachers will
utilize technology to allow students to participate in the live class as much as possible. Students will
have access to learning materials within the LMS and will complete the day’s assignments from home.
Students will be marked as present from home. Any day in the Remote Attendance model will
be counted as a day present.
Flexibility and personalization will also be utilized during Remote Attendance to ensure the most
important academic pursuits are prioritized while assisting students with executive function
needs and promoting school/life balance.
Page | 7Roles & Responsibilities
Many stakeholders will contribute to the effective implementation of this plan: school staff (including
leadership), students, and parents.
School Staff
The roles and responsibilities of our school staff are outlined below.
Leadership Team
Create and distribute SPX’s Continuity of Learning Plan.
Establish clear channels of communication between faculty, staff, families, and students
in the event of implementing distance learning.
Support staff, students, and families to transition to SPX’s Continuity of Learning plan.
Help teachers implement the Continuity of Learning plan and ensure high‐quality
learning experiences for all students.
Director of Curriculum & Instruction
Support all teachers and teams in the implementation of SPX’s Continuity of Learning
Plan.
Provide models and examples of outstanding online learning units and lessons.
Support teachers and teams as they design appropriate methods to assess student
learning.
Support teachers and teams in developing strategies to differentiate their instruction.
Subject or Homeroom Teachers
Collaborate with team or department to design learning experiences for our students.
Communicate frequently with our students and, as needed, with their parents.
Provide timely feedback to support our students’ learning.
Academic Enrichment (AE)
Communicate regularly with the subject or classroom teachers who teach AE students.
Offer to scaffold or modify assignments, as necessary, AE students to support subject
and classroom teachers.
Help subject or classroom teachers differentiate lessons and activities for AE students as
needed.
Provide supplementary learning activities for AE students who may benefit from
additional practice to close academic and curricular gaps.
Guidance Counselor
Serve as liaison for communication with students and families in crisis.
Offer small‐group guidance lessons to all students.
Support advisors and/or classroom teachers as needed with students who are absent or
cannot participate
Maintain developmentally appropriate social‐emotional resources
Specials Teachers
Collaborate with team or department to design learning experiences and activities for
our students.
Page | 8 Collaborate with classroom teachers on possibilities for how to integrate specials
subjects into classroom projects and experiences.
Communicate frequently with our students and, as needed, with their parents.
Provide timely feedback to support our students’ learning.
Instructional Assistants
Collaborate regularly with classroom teachers to identify ways they can support
students and contribute to their continuity of learning.
Monitor student learning and provide feedback to students, as requested by teachers
and support teams.
Conduct small‐group learning and enrichment activities.
Students
The roles and responsibilities of students, in partnership with parents, based on age and
independence level, are given below.
Establish and exercise daily routines for engaging in learning experiences.
Identify a comfortable, quiet space in the home to work effectively and successfully.
Continue to follow the SPX Code of Conduct.
Monitor the LMS to check for announcements and feedback from teachers.
Complete assignments with integrity and academic honesty, doing your best work.
Do your best to meet timelines, commitments, and due dates.
Using the LMS, communicate proactively with your teachers if you cannot meet
deadlines or require additional support.
Collaborate and support your SPX peers in their learning.
Ensure appropriate clothing and setting for online interactions.
Proactively seek out and communicate with SPX as different needs arise.
Know that you are loved, cared about, and supported by your school.
Parents
The roles and responsibilities of parents are given below.
Establish routines and expectations.
Define and monitor the physical space for your child’s study.
Take an active role in helping your child(ren) process their learning.
Establish times for quiet work, study, and reflection.
Follow up with your child(ren) to make sure work has been turned in.
Encourage physical activity and/or exercise.
Remain mindful of your child’s stress or worry.
Monitor the LMS system for assignments, scheduled virtual classes, and
announcements.
Monitor how much time your child is spending online.
Know that your child(ren)’s teachers and our school staff and leadership team are here
for you – to help, support, and encourage you with whatever you need.
Page | 9What you can expect in the
event SPX transitions to
Distance Learning
Page | 10Pre‐Kindergarten to Grade 2
Priorities & Considerations
After receiving initial notice about school closure and timelines, learning will transition to the LMS. At‐
home learning for the children will remain holistically focused on core subjects, broad language, and
cognitive, physical, and social‐emotional development.
Learning activities and experiences will emphasize interaction and creativity. These activities will
require minimal technology or specialized materials.
The primary tool for communication of learning materials between teachers and families will be the
LMS. All teachers will also be available via email.
The teaching team will provide parents with:
Recommended activities and experiences targeting specific skills.
Prompts to encourage children and families to engage with their surroundings and settings.
Specialist subject teachers will also provide recommended activities and experiences.
Approximate Time Frames for Learning
Parents can expect guided activities for up to an hour a day in areas such as:
o Literacy lessons and activities, games & challenges for reading and writing.
o Mathematics lessons and activities, games & challenges.
o Social Studies, Religion, and Science lessons and activities.
o Specialist subject area focused activities, games & challenges.
Extended time offers opportunities to explore and develop new skills or pursue sustained or extended
projects, such as:
Learning a new board game or skill.
Exploring a new interest.
Learning through play.
Page | 11Grade 3 to Grade 5
Priorities & Considerations
After receiving initial notice about school closure and timelines, learning will transition to the LMS.
The primary tool for communication of learning materials between teachers and families will be the
LMS. All teachers will also be available via email.
Students will have both off‐ and on‐screen learning activities designed to engage elementary
and intermediate school learners in experiences that connect to the current curriculum.
Learning tasks and activities will provide direction to families on how best to support student
learning and the expected level of adult involvement. It is natural and expected that students in
grades K‐2 would need higher levels of support than students in grades 3‐5.
Approximate Time Frames for Learning
Reading aloud and independent reading: 25‐30 minutes
Writing: 25‐30 minutes.
Mathematics activities, games & challenges: 25‐30 minutes.
Social Studies, Religion, and Science lessons and activities will also be included: time frames may
vary.
Specials teachers will provide a range of activities that continue to support the current program:
20‐25 minutes.
Extended time offers opportunities to explore and develop new skills or pursue sustained or extended
projects:
Learning a new board game or skill.
Exploring a new interest.
Learning through play.
Page | 12Grades 6 to 8
Priorities and Considerations
After receiving initial notice about school closure and timelines, learning will transition to the LMS.
Learning plans will focus on having a balanced, holistic learning experience. Students will have
both off‐ and on‐screen learning activities designed to engage the middle school learner.
Learning experiences will be designed for independent completion or in collaboration with other
students. Tutoring is not recommended, nor should a parent/guardian be too involved.
Teachers will hold “office hours” to allow students drop‐in access, as well as offering scheduled
appointments.
Resources vary by class and lesson, but will include links to videos, graphic organizers, or written
passages to complete, scanned material to read and engage with, independent research,
reading materials including e‐books and audiobooks.
Students are encouraged to be proactive in reaching out to teachers when they have questions
or assignments that are unclear.
Approximate Time Frames for Learning
A modified schedule will be put in place to support the student’s planning and learning engagement.
Students should continue to focus on classes as they appear in their schedule, using independent
learning time to work with peers and teachers as needed.
Homeroom check‐in scheduled daily:
Support for student’s daily planning.
Follow up on learning tasks.
Social, emotional support.
Subject classes (up to 3 guided classes per day):
In general, 45‐60 minutes per class.
Independent Learning Blocks
Provide focus time for subject area tasks and time to check‐in with teachers and peers online when
needed.
Independent & self‐directed.
Includes special classes, such as music and PE.
Learning will be shared in homeroom.
Read for pleasure.
Be active.
Explore personal interests/passions.
Page | 13You can also read
