The instructions for completing the Learning Continuity and Attendance Plan is available at
https://www.cde.ca.gov/re/lc/documents/lrngcntntyatndncpln-instructions.docx.
Local Educational Agency (LEA) Name Contact Name and Title Email and Phone
Merced Scholars Charter School Mark Pintor Principal
[email protected] 209.-381-.5165
General Information
[A description of the impact the COVID-19 pandemic has had on the LEA and its community.]
Merced Scholars Charter School (MSCS) operates a nonclassroom-based program that provides students a traditional school program in an alternate setting. MSCS serves students in grades 2 through 12 from Merced County and adjacent counties. Sometimes referred to as a home school, MSCS is much more than that. The school provides students a college-based schedule for onsite support and the flexibility to complete work at home in a manner that is best suited for their learning needs. MSCS is for those students who wish to take a college prep program with the flexibility to support them in pursuing other interests. Students of varying backgrounds and interests attend MSCS.
The base program at MSCS requires students to meet with teachers in person at least once a week. Similar to an independent study
program, work is assigned each week and the previous week’s work is graded and analyzed by a certificated teacher to ensure the student is engaged in work daily and completing assignments regularly. Most students are on site multiple times per week. Students come to the school for a variety of services. Besides their weekly meeting, students can attend support classes that include three different Career Technical Education (CTE) pathways, individualized tutoring, college prep workshops, workability workshops, and activities for social engagement. MSCS was prepared to start the school year for in-person learning where students would attend their personalized learning session each week and tutoring and support classes once or twice per week. Class size and visitors to site at any one time was to be limited to maximize social distancing and staff, student, and visitor safety. On July 17, the Governor announced that all counties on the state watch list could not open for in person learning, but instead needed to open with a full Distance Learning (DL) model until the county was removed from the watch list for fourteen consecutive days. As of the start of the school year, Merced County continues to be on the state watch list, so MSCS made plans to open school in a DL type model. While nonclassroom-based charters are allowed to operate in their normal fashion during this closure, MSCS services for students had to be transferred from in-person to all virtual. Teachers will meet weekly with students, but virtually through video platforms such as Zoom. Support classes, tutoring, and other supports will be conducted similarly through such video
platforms. Because of this, MSCS is referring to this time with no students on site as our DL model to distinguish from the typical program offered to students. To support this DL model, the school purchased additional student devices in the summer to ensure all students are able to connect and access their coursework and instruction.
MCOE, the authorizer and overseer of MSCS, is aware that not only students’ and family’s lives have been impacted by the pandemic and school closures, but also all staff of the MCOE, which includes MSCS staff. MCOE remains flexible in allowing for telework for qualified staff who are able to complete their duties in a remote environment. MOUs have been developed with our certificated and classified staff
determined and addressed and interventions and additional supports such as labs and additional tutoring will be implemented to close learning gaps. Social/emotional learning is of great importance at this time with students missing the "connectedness" provided with in-person meetings. The school counselor will support the teachers and other staff members to ensure that all students meet weekly on the virtual platform and that they are healthy with their social/emotional well-being.
Health and safety plan and protocols have been developed and implemented as Leadership prepares for staff and students to eventually return onsite. These include an addendum to the MCOE Injury and Illness Prevention Plan and a review of the COVID-19 job hazard analysis and COVID-19 training resources. All employees must verify they will follow health and safety guidelines and must conduct a daily
self-assessment before the start of each workday.
MSCS continues to seek stakeholder input in a variety of methods including: drive thrus, virtual meetings, email, surveys, or telephone calls to obtain information, preferences, and feedback.
Stakeholder Engagement
[A description of the efforts made to solicit stakeholder feedback.]
During this unprecedented time, it was important for MSCS to determine the needs of the school community. MSCS gathered information from certified staff, classified staff, families, and students, through the use of surveys, direct contact, or email. The information collected was used to determine preferences and concerns moving into the 2020-21 school year.
• May 2020 Distance Learning survey in spring – conducted via the school website and email • June 2020 Re-opening survey in Spring – conducted via phone calls and drive up
• July/Aug 2020 Meals delivery preferences and need for Wifi hotspots – conducted via enrollment applications and phone calls • August 2020 Send out auto-dialer and mass email to all active families who may be interested in providing input on the plan to
contact the school by email or phone by August 17. Will post on school FB page and website.
• Week of 8/10 Create survey to all staff to solicit input for the plan. Request responses by 8/21. Create survey to all students to solicit input for the plan and how to be successful in the MSCS Distance Learning model.
• August 25 Hold session for any families who responded to the input request - Zoom session/phone call in • 8/26-9/9 Finalize Plan with Business office
• 9/1 Review with Leadership at scheduled meeting
[A description of the options provided for remote participation in public meetings and public hearings.]
The stakeholder engagement meetings were held virtually through Zoom with an option to join via telephone. Surveys were conducted in person during pick up/drop off drive thrus, via email, through the school website, or over the telephone. A draft of the Learning Continuity and Attendance Plan will be posted on the MCOE webpage for public review. The MCOE Board meetings schedule is posted on the main web page and all meetings are held virtually to comply with public health guidance and encourage full public participation. The public may address the Board during the public comment period via conference call during the meeting or by completing and submitting a comment form prior to the meeting starting.
[A summary of the feedback provided by specific stakeholder groups.]
The parents and families that participated in the stakeholder engagement process for the Distance Learning (DL) survey and Re-opening survey included parents of English learners and foster youth. English-Spanish interpretation was available in all interactions. In the DL survey, 88% of families who responded agreed or strongly agreed that the school was communicating with them during the transition to DL and 93% of families agreed or strongly agreed that the school continued to provide high quality academic work through the DL.
Families were asked questions about the multiple ways for an opening under the local and state guidelines for the 2020-21 school year. Families emphasized the need for protective equipment and ensuring the cleanliness and sanitization of the facility. Such suggestions included regular hand washing, social distancing, and more virtual support. Families expressed interest to see the school re-open as prior to the pandemic, as long as it is safe to do so.
The feedback allowed the school to develop a comprehensive and robust plan that is responsive to our staff and community's concerns and interests.
[A description of the aspects of the Learning Continuity and Attendance Plan that were influenced by specific stakeholder input.] While most families felt the need to return to school for the in-person services their child utilized, families would only do so if certain measures were put into place to ensure student and family safety. MSCS developed a plan that would maximize social distancing at the school and allow for in-person meetings and support with certain precautions such as sanitizing stations, masks, protective shields or glass, and maintaining adequate distance between students and staff. Outside areas were being planned to offer more opportunities for meeting while offering adequate spacing.
Staff concerns include the health and safety of students and staff with in-person teaching at this time. In addition, staff were equally
concerned with the protocols and expectations for how our program will keep areas sanitized, students and staff socially distanced, and all staff healthy while providing in-person instruction. Expectations and protocols for sanitizing work areas, socially and physically distancing, hand hygiene, and the wearing of a mask or face covering when in common areas are outlined in the MCOE Accident and Injury Prevention Plan.
Continuity of Learning
In-Person Instructional Offerings
[A description of the actions the LEA will take to offer classroom-based instruction whenever possible, particularly for students who have experienced significant learning loss due to school closures in the 2019–2020 school year or are at a greater risk of experiencing learning loss due to future school closures.]
Although MSCS is a nonclassroom-based program, many services to support students are provided at the school site on a daily basis. Students at MSCS will meet in person with their personalized learning teacher weekly, attend a support class(es), attend tutoring, or
participate in workshops, field trips, and other school activities. When permitted, MSCS will provide this continuum of in-person services once allowed to reopen. The college-based schedule and program at MSCS allows for flexibility. This allows for transitions from in-person to virtual to be much smoother and easier than a typical classroom-based schedule. However, virtual offerings versus in-person is not ideal for every student and some may struggle and fall behind. It is important for these students that in-person services provide adequate academic and social emotional support as school closures can take a greater emotional toll on students. Therefore, in-person offerings will focus on more opportunities for tutoring (individual and small group), more Career Technical Education (CTE) class offerings, and workshops centered on not just academics but on good healthy practices (self-care).
When in-person instruction becomes available, MSCS will ensure the safety of all staff, students, and others on site. Masks will be required in all public and shared spaces, including classrooms. Staff will have protective glass or face shields when working directly and closely with students. Classrooms are set to allow six feet separation to maintain social distancing. This means that there are caps on the amount of students that may be able to attend a class at any one time. However, multiple sections of the class will be offered if needed. The same is true of tutoring as social distancing, masks, and protective visors or glass will be provided. Disposable masks and gloves will be available on site and hand sanitizers will be located in classrooms and high traffic areas. Signs are posted throughout the facility to remind everyone to maintain social distancing and to regularly and thoroughly wash hands.
Actions Related to In-Person Instructional Offerings [additional rows and actions may be added as necessary]
Description Total Funds Contributing
Tiered academic intervention system to analyze student data to determine and prioritize services to improve student academic outcomes.
15,000 X Yes
Provide social engagement activities to support the whole student and develop their interpersonal skills.
15,000 X No
Provide individualized and small group tutoring to support students. Specific and targeted tutoring for FY, EL, and SPED as determined by the teacher, admin, aide, or school study team.
30,000 X Yes
Provide college, career, and life planning workshops for all students. 20,000 X Yes
Purchase additional devices for new students or to upgrade outdated devices to make sure
students have access to online curriculum and resources. 40,000 X Yes
High School: Development, implementation, and sustainability of college and career
readiness plan to ensure students are prepared after high school. The plan will include state and local assessment goals, college course offerings, CTE offerings, Seal of Biliteracy requirements, and a-g completion requirements.
35,000 X Yes
Support staff salaries not listed in previous actions to support additional services for low-income, foster youth, and English learners.
Distance Learning Program
Continuity of Instruction
[A description of how the LEA will provide continuity of instruction during the school year to ensure pupils have access to a full curriculum of substantially similar quality regardless of the method of delivery, including the LEA’s plan for curriculum and instructional resources that will ensure instructional continuity for pupils if a transition between in-person instruction and distance learning is necessary.]
As a nonclassroom-based program, MSCS works closely with families to support students with learning in an independent study/home school type of program. A large portion of support is provided by the parent at home where the majority of the student’s curriculum is completed. A personalized learning teacher meets weekly (or every other week for a few high school students) to ensure students are
completing the work to support the student and parent with any academic difficulties. If additional support is required, a student can schedule appointments with tutors or can take a weekly/biweekly support class for classroom-based instruction. In such a program, to transition from in-person to a virtual program happens with minimal disruption. This provides a continuity of instruction, curriculum, and support so students continue to get the onsite supports, but through a virtual platform instead. In such a program, the student schedule should not change and can continue with the same schedule whether in-person or virtual.
To better support students through asynchronous instruction, MSCS is adopting the suite of Edmentum Courseware (Plato) to better support learning at home. The majority of the core subjects will be through Plato while some electives and specific subjects may be in book form based on student need. Even with a textbook, students will be utilizing Google Drive, Docs, Slides, and Sheets to complete work and submit electronically. Support classes will be utilizing Google Classroom as their main learning management system. The use of online curriculum and supports will allow for the smoothest transition from onsite to distance learning and vice versa.
Access to Devices and Connectivity
[A description of how the LEA will ensure access to devices and connectivity for all pupils to support distance learning.]
MSCS will provide a device for each student. Each student will provided a MacBook, laptop, Chromebook, or iPad depending on their
technology needs. For those students that lack adequate connectivity, WiFi devices will be provided. MSCS is purchasing additional devices and WiFi hotspots to support students. The registrar/school site secretary, counselor, or administrator will determine at the time of
Pupil Participation and Progress
[A description of how the LEA will assess pupil progress through live contacts and synchronous instructional minutes, and a description of how the LEA will measure participation and time value of pupil work.]
Student daily engagement in a nonclassroom-based program is determined by two factors: the time value of the completed pupil work as determined by a certificated teacher and a daily engagement log that shows student engagement each school day. Student participation and engagement is determined at the student's personalized learning session with a credentialed teacher. If unable to meet in person, the
teacher and student will meet through a synchronous virtual platform such as Zoom or Google Meet primarily and by phone instead of or in addition to the virtual platform. During the personalized learning session, the teacher will grade the student work, assess its time value, determine student engagement, and assess the students in various subject areas or schoolwide assessments to determine pupil progress and understanding. This will all be done through the virtual platforms when in-person sessions are not available. To the greatest extent possible, the teacher will maintain the integrity of the assessment by use secure tools such as lockdown browsers or password protected assessments. In addition to this, tutoring, support classes, and check-ins by the counselor or other staff members will provide students other opportunities for synchronous sessions with school personnel. This will provide for regular contact to ensure the students’ well-being and social/emotional health.
Distance Learning Professional Development
[A description of the professional development and resources that will be provided to staff to support the distance learning program, including technological support.]
Each staff member has access to both a desktop workstation and a laptop to be able to access technology tools to support their learning and that of their students. Staff are notified regularly and encouraged to participate in virtual professional development to support working with students in a virtual format. Further, staff can look for and select virtual workshops or trainings that they feel provide resources to support them with student academic and social emotional well-being. For example, two teachers were selected to attend a Distance Learning Academy choosing sessions that supported leading and learning in a DL environment. Teachers were able to attend sessions involving student engagement including special populations, navigating virtual platforms, structuring a digital DL lesson, universal design for DL learning, how to address unfinished learning, assessments in a DL environment, and had an opportunity for round table collaboration with peers. The selected teachers will provide information and support to the other teachers at the site. Teachers were also offered to attend a Zoom Academy to learn more about how to live teach effectively using that online platform. Our staff also has access to the IT department within MCOE for technical support. Teachers received training on the use of Google Classroom earlier this spring and Flipgrid in the fall. Future professional development will include, but is not limited to: Suicide Prevention and Intervention, Trauma-Informed Practices, Implicit Bias module training, Mental Health First Aid, Responding to COVID-related Mental Health Needs.
Staff Roles and Responsibilities
[A description of the new roles and responsibilities of affected staff as a result of COVID-19.]
The roles and responsibilities of our staff members have been adjusted in order to promote equitable access to the core curriculum and wellness supports. A roles and responsibilities matrix was developed to outline expectations for different categories of staff and how they will best serve students in the DL model. Teachers have not been able to meet with students in person since March 2020. In order to provide a robust learning environment for our students through distance learning, our staff will follow specific actions. Our staff will engage students with a standards based distance learning program as we did prior to the closure, but will now do so through online platforms and learning management systems. While roles and responsibilities have transformed, they do continue to align with the mission and vision for the school.
Supports for Pupils with Unique Needs
[A description of the additional supports the LEA will provide during distance learning to assist pupils with unique needs, including English learners, pupils with exceptional needs served across the full continuum of placements, pupils in foster care, and pupils who are experiencing homelessness.]
It is a priority for MSCS to ensure equitable access to learning, especially for pupils with unique needs to prevent achievement gaps and ensure student success in meeting educational goals.
Students with disabilities are included in all offerings of school education models by using the Individualized Education Plan (IEP) process to customize educational opportunities and provide support when necessary. The IEP is the roadmap for each student with a disability, and in these challenging and evolving times including COVID-19 restrictions, it is critical that the IEP team meets and works with the family to jointly determine what is working for each student in distance learning as well as what accommodations and modality of learning allow the greatest access. Staff will work with each family and student to determine what Free Appropriate Public Education. Special education services will be coordinated with each program to provide students their services via Zoom or Google Meet with their respective special education teacher. Individualized Education Plans (IEPs) are required to include a description of the means by which the IEP will be provided under emergency conditions, in which instruction and/or services cannot be provided to the pupil either at the school or in person for more than 10 school days. This description must be included in the development of each initial IEP or addressed during the regularly scheduled revision of an IEP, and must take public health orders into account. Teachers and support staff will ensure that IEP goals are being met and students are being provided appropriate supports and accommodations through the DL platform.
Though English learners (ELs) are a small portion of the MSCS student population, specially designed academic instruction (SDAIE) focusing on a teaching approach intended for teaching various academic content using the English language to students who are still learning the English language. Teachers will provide support for ELs by incorporating both Designated and Integrated English language development (ELD) into their daily assignments.
basic needs. The school counselor will contact foster and homeless youth students in addition to their weekly meeting to ensure their social/emotional well-being.
Actions related to the Distance Learning Program [additional rows and actions may be added as necessary]
Description Total Funds Contributing
Purchase Zoom accounts for each instructor, tutor, and instructional aide. 1,440 X No
Purchase or replenish mobile connectivity devices (hot spots) to ensure connectivity for students.
10,000 X Yes
Engagement activities such as workshops in art, music, college, and career development 4,000 X Yes
Pupil Learning Loss
[A description of how the LEA will address pupil learning loss that results from COVID-19 during the 2019–2020 and 2020–21 school years, including how the LEA will assess pupils to measure learning status, particularly in the areas of English language arts, English language development, and mathematics.]
2019-20 School Year
MSCS maintained the students’ routine and schedule to the greatest extent possible in order to mitigate the interruption of in-person services during the COVID-19 school closures. This was done by ensuring students had access to devices and in some cases, Internet connection, to ensure access to online supports and communication platforms such as Zoom, Google Meet, and other learning platforms such as
Edmentum and Google Classroom. The purpose was to maintain student connectedness with the school while continuing to complete work in the same fashion prior to the closure. Tutoring and most support classes were continued as well, but virtually.
English Language Development - English learners were provided access to SDAIE instructional strategies to support their access to the curriculum. Such strategies included graphic organizers, directed reading, brainstorming, and reflections. English learners were also assigned to meet with the bilingual instructional support specialist an additional hour per week via a Google Meet. During the meeting, the instructional support specialist continued with the evidence-based practices and instructional strategies incorporated by the personalized learning teacher into the student’s curriculum.
Mathematics - Students participated in a combination of online courses, bookwork, and online instruction that supported students with accessing the mathematics curriculum. Similar to English Language Arts, completed assignments were graded and assessed by certified instructors. Course assessments along with completed assignments were analyzed by staff to determine student progress and continued academic need.
During the personalized learning meetings, teachers would check-in with students concerning not only their academic needs, but their social/emotional ones as well.
2020-21 School Year
MSCS plans to continue with the pre-pandemic services utilizing virtual platforms. Students will be assigned courses based on their grade and graduation plan or promotion plan. Specific supports for the student will be determined based on previous academic performance and current assessment data. Each student will be given the NWEA Diagnostic Assessment in reading and math upon enrollment. The diagnostic test will determine two factors: growth over time and intervention needs. Students who score in the 30th or lower percentile will be assigned the Exact Path remediation program to their overall course work.
In all courses, students will be assessed regularly based on completed assignments, quizzes, chapter/module tests, unit tests, and in English and Math, SBAC benchmark assessments.
English Language Arts - Students will receive and complete daily assignments from their personalized learning teacher. Tutorials and other supports in Plato and other platforms will be provided that develop their reading comprehension, writing, analytical thinking and speaking skills. Assessment tools will include NWEA diagnostic test in reading, IABs in English Language Arts, course assessments such as mastery tests, unit tests, and finals and teacher created assessments.
English Language Development - Our English language learners will receive support with their instruction through the use of online tools such as translation apps and visual references, which gives English learners supports with their writing and mathematical thinking. Additional support from the bilingual instructional support specialist will be provided on a weekly basis.
Mathematics - Students will receive and complete daily assignments from their personalized learning teacher. Tutorials and other supports in Plato and other platforms will be provided that support students’ problem solving and critical thinking skills. Students will be given short
Professional Development
Teachers will engage with professional development sessions that provide targeted support for lesson planning, English learner support and effective implementation, and analysis of student data. Our student data will assist our teachers with providing targeted support that assists students with learning and promotes academic proficiency. Staff will look at data to determine student performance during staff meetings and determine the instructional strategies utilized in our classrooms. These actions will support our efforts to promote equitable access and support students who experienced academic loss.
Pupil Learning Loss Strategies
[A description of the actions and strategies the LEA will use to address learning loss and accelerate learning progress for pupils, as needed, including how these strategies differ for pupils who are English learners; low-income; foster youth; pupils with exceptional needs; and pupils experiencing homelessness.]
The MSCS instructional program includes differentiated instructional strategies and services that support the diverse academic needs of our students. Student assessment data, including student work completion and performance, serves as the feedback for engagement, teaching and learning. In order to effectively implement and monitor student learning through an equity-focused lens, the following strategies will be utilized:
English Language Learners - Teachers will provide lessons for our English Language Learners that develops the use of and proficiency in all academic subjects. Teachers will engage students with lessons and resources such that assist them in understanding the content being taught. Skills such as higher-order thinking skills, questioning techniques, integrating listening, speaking, and writing across the curriculum will also be utilized. Students will have opportunities to work with the bilingual instructional support specialist in one on one sessions when needed. The Plato program and English 3D program includes effective supports that further complement our English language development instruction.
Low-Income Students - Access to the core curriculum and additional instructional intervention supports will assist our students in obtaining higher academic proficiency rates. In addition to the weekly meeting, students will have additional support through individualized tutoring, small group tutoring/instruction, and regular check-ins with support of our support staff and counselors. Students and their families will receive support with basic needs such as food and other community resources or wellness services.
Pupils with Exceptional Needs - Students with exceptional needs will have access to the core curriculum along with designated
accommodations according to their individualized education plan (IEP). Students will engage will meet weekly with the special education teacher and/or attend a skills class so students can receive their specialized academic instruction. In general education classes, the special education teacher will collaborate with the general education teacher to ensure students receive supports in each of their classes. The IEP teams will review the goals for our students and work together to ensure that our students are receiving the appropriate supports to assist them with their learning. Assessment data will be analyzed in order to further analyze and modify lessons as needed.
Support staff such as the instructional support specialist and tutor will provide additional support time as needed to support students who may need intensive academic support.
Effectiveness of Implemented Pupil Learning Loss Strategies
[A description of how the effectiveness of the services or supports provided to address learning loss will be measured.]
The staff will analyze weekly data (quizzes, mastery tests, unit tests) and the weekly engagement record and student work completion to determine student engagement and academic progress. In addition, weekly data collected by individual teachers and staff members through their personal and individual meetings with students will be discussed and considered. Quarterly schoolwide assessments in the SBAC IABs will be administered electronically in English language arts and math and the data will be analyzed to identify and provide additional support. The principal will meet with staff weekly to discuss strategies for the effectiveness of implemented pupil learning loss strategies.
The school’s current Student Study Team process will be used to identify and address students who may be in jeopardy of becoming Tier 2/3 students. Referrals received through the intervention process in the school’s student information system will help identify these students. A team consisting of the counselor, the student’s personalized learning teacher, administrator, and special education teacher or school psychologist will meet to discuss ways to engage and motivate students with engagement. The team will identify a student’s identifiable learning loss and what the plan will be for these students moving forward.
Actions to Address Pupil Learning Loss [additional rows and actions may be added as necessary]
Description Total Funds Contributing
Professional development sessions for staff offered throughout the school year to focus on data analysis and providing student support and intervention to students with substantial needs.
Mental Health and Social and Emotional Well-Being
[A description of how the LEA will monitor and support mental health and social and emotional well-being of pupils and staff during the school year, including the professional development and resources that will be provided to pupils and staff to address trauma and other impacts of COVID-19 on the school community.]
MSCS recognizes the need to support the whole child. Social and emotional support will be provided first and foremost by the student’s personalized learning teacher. Students in need of additional support will have access to the school counselor, principal, or if necessary, the school psychologist. As part of MCOE, MSCS has access to a social emotional wellness committee. The MCOE Social Emotional Wellness Committee created an educational staff and student wellness resource website. MCOE is currently intricately connected with County
Behavioral Health, County Public Health, Child Welfare, local health care agencies and many community based resources. MCOE will continue to interact with these entities via community partner meetings, committee meetings, and 1:1 engagement strategies. Whenever possible, resources offered by these entities will be leveraged to support the needs of MCOE staff and students.
Support for the mental health and social/emotional well-being of pupils and staff during the school year will be addressed as follows:
Teachers will provide on-going social/emotional support during weekly meetings
The school counselor and the school psychologist will provide social/emotional support
Suicide prevention and awareness information and training will be disseminated to staff
Staff mental health needs will be addressed by providing professional development on topics related to trauma and the impact it has on each individual.
Regular presentations will be offered to the staff through our Employee Assistance Program (EAP).
Continue to develop the PBIS strategies to address the Tier One Universal needs of all students. Schoolwide expectations will refined, taught, encouraged and rewarded when they are followed by staff and students.
MCOE staff and outside contractors will be used to conduct SEL and Trauma-Informed trainings.
MSCS will provide professional development to staff. Professional development will include, but is not limited to: Suicide Prevention and Intervention, Trauma Informed Practices, Implicit Bias, Youth Mental Health First Aid, PBIS Tiered training, and StopIt Re-launch in DL format training. Professional development will be offered virtually, and when possible, in person.
Resources will be provided to pupils and staff to address trauma and other impacts of COVID-19 on the school community. All of the above mentioned resources will be utilized. There will be material that can be disseminated, accessed, and consumed according to an
Tier 1: All students social/emotional will be monitored by their personalized learning teacher. Teachers, with the help of support staff, will help students by providing support and resources to students.
Tier 2: Students who teachers feel need additional support beyond Tier 1 will refer the student to the school counselor who will work with the student on their social/emotional needs. Additional resources will be provided such as participating in school activities, targeting key skills including social problem solving, conflict management, and self-esteem.
Tier 3: If students demonstrate a need for support beyond Tier 2, a student study team consisting of the school administrator, counselor, and school psychologist will work closely with families to provide individualized support. Intervention at this level could also include a referral to other Merced County-based programs to support students’ well-being.
Pupil Engagement and Outreach
[A description of pupil engagement and outreach, including the procedures for tiered reengagement strategies for pupils who are absent from distance learning and how the LEA will provide outreach to pupils and their parents or guardians, including in languages other than English, when pupils are not meeting compulsory education requirements, or if the LEA determines the pupil is not engaging in instruction and is at risk of learning loss.]
The MSCS program is designed around regular collaboration among students, parents/guardians, and staff. Parents/guardians must be engaged daily with their child’s work and maintain regular contact with staff to support learning at home. MSCS is always diligent in regards to student work completion as lack of complete work will lead to student absences. MSCS plans to continue with the approach that was implemented and updated prior to the pandemic.
Tier 1: Student should complete work regularly and have two or fewer absences and attend weekly meetings with their personalized learning teacher (either in-person when allowed or virtually). Should the student miss up to three days of schoolwork, a warning letter will be mailed home and emailed to the parent. The principal or designee will follow up with the parent with a phone call to review the need to complete work regularly and attend their meetings with their teacher.
Tier 2: Student may have up to five days of absences or may have missed one meeting with their personalized learning teacher. If a student accumulates up to five days of absences or misses one meeting without communication with the teacher, the teacher will submit an
intervention referral in the student information system, which alerts the site administrator. The site administrator will attempt to reach out to family for a conference and send a letter of concern for non-participation to the student's home and email a copy to the parent.
remediation plan that the parent and student must follow to remain in good standing. If the plan is not followed, the student may be referred back to their District of Residence.
Note: all parents/guardians are given the opportunity to respond to each notice prior to any change in placement for the student. Instructional Engagement
The personalized learning teachers are to determine student engagement through the work completed, their grades, assessment data, and the personalized learning sessions. Weekly teacher/student meetings will further assist with identifying the specific areas in the curriculum that students are in need of support. During support classes, teachers will provide instruction that engages students and promotes
participation. The use of small group labs and tutoring through Zoom will provide an additional layer of continued outreach and support to students. The MSCS DL model will assist with mitigating the number of students who advance from the Tier 1 Attendance level to Tier 2 and beyond.
Additional Supports
Students will have opportunities to engage in workshops and activities via the virtual platforms during distance learning. Such opportunities for extracurricular activities will help to maintain student engagement and school connectedness until the school can reopen safely. Such potential opportunities will include workshops in preparing for college, career development, and in areas such as music and art.
Communication - Students/ Families
Students - Students will engage with lessons and meetings with their teachers daily/weekly. Students will be reminded of their expectations as learners which includes attendance, participation, and completion of all assignments, assessments, and projects.
Families – MCOE has purchased Parent Square in an effort to reach more families in their preferred method of communication: phone, text, or email. Parent Square also allows for translation into the home language for any communication sent by the District, school site, or
teacher. Our support staff will provide translation services for families who need that support during conferences and meetings so we may continue to actively engage with our stakeholders.
The school will also continue with its Dolphin Cafes, a monthly/bi-monthly meeting for parents to provide them opportunities to give input into the school and to learn more about how best to support their students at home. Additionally, parents can attend Advisory Board meetings quarterly and provide their input on school updates and changes. These opportunities will be conducted virtually until the school can safely reopen.
[A description of how the LEA will provide nutritionally adequate meals for all pupils, including those students who are eligible for free or reduced-price meals, when pupils are participating in both in-person instruction and distance learning, as applicable.]
Nonclassroom-based charter schools are required to provide meals to students who will be on site for two hours or during the school day. Although there will not be students on site during DL, MSCS believes in the importance of providing students with a regular and nutritious meal. As part of the Merced County Office of Education, each student at MSCS is eligible for a free nutritionally adequate meal. Meals will be available twice a week for a full week's worth of meals. The student enrollment packet contained a survey to determine which families were in need of meals and preference of delivery or pick up. Many of our families can benefit from having meals delivered to their homes. If allowed, MSCS will use MCOE bus and van drivers and support staff to deliver meals to students. Monday’s meal pick up or delivery will cover
Monday-Wednesday and Thursday's meal pick up delivery will cover Thursday and Friday. MSCS will actively communicate with our partnering district that provides the student meals for updates related to child nutrition.
Additional Actions to Implement the Learning Continuity Plan [additional rows
and actions may be added as necessary]
Section Description Total Funds Contributing
Mental Health and Social and Emotional Well-Being
STOP It program 0 X No
Percentage to Increase or Improve Services Increased Apportionment based on the Enrollment of Foster Youth, English Learners, and Low-Income students
16.12% 254,198
Required Descriptions
[For the actions being provided to an entire school, or across the entire school district or county office of education (COE), an explanation of (1) how the needs of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in meeting the needs of these students.]
Ensuring connectivity and equitable access to a rigorous curriculum has been at the forefront of the school’s plan and decision-making process. Addressing the needs of our foster youth, English learners, and low-income students was paramount in this discussion.
Specifically, the action to purchase more devices and WiFi hotspots was to support our low-income students who may not have a device or connectivity at home. A major focus of the school continues to be removing those barriers that may inhibit low-income students from being successful in school and attending a post-secondary institution. Barriers such as the cost of textbooks and access to resources at the
college and transportation may prevent low-income students from wanting to attend college. The action to develop, implement, and maintain a college and career readiness plan will support low-income students, as well as foster youth and English learners, in accessing resources to be college and career ready. Workshops on topics related to applying for college, financial aid, and portfolio development will serve to provide low income, English learner, and foster youth students the necessary skills for postsecondary success.
Supplemental services such as additional meeting times with support staff will provide students with the needed support services that they may not otherwise receive at home. Tutoring and support courses provide direct and facilitated instruction where ELD and collaborative strategies can be incorporated into instruction. Monitoring and coordination of the EL program is critical to the successful implementation of a high quality instructional program designed for EL students. MSCS will work the Student Programs Coordinator on the implementation, monitoring and evaluation of the EL program. The monitoring is to ensure that each EL is placed in an appropriate program of instruction and that his/her progress is being monitored and tracked. In addition, on an annual basis, the Student Program Coordinator will conduct an evaluation and audit to ensure that the English learner program is being implemented according to State and Federal mandate[s]. During this process, the site administrator will ensure effective delivery of the instructional program for English learners by conducting classroom observations, either in person or virtually, and will provide feedback to staff members.
The minimum proportionality will be met with the use of supplemental and concentration grant monies and LCFF funds.
[A description of how services for foster youth, English learners, and low-income students are being increased or improved by the percentage required.]
Our services for all unduplicated students will include the following:
Additional technology including but not limited to, devices and personal WiFi
Offerings of additional CTE and elective courses
Support staff to provide additional learning supports and address students’ social/emotional well-being
Supplemental EL curriculum and resources
Oversight of EL program by Student Program Coordinator
Engaging student enrichment activities
Increased college access and enrollment
Greater participation in CTE courses leading to the completion of a CTE pathway (more offerings)
Social/emotional support (in addition to academic support) from the school counselor
