Distance Learning Plan

Should closure be deemed necessary, the school will initiate the Distance Learning Plan in order to provide continuity of instruction. The Distance Learning Plan will include faculty as well as student support services.

We are committed to ensuring that students continue to experience the care and commitment of our faculty and the routine of daily learning, even in the event of school closure. We must acknowledge that our approach to distance learning cannot replicate the amazing things that happen when school is in regular session (the invaluable social interactions and mediation, real-time, in-person feedback, community and extracurricular events, and so on). However, we do contend that quality learning can occur virtually.

The LCS Distance Learning Plan will seek to achieve the following goals: Teacher Availability and Contact Time Online Content Delivery Online Monitoring of Student Progress Effective Online Student Assessments On-going Student and Family Support It is our intention that we continue to live our mission, vision, and values as a discipleship Christian school during this time of distance learning. The school will remain committed to the spiritual, intellectual, physical, social and emotional development of students while providing a Biblically-integrated instructional program that encourages spiritual commitment and academic excellence. The act of delivering distance learning in an emergency situation provides us with a unique opportunity to reinforce what our school exists to be and to do.
Technology Platforms and Tools: LCS will use the following technology platforms for distance learning. Communication will be delivered through the usual means. Technology Platform Audience Resource Link Email: Ren Web Faculty, Staff, Parents, Students https://factsmgt.com/support/
LCS Website Faculty, Staff, Parents, Students www.lighthousecs.org
Learning Management System: Google Classroom
Students https://support.google.com https://teachercenter.withgoogle.co m/first-day-trainings/welcome-to-cla ssroom
Guidelines in this document are modeled after the DLPs of ʻ Iolani School and Kamehameha Schools Maui, with our gratitude.
Distance Learning Guidelines for Teachers: The guidelines provided below are intended to help teachers across all divisions to plan and develop their distance learning curriculum.

1. Focus on our core values of Love and Discipleship - At LCS, we are committed to nurturing strong relationships with our students and their families. In the event of a crisis that leads to a long-term school closure, students may be anxious and worried. Take the time to assess your students’ mental and emotional well-being and be sensitive to the changing schedules and family pressures they may be experiencing. 2. Stick with what is Familiar - In order to more easily transition students to our Distance Learning Plan, teachers should continue to use existing communication channels and learning management systems (e.g.Google Classroom, Seesaw, etc.). Teachers should remember that while many students will thrive with distance learning, others will struggle. It is very important to​ ​stick with what is familiar to our students. 3. Commit to Learning Goals - At LCS, we are committed to providing academic excellence in an environment where students are engaged, challenged, and enriched. Although distance learning makes it difficult for teachers to facilitate and engage with students through hands-on learning, we assert that when teachers design curriculum with learning standards and student outcomes in mind; learning will be rich and meaningful. 4. Focus on Quality Over Quantity - In other words, teachers will take a ​less-is- more perspective​, focusing on essential standards and developing online curriculum around the most meaningful content. Essential content and skills will be considered when designing the pacing, lessons, volume of assignments and assessments. 5. Create a variety of Learning Experiences - When school is closed and students are learning from various locations, teachers will work to connect them. Knowing that students might not all be online at the same exact time, teachers can use forums/threads like Google Hangouts, Padlet, and Flipgrid to allow for student responses and dialogue. Students are responsible for their own learning and need to monitor their progress in each class. When it comes to student engagement and learning, relationships and collaboration remain as important online as they do in person. 6. Be creative with Assessments - Assessment is one of the most challenging adjustments for teachers new to online learning. Distance learning should be seen as an opportunity for students, individually or collaboratively, to complete writing assignments, design infographics, make video presentations, or complete oral assessments via video chat. Teachers are encouraged to ​think differently about the frequency and end goal of assessment ​instead of forcing a traditional assessment method that doesn’t fit distance learning. Thinking differently about assessment will positively influence the experience for students, leverage the strengths of distance learning, and prevent frustration when traditional methods do not work.

Guidelines in this document are modeled after the DLPs of ʻ Iolani School and Kamehameha Schools Maui, with our gratitude.
Distance Learning Guidelines for Families: The transition to distance learning may be challenging for families. Parents will need to think differently about how to support their children; how to create structures and routines that allow their children to be successful; and how to monitor and support their children’s learning. Some students will thrive with distance learning, while others may struggle. The four guidelines provided below are intended to help parents think about what they can do to help their children find success in a distance learning environment.
1. Establish routines and expectations. From the first day Lighthouse Christian School implements its DLP, parents should establish routines and expectations. LCS encourages parents to set regular hours for their children’s school work. Parents should identify a public space, not in a child’s bedroom. It should be a place that can be quiet at times and have a strong wireless internet signal, if possible. Siblings may need to work in different rooms to avoid distraction. It is important that parents set these expectations for how their children will spend their days starting as soon as distance learning is implemented. Parents are encouraged to start and finish each day with a simple check-in. Older students may not want to have these check-ins with parents (That’s normal!), but they should nevertheless. Parents should establish these check-ins as regular parts of each day. Not all students thrive in a distance learning environment; some struggle with too much independence or lack of structure. These check-in routines need to be established early, before students fall behind or begin to struggle.
2. Monitor communications from your children’s teachers. Teachers will communicate with parents through email, as necessary. We also encourage parents to have their children explain the online platforms (e.g. Seesaw, Google Classroom, etc.) their teachers are using and make sure they have been invited to receive updates via Google Classroom. All grading information will continue to be available via JumpRope to monitor missing work and mastery levels.
3. Take an active role in helping your children process and own their learning. In the course of a regular school day at LCS, your son or daughter engages with other students or adults dozens if not hundreds of times. These social interactions and opportunities for mediation include turning to a peer to exchange a thought or idea, participating in small or large group discussions, asking questions for clarification, collaborating on group projects, and countless other moments. While some of these social interactions will be re-created on virtual platforms, others will not. Human beings learn best when they have opportunities to process their learning with others. Beyond the check-ins recommended at the start and end of each day, parents should regularly circle back and engage with their children about what they’re learning. However, it’s important that your child completes their own work. Do not complete assignments for them, even when they are struggling. The struggles that occur during the learning process are where students grow the most!
4. Remain mindful of your child’s stress or worry. One thing is for certain: LCS will only implement this DLP if a serious emergency has occurred. Should this happen, it is imperative for parents to help their children manage the worry, anxiety, and range of emotions they may experience. Difficult though it may be, do your best not to transfer your stress or worry to your children. They may be out of sorts, whether they admit it or not, and need as much normal routine as parents can provide. Please reach out to your child’s counselor should he/she experience high levels of stress or worry.

We thank you in advance for your patience and partnership!

Guidelines in this document are modeled after the DLPs of ʻ Iolani School and Kamehameha Schools Maui, with our gratitude.
Student/Family Roles & Responsibilities: Student Roles & Responsibilities 1. Establish daily routines for engaging in the learning experiences (e.g. following your daily schedule or establishing an 8:15 a.m. start). 2. Identify a comfortable, quiet space in your home where you can work effectively and successfully. 3. Regularly monitor online platforms (Google Classroom, JumpRope, email, etc.) to check for announcements and feedback from your teachers. 4. Complete assignments with integrity and academic honesty, doing your best work. 5. Do your best to meet timelines, commitments, and due dates. 6. Communicate proactively with your teachers if you cannot meet deadlines or require additional support. 7. Collaborate and support your LCS peers in their learning. 8. Comply with LCS’s Acceptable Use Policy, including expectations for online etiquette. 9. Proactively seek out and communicate with other adults at LCS as different needs arise.
Family Roles & Responsibilities Provide support for your children by adhering to the four Distance Learning Guidelines for Families as well as you can: 1. Establish routines and expectations 2. Monitor communications from your children’s teachers 3. Take an active role in helping your children process their learning 4. Remain mindful of your child’s stress or worry
School Contact Information: For Questions About... Contact Class specific questions - assignments, resources, online textbook login issues, Google Classroom, etc. The class teacher (Staff emails are available at www.lighthousecs.org​)
Chromebook problems or issues; Google Password/Login Issues John Silvers (​jsilvers@lighthousecs.org​)
IDLA questions or issues Darrelyn Silvers (​dsilvers@lighthousecs.org​)
Other Technology Platform/Login problems or issues (JumpRope etc.), Personal, or Social-Emotional Concerns Tobie Helman (​helman@lighthousecs.org​)
Academic Advising/ Credits/ Transcripts Jamie Shetler (​jshetler@lighthousecs.org​)
Athletic Questions Daequon Montreal (​dmontreal@lighthousecs.org​)
General School Questions (Secondary Office Phone: 208-490-8600) Kevin Newbry (​knewbry@lighthousecs.org​) Jentree Gomez (​jgomez@lighthousecs.org​) Emily Prcic (​eprcic@lighthousecs.org​)
Guidelines in this document are modeled after the DLPs of ʻ Iolani School and Kamehameha Schools Maui, with our gratitude.