Pursuant to Executive Order 20-16, issued on Thursday, April 2, all public school districts, charter schools, and eligible K-12 schools as defined in I.C. 20-51-1p-47, shall submit a Continuous Learning Plan to the Indiana Department of Education (IDOE).

District or Charter School Name – Brebeuf Jesuit Preparatory School


Section One: Delivery of Learning

  1. Describe how you will deliver continuous learning opportunities for all students, including special student populations.

Brebeuf Jesuit has had a 1:1 BYOT program in place since 2010.  All students and faculty have a device for learning and a variety of school sponsored tools to support academic engagement online (see item 3 for specifics).

Brebeuf Jesuit uses Rediker Plus Portals as a learning management system for all students, families, and classroom teachers. Portals is considered the “homebase” platform for communication and learning opportunities. Plus Portals is used by 100% of the school community as evidenced by reporting of activity from the administrative console (login reports for Students and Faculty/Staff).  As a Google Apps for Education school since 2011, many classes are active via Google Classroom and other products in the GAFE suite of tools.

As an independent school, Brebeuf does not support students with IEP’s or participate in free and reduced lunch programs.  At the beginning of extended elearning protocols, the Student Support Services Team (Dean of Students, Academic Counselors, Learning Center staff, IT, and school Social Worker) reached out to students regarding home Internet access,  food service needs, ILP accommodation needs, and other students identified internally as high need.  IT ensured all students now have a device (and has a communication platform for students needing replacement devices) and home Internet (via school sponsored hotspots).  Learning Center staff meet with students under ILPs weekly.  The Support Team continues to meet virtually to ensure all students are receiving academic support needed for extended elearning (synchronously once a week, asynchronously other days).  The Dean of Students worked with families needing food or household item support (funded by our Jesuit sponsored Angel Fund).  The Social Worker has offered whole community information on SEL tools and continues to be available by phone, email, or referral.

  1. Describe how your district communicates expectations for continuous learning implementation to 1. ) students, 2.) families, and 3.) staff.

The school has a communication plan led by the Director of Communication.  The main webpage is up-to-date and contains all public communication.

  1. Students – are communicated to by email (full school distribution list, graduation class distribution list, individual) via their GAFE amdg.brebeuf.org email address.  Specific classes utilize Plus Portals and Google Classroom email/chat features to communicate class activities, meeting expectations, assessment feedback.
  2. Faculty and Staff – are communicated by email (full school distribution list, departmental distribution list, individual) via their GAFE brebeuf.org email address.  The Director of Communication coordinates a daily eBulletin for school information.
  3. Families – are communicated by email via Rediker SIS email and text service.  The Director of Communication coordinated a weekly InDepth newsletter for school information.  The Principal and President send weekly notes to families via Rediker SIS system depending of groups (for example, AP information is communicated to families with students enrolled in an AP course).

The Director of Communication also runs social media feeds (Facebook, Twitter, Instagram) for school spirit information, highlights of the community during COVID-19, and to point families toward formal communications (like InDepth).

The Principal’s Team, President’s Team, and Department Chairs are still meeting synchronously once a week and meeting minutes are distributed as needed as internal communication.

  1. Describe student access to academic instruction, resources, and supports during continuous learning.

As mentioned above, Brebeuf Jesuit has been a full 1:1 BYOT school since 2010.  Our students, faculty, and families are well accustomed to blended and online instructional tools.  Every student has a device for learning (100% laptop – either PC, Mac, or Chromebook).  Plus Portals is our learning management system.  We are a GAFE school since 2011.  The IT Department is available for live Google Meet and/or email 10 hours a day (rotating staff schedule).  The IT Helpdesk ticket system is available 24/7.  Hotspots and Chromebooks are available for checkout if needed.

Library Services are available via live reference desk hours, email, or chat (24/7)

Faculty hold virtual office hours daily

Principal holds virtual office hours weekly

Other administrators (Assistant Principals, Academic Counselors, Dean of Students, College Counselors, Learning Center staff, President)  also hold virtual office hours.

Academic Schedule

4. What equipment and tools are available to staff and students to enable your continuous learning plan? Please list.

All students have a personal device for learning per BYOT integration.

Tools available to students and faculty (purchased by school and distributed):

  • Google Apps for Education Suite
  • Plus Portals LMS
  • WeVideo
  • EdPuzzle
  • Adobe Creative Suite
  • Microsoft 365
  • Shared System with Indianapolis Public Library (databases, ebooks, etc)
  • JSTOR
  • EasyBib
  • FlipGrid
  • Turn-It-In
  • Research databases provided by Indianapolis Public Library
  • Nearpod
  • GradeCam
  • Gimkit
  • Zoom

 5. Describe how educators and support staff are expected to connect with students and families on an ongoing basis.

  • Academic classes meet according to calendar in #3
  • Communication expectations, virtual office hours, grade feedback were communicated in a large EdTech Newsletter sent in March. This process is similar to the eLearning Day for Inclement Weather processes (Brebeuf approved by IDOE).
    • Teacher connect with families students via Portals email system
    • Teacher connects with families and students via secondary systems such as GClassroom, GChat, or email.
    • Synchronous class meetings at least once a week
    • Asynchronous class activities on days when class would have met in the building
    • Academic Counselors, Learning Center staff, College Counselors, Social Worker, Campus Ministry all meet using schedules (or class periods) as they would have in regular school times.
  • The President’s Team is coordinating a phone-a-thon to call all Brebeuf families by staff beginning April 20th.
  1. Describe your method for providing timely and meaningful academic feedback to students.

Plus Portals has a live, online gradebook which students and families are used to for receiving academic feedback.  The Faculty/Staff handbook requires Plus Portals updates at least every two weeks – this continues in extended elearning environment where the Principal has asked for weekly Portals grade updates:

Provide class materials online to students and families including student grades (updated regularly and at least every two weeks), a calendar of upcoming assignments and assessments, and course materials whose availability will aid in student success and parents’ understanding of how to best support the work of teachers and students. (2019-20 Brebeuf Faculty/Staff Handbook)

Other systems in place for feedback include: Google Classroom rubrics, Turn-It-In grading/feedback tools, writing workshops with peers and teachers, comments on uploaded work, and synchronous classroom instruction.


Section Two: Achievement and Attendance

  1. Does your continuous learning plan provide an avenue for students to earn high school credits? If so, describe the approach.

Brebeuf follows IDOE course requirements for the Indiana Academic Honors Diploma.  All Brebeuf course match IDOE curricula.  Brebeuf is in the process of developing CTE pathways.

Academic counselors begin working with students in grade 9 to develop 4 year plans with students. Each year after, counselors meet with students individually to review those graduation plans and verify that students are on track to graduate by doing a graduation credit and diploma check.  Most of these meetings were completed before March 13, 2020, with the remainder completed via email or via Google Meet video conferences with the student and their family if requested.

  1. Describe your attendance policy for continuous learning.

Teachers are responsible for attendance taking every time the class is scheduled to meet:

  • Teacher takes attendance with attendence question, completed assignment, or face to face classroom via video session.
  • Teacher emails the student, copies the primary adult caregiver, at one absence to check on the student.
  • Teachers report absences to academic counselors and Dean of Students once a student has missed more than one class.
  • Counselor and/or Dean of Students will contact student and caregiver to ensure there is no barrier to class participation
  1. Describe your long-term goals to address skill gaps for the remainder of the school year.

Brebeuf is a small school with (currently) 99.83% re-enrollment for the 2020-21 school year.  Skill gap data has identified a small group of students who were already under the care of the Student Support Services team.  They continue in extended elearning to be under care by that group.

Core academic content teams are creating 2019-20 post-test for student assessment at the end of this semester.  Using that data, the same teams will create Fall 2020 pre-tests to assess student readiness for continuing the curriculum.  Fall curriculum will be modified to meet achievement needs and ensure student success moving forward.


Section Three: Staff Development

  1. Describe your professional development plan for continuous learning.

Our PD planning continues as originally written in August:

Developing strong Ignatian Educators.

Using the key areas of PD and the Profile of the Ignatian Educator – the focus for Brebeuf PD is as follows….

Diversity – Building Community and Fostering Collaboration

Mission & Identity – Animating the Ignatian Vision

Student Stress/SEL – Cura Personalis

Curriculum & Assessment – Modeling Ignatian Pedagogy

Technology/Brightbytes – Discerning Ways of Teaching and Learning

Growth & Evaluation Process – Fostering the Formation Journey

During extended elearning we are doing the following:

  • Department PLC work continues in virtual environments – example PLC on Hammond’s work “Culturally Responsive Teaching and the Brain” participated in a webinar “Moving Beyond the Packet”
  • IT Department offers “just in time” trainings as well as weekly PD newsletters.
  • Faculty were signed up to travel to the in-person Whole Child Summit. Once it was canceled, the entire faculty was invited to attend the free Whole Child Summit offered April 14-17 to support students in these stressful times and support whole child learning.
  • Ignatian Pedagogy has been supported via Midwest Province meetings, internally created elearning planning documents, and NCEA virtual conference
  • IDOE resources
  • Planning faculty inservice with IUPUI faculty on instruction design in online environments for summer school teachers.
  • 1st and 2nd Year faculty groups still met in March to wrap up their year of formation as Jesuit educators.

Short term goals:

  • Support teachers use of online tools
  • Communicate clear expectations for instruction, content, feedback, and assessment
  • Communicate core values of school “develop and cultivate God given talents” as key decision element
  • Support AP teachers with changes to those exams
  • Help teachers use digital tools to create effective assessments that provide timely feedback and support personalized learning (end of course assessments especially)

Long term goals:

  • Create a shared vision for using technology once the crisis has ended (what will we reject, replace, reuse)
  • Design and implement Instructional Design in Online Environments workshop for summer school teachers
  • Develop supports for new bell schedule implemented for Fall 2020
  • Support, with finances and professional time, teacher professional goals for growth