2020-21 Reopening Update Dr. Bradford Hubbard Superintendent - - PowerPoint PPT Presentation

Antioch CCSD 34 2020-21 Reopening Update

• Dr. Bradford Hubbard

Superintendent

Grateful

WHO WHAT

• Board
• Staff
• Students
• Families
• Associations
• Administration
• Community

○ Trust ○ Patience ○ Partnership ○ Voice ○ Input ○ Resources ○ Dialogue ○ Support

Collaboration

Task Force Structure and Membership

Sub-Committee Co-Chairs Committee Members

Research, Mandates, Guidance, Recommendations

Jim Cieciwa Joanna Gerritsen Jeff Knapp

Amy Henning Eric Dohrmann Joe Koeune

Teaching & Learning

Kristina Guntharp Joe Koeune Kathy Strathman Vasiliki Vourvahis-Frake

Debbie Johnson Sara Elfering Valerie Gorsline Cher’ee Molitor Becky Picchietti Sandra Wimer Kristina Pierce Mike Butler Emily Kane

Social Emotional Wellness & Support

Michele Barkley Rachel Tack Adam Sax Vasiliki Vourvahis-Frake

Holly Kaprosy Josh Coon Kara Leitza Carol Xandegar

Logistics, Preparation & Precautions

Dave Shepherd Maria Treto-French

Kathy Hogan Merideth Wagner Donna Bradbury Bill Schenk Jodi Salata Susan Harkins Mary Holsinger Julie Byzcek Patricia Smith Natalie Earl Cassandra Howes

Current Reality

• The State of Illinois transitioned to Phase 4 of the Restore Illinois Plan on

June 26, 2020

• Starting the 2020-21 School Year - Part 3 - Transition Joint Guidance

released on June 23, 2020 in preparation for Phase 4

○ In-person instruction permitted and strongly encouraged ○ Does not “signify a return to pre-pandemic operations” ○ All public and nonpublic schools in Illinois serving prekindergarten through 12th grade students must follow Phase 4 IDPH guidelines ○ Districts encouraged to prepare for possible return to Remote Learning in the event of a resurgence of the virus or a second wave

Phase 4 IDPH Mandatory Guidelines

• Require use of appropriate personal protective equipment (PPE), including

face coverings;

• Prohibit more than 50 individuals from gathering in one space;
• Require social distancing be observed, as much as possible;
• Require that schools conduct symptom screenings and temperature checks
• r require that individuals self-certify that they are free of symptoms before

entering school buildings; and

• Require an increase in schoolwide cleaning and disinfection

Additional Guidance

• Illinois State Board of Education / Illinois Department of Public Health

(ISBE/IDPH)

○ June 23 Joint Guidance - changes and clarifications via FAQ on June 25, June 29, June 30, and July 9

• American Academy of Pediatrics - COVID-19 Planning Considerations:

Guidance for School Re-entry

• Forthcoming:

○ CDC - K-12 Reopening Guidance ○ ISBE - Remote Learning 2.0 Recommendations

Input and Voice

• Thought Exchange

○ Engagement ■ Participants - 1,391 ■ Thoughts - 1,569 ■ Ratings - 65,424 ○ Results ■ Top 5 rated thoughts all had to do with students and hygiene - hand washing and hand sanitizer ■ More structure and clarity regarding Remote Learning ■ Consideration of familial impact of decisions ■ Consistency and clarity in plan and communication

Input and Voice

• Staff Survey - July 9

Input and Voice

• Staff Survey - July 9

Input and Voice

• Staff Survey - July 9

Input and Voice

• Family Survey - July 10

Input and Voice

• Family Survey - July 10

Input and Voice

• Family Survey - July 10

Models

In-Person 5 Days/Week

Benefits Challenges

• “Full Day” of in-person learning
• Consistency
• Staff - Student Interactions
• Curricular Pacing
• On-site Identification and Delivery of

Academic and Social-Emotional Needs

• Collaboration and Social Interaction
• Decrease Reliance on Remote

Learning Instruction and Support

• Mitigates Child Care Concerns
• Adherence to Guidelines
• Impact of Guidelines on Students and

Learning, i.e. time with face coverings

• n
• Space and Movement Restrictions

and Limitations

• Staffing
• Supervision

Models

Remote Learning - 5 Days/Week

Benefits Challenges

• Maximizes safety protocols for social

distancing, mitigating transmission concerns

• Allows for maximum flexibility in

delivery and navigation of instruction and learning

• Allows for focus on this model for

improvement and implementation

• Consistency
• Allows for potential routine
• Social-emotional isolation and

limitations

• Assessment limitations
• Equity in access and support
• Curricular pacing impact
• Child care concerns for families
• Success contingent on establishment
• f routine

Models

AM/PM Hybrid Option

Benefits Challenges

• Daily in-person instruction
• Smaller on-site class size
• Cohort smaller groups for interaction
• Guidance implementation
• Decrease time with face mask
• Eliminate lunch challenges, however,

lunches would be available

• Assessment possibilities
• Priority standard and support focus
• Collaboration and social interaction
• Transportation
• Consistency
• Routine
• Child care
• Remote learning planning and

support

• Curricular pacing impact
• Time prioritization (core, priority,

intervention, support, enrichment, etc.)

• Building cleaning in between

sessions

Models

A/B Day Hybrid Option

Benefits Challenges

• “Full day” in-person learning on

certain days.

• Smaller on-site class size
• Cohort smaller groups for interaction
• Guidance implementation
• Assessment possibilities
• On-site Identification and Delivery of

Academic and Social-Emotional Needs

• Collaboration and Social Interaction
• Impact of Guidelines on Students and

Learning, i.e. time with face coverings

• n
• Consistency
• Routine
• Child care
• Remote learning planning and

support

• Curricular pacing impact
• Time prioritization (core, priority,

intervention, support, enrichment, etc.)

General Reopening Considerations

• Five (5) Clock Hours

○ Waived by PA 101-0643 ○ Instituted by State Superintendent ○ Applies to all learning models and includes all learning activities

• Special Education and Section 504
• Requirements

○ i.e. Physical Education

• Face-to-Face and Synchronous (real-time)
• Assessment - where are student and what do they need
• Equity and Access

In-Person Learning Considerations

• Numbers and Guidelines
• Scheduling and Sample Schedules
• Staffing
• Supervision
• PPE & Safety Equipment
• Symptom Screening

○ On-site vs. Self-Certification

• Hygiene
• Protocols for Symptoms or Positive Tests
• Cleaning Protocols and Supplies
• Spacing and Movement
• Meals/Eating
• Specials/Encore
• Intervention/Enrichment
• Special Education and Section 504
• Mask Breaks
• Extracurriculars
• Recess
• Transportation
• Commitments
• Attendance
• Signage

Remote Learning Considerations - 2.0

• Responsibilities

○ District ○ School ○ Staff ○ Students ○ Family

• Learning Types

○ Synchronous - Real-time teaching, learning, thinking, doing, collaborating ○ Asynchronous - Supported, self-paced teaching, learning, thinking, doing, collaborating

• Sample Schedules
• Special Education and Section 504
• Platform
• Accessibility
• Attendance
• Feedback and Grading
• Assessment
• Specials/Encore
• Intervention/Enrichment
• Instruction and Support

○ Whole Group ○ Small Group ○ Individual ○ Flipped

Health and Safety Considerations

• Based upon guidance from CDC, IDPH, and ISBE
• Impossible to eliminate the risk of transmission
• No single recommendation or practice will be THE solution
• Combined impact to mitigate, to the extent possible
• Feasible, Practical, and Acceptable

Protocol for Symptoms or Positive Tests

• Individuals with any symptoms of COVID-19 must remain home

○ Cough ○ Fatigue ○ Fever of 100.4˚ or higher ○ Chills ○ Nausea or vomiting ○ New loss of taste or smell ○ Sore throat ○ Shortness of breath; difficulty breathing

• Quarantine/Isolation spaces for students who present with symptoms
• Staff who present with COVID-19 symptoms will leave the building immediately

Protocols for Symptoms or Positive Tests - COVID19

As mandated by ISBE/IDPH, staff or students who have tested positive or are suspected of having the COVID-19 virus should seek medical attention, self-isolate, and follow CDC guidelines for discontinuation of isolation. Individuals who have had close contact (within 6 feet, masked or unmasked, for more than 15 cumulative minutes) with an individual who has tested positive for COVID-19 or is suspected of having COVID-19 infection should isolate and monitor for symptoms for 14-days.

• Potential transition to Remote Learning
• Full school closure? Class or grade closure?
• Contact tracing
• Monitoring return dates - 10+/-3-days vs. 14-day

Antioch CCSD 34 2020-21 Opening Options

• Planning to offer families one of two options to start the school year

○ Full Remote Learning ○ In-Person Option ■ 5-day/week, full day preference

• Final option dependent on numbers and safety measure implementation logistics

■ Possible Hybrid

• Formal and detailed plans allowing for informed choice

○ In-Person Learning ○ Remote Learning 2.0

• Flexibility

○ Allowing for models to ebb and flow with reality and based on need

To Decide and Do

• Additional information

○ Family Selection Survey ■ Identify which in-person option is feasible, practical, and acceptable, while maximizing safety precautions and considering academic and social-emotional needs and implications ○ State-of-Staffing ■ Needs, requests, accomodations, and impact

• Length of Selection

○ For what period of time is a family’s selection set?

• Phase 5 Plan

○ Transition Process

Next Steps

• Presentation, adoption, and communication of formal plan

○ BOE Special Meeting ○ Date: Week of August 3, 2020

• Family selection
• Staffing considerations and decisions
• Monitor additional guidance, recommendations, mandates
• Ensure vigilance and flexibility, with a focus on safety, wellness, and support

Questions