Call to order Executive Order to meet electronically Roll Call - - PowerPoint PPT Presentation
Call to order Executive Order to meet electronically Roll Call and Introductions Presentation Board Questions Please note that this meeting is being recorded. Continuous Learning Planning for Academic Year 2020-2021 SAU
Please note that this meeting is being recorded.
meeting (at least) weekly to research and make recommendations for
■ Calendar/schedule ■ School operations ■ Teaching & Learning, including social emotional learning and support
analyzed by task force committees
staff
Please note that everything shared tonight is a working draft. We continue to go through the process of honing our ideas as we get additional information and feedback from stakeholders. Individual district boards will meet over the next couple of weeks to vote on plans.
identified or receiving tiered services
impact of wearing masks all day
parents and students need to be built in to remote learning if it continues
School Operations
○ Follow CDC guidance for isolation and testing ○ Report suspected or confirmed cases to NH DHHS
○ Onsite for staff and visitors ○ At home for students
chairs/desks at least 3 feet apart - 6 feet is preferred, with assigned seats.
○ Adult should try to maintain 6 feet of physical distancing ○ Remove items that are hard to clean and not necessary for instructional purposes.
School Operations (continued)
when 6 feet of physical distancing cannot be maintained.
○ Accommodations for students with disabilities should be considered ○ Face coverings for students should be provided by the student’s families with disposable
be available in all classrooms.
Teaching & Learning
put in place appropriate supports.
○ This includes academic and social emotional health.
○ Put in place plans for student learning, and monitor those plans throughout the year
a need to move between learning scenarios rapidly.
○ Pay close attention to the burden of double planning
staff, students, and parents.
Planning for in-person school, but Governor Sununu stressed that this isn’t “mission accomplished” and says we “have a long way to go.”
Thousands of specific logistics need to be worked out at the district and building level over the next weeks.
Universal protections
Additional two layers of protection for each individual in each situation
Teachers grouped to allow for redundancy, flexibility, and stability during unpredictable absences of teachers and changes in conditions
cohort model- students remain with their cohort all day.
Considerations for any Face to Face Return:
○ Consider running a 2 day full day program with a Friday remote option?
○ Storage unit on campus would be beneficial
○ Evaluating different programs to expedite parent pick up (cost involved) ○ Need additional staffing for AM drop off (# depends on student ratio decision)
Enrolled 20-21 CWES Students
Grade Number of students Number of teachers Class Size PreK 32 2 8 (in Fall) 12 estimated by Nov. Kindergarten 41 2 10-12 (enrollment in process) expecting 14-15 Grade 1 76 5 15-16 Grade 2 98 5 19-20 Grade 3 79 5 15-16
Implications for student spacing 3 feet apart
perform their position in their contract.
Current enrollment by grade: K-5, 1st-9, 2nd -13, 3rd-7, 4 th-13, 5th-9 Proposed Groupings: K/1=14, 2nd-13, 3rd/4th=15, 4th/5th=14 K-5 Cohort Model
including lunch and recess.
45 days) students will receive 1 Unified Arts per week.
Sept-Nov Nov-Feb Feb-Apr Apr-Jun PE K/1 2nd 3/4 4/5 Wellness 2nd K/1 4/5 3/4 Art 3/4 4/5 K/1 2nd
Library/Tech Integration
4/5 3/4 2nd K Music? SEL lessons?
screenings-currently 1 day per week
numbers
school with a cohort of their peers 5 days each week.
heterogeneous groups.
teacher for the entire school day, self-contained.
rotation) via video or outside as weather/topics permit.
via video. Reallocation of Professional Staff:
Special Considerations/Challenges:
contents
sinks
spaces which need outfitting
Number of students Number of cohorts Cohort size PreK
26
2 13 Kindergarten 37 3 10-11 Grade 1 45 3 15 Grade 2 36 3 12 Grade 3 32 2 16 Grade 4 42 3 14 Grade 5 41 3 13-14 Grade 6 54 4 13-14 Grade 7 47 2*/3 15-16 Grade 8 47 2*/3 15-16 *alternating cohorts plan
cohort of their peers 2 days each week. Remote Learning 3x per week.
together in classrooms, teachers rotate. Lunch in classroom.
○ ELA, SS, SCI, MA
○ Mon: All students, scheduled, concurrent ■ ELA, SS, SCI, MA ○ Alternating Days: ■ Concurrent:
■ Shortened Continuation of ELA, SS, SCI, MA
Reallocation of Professional Staff:
Special Considerations/Challenges:
school with a cohort of their peers 5 days each week.
classrooms.
○ ELA or MA ○ SS or SCI ○ UA (Art, Music, PE)
video Reallocation of:
Special Considerations/Challenges:
contents
(except science)
for K-6.
Keeping a max of 15 students in each room for 4th-6th we need an additional 18 spaces. We could utilize the following spaces as additional classrooms: Common rooms(4), interventionist rooms (3), Unified Arts’ classrooms (3), Unified Art spaces (music, FACS), enrichment classroom (1), Speech room (1) , science lab (3), teachers’ room (1) If 7th and 8th are not on an alternating schedule we need additional spaces and would utilize all Unified Art spaces, all special education classrooms, teachers’ rooms and conference rooms. At 6 feet apart we can fit 11 desks in a classroom, at 3 feet we can fit 16. Some of our other spaces are larger than typical classrooms, a few are smaller.
4th grade with 119 students requires 2 additional teachers. 5th grade with 110 students requires 3 extra teachers. 6th grade with 121 students requires 3 extra teachers 7th grade (if not A/B) with 110 students requires 3 additional teachers 8th grade (if not A/B) with 100 students requires 3 additional teachers
If we utilize class sizes of 10-12 across all grades in the building we would need to utilize all
UA teachers and our interventionists, but are still able to leave our Special Educators available for IEP services.
With class sizes of 15 we can free up the World Language teachers. It also frees up a few
Placing 7th and 8th on an A/B schedule reduces are need for additional teachers by 6 if class sizes are 15 and by 8 with class sizes of 10-12.
Smaller cohorts would attend school each day with ½ of a homeroom with the lead teacher and ½ with a partner teacher. The two groups would rotate between the lead and partner every two weeks assuming no outbreak of Covid. The lead teacher would be responsible for all lesson planning, and when possible the “whole group” portion of the lesson would be viewed on chromebooks by the cohort attending with the partner.
Monday - Foundational Day: Students meet remotely with all their core content teachers to plan for the two remote independent days. In addition, students receive continuous learning opportunities in Unified Arts and World Language (if enrolled). Core Content teachers will have either prep time or office hours during WL and UA blocks. Tuesday -A Day for students last names A-K Wednesday -B Day for students last names A-K Thursday - A Day for students last names L-Z Friday -B Day for students last names L-Z On remote days an interventionist/partner teacher would schedule an “office hour” to support remote learners.
The followings concerns exist in both models:
Currently 4-6 are bussed with 7 and 8 but this would mix cohorts a great deal. Placing K-6 on the same schedule/bus routes would increase our need for buses. Scheduling lunches to maintain as little mixing of cohorts as possible may mean lunches begin earlier and end later. Coverage of both lunch and prep periods are a staffing issue at the 15 and an even bigger concern at a class size of 10. Students going directly to classroom causes a supervision concern. Large cohorts of identified students create difficulties in providing face-to-face instruction by Special Educators
The followings concerns exist in both models:
Unified Arts will be difficult to schedule and potentially a conflict if UA teachers become partner teachers. Storage of tables and other items from classrooms could be problematic. Before and After school care is a need but would mix cohorts from multiple grades. Arrival and dismissal times will need to be expanded to allow for more parent drop-off maintaining distancing, and buses with only one in a seat also on staggered arrivals (or unloading). After school activities including athletics will be impacted. No sinks in traditional classrooms although bathrooms exist in each pod/hallway
Monday Remote learning in morning, Teacher prep and Collaboration Meetings in the afternoon. Tuesday (A Day for students last names A-K) Wednesday (A Day for students last names L-Z) Thursday (B Day for students last names A-K) Friday (B Day for students last names L-Z) *If we have to move to full remote we can run this schedule in a synchronous fashion
8:15-9:40 (85 min) Block 1 9:50-11:15 (85 min) Block 2 11:25-1:25 (85 min) Block 3 (35 min lunch) 1:35-3:00 (85 min) Block 4 Notes: No flextime or break 10 min longer blocks. Administration and B+G are exploring ways to run fewer lunches thereby increasing the amount of in class instructional time.
A Block 8:15-8:45 B Block 8:45-9:15 C Block 9:15-9:45 D Block 9:45-10:15 E Block 10:15-10:45 F Block 10:45-11:15 G Block 11:15-11:45 H Block 11:45-12:15 12:15-3:00 Student independent work/ teacher collaboration meetings and prep time.
Notes- Teachers will be available for individual or small group instruction or support in the morning and will be given time in the afternoon for meetings and prep work. Advisory for SEL activities. To Be discussed. Teachers will be in the building for all days.
Attendance/Scheduling Testing Week (needs to be worked out) Instructional Time 185 85 plus remote Short Week Plan (Remote) Substitutes Student/Staff with health concerns Masks required Connections Program Blocks are 10 minutes longer. Adjustments are being discussed Emergency Procedures Athletics Advisory CRTC schedule Schedule changes are being looked at. Start of School
Full Remote (Concurrent Learning Schedule)
◆ Students would follow their schedule and attend classes remotely at the required times. ◆ Alternating Schedule
➔ 4x4 Block schedule
◆ A day classes for Semester 1 ◆ B Day classes for semester 2 ◆ Would reduce the amount of students a teacher comes in contact with. ◆ Schedule would be
◆ Could possibly move classes to reduce the gap in instructional time.
3 Feet Max students (12-16) 6 Feet Max students (8-12)
Program Recommendations Cost Implications Special Education Preschool (age 3-5) Governor Executive Order Meeting required to reconsider ESY if team previously determined no. Accomplished with existing resources Special Education School Age (age 6 - 21) Governor Executive Order Meeting required to monitor each student’s progress on IEP goals by September 30. Review remote learning plan and determine if a gap was increased by spring remote instruction Some will be accomplished with existing resources (25% - 40%). Remainder ~ 60%: Labor, benefits, contractors, facility cleaning, PPE, supplies Stay as current as possible with initial evaluations and three-year updates. Some will be accomplished with existing resources (25% - 40%). Remainder ~ 60%: Labor, benefits, contractors, facility cleaning, PPE, supplies
Special Education (cont) Small group or individual sessions needed to receive special education services and related services Accomplished with existing resources Remote students will need to be included in small group or individual sessions to receive special education services or related services Clear cut: 5-10% additional services needed Small gap: 5 -10% additional services may be needed, with more progress monitoring Additional services may not be accomplished until the child can be fully back in school
Special Education (cont) Common planning time for special education teachers and general education teachers to allow strategic deployment of special ed services Dependent upon school-wide schedule. Potential: Labor, benefits, PPE Consider when homogeneous grouping is the least restrictive environment Depends on school-wide schedule. Potential: Labor, benefits, PPE Consider individual student’s increased medical needs If able to attend: Labor, benefits, contractors, supplies If remote: Potentially creating a gap in services
Section 504 plan Classroom teachers provide accommodations as stated in the 504 plan. Plans may need reconsideration in light of smaller class size or remote learning. Accomplished with existing resources Some will be accomplished with existing resources (60%-75%). English Language Learners Provide services in person when possible. Provide remote services when needed. Accomplished with existing resources Accomplished with existing resources McKinney-Vento eligible students Provide regular services as needed. Accomplished with existing resources
for students, teachers, and parents (ex. Google Classroom)
movement between learning environments.
○ Communication methods and frequency ○ Asynchronous instruction during blended learning ○ Synchronous instruction during remote learning
○ Leverage cross disciplinary opportunities and shared planning
First 10 Days - develop programming for the first ten days that f addresses the social emotional needs of the students and staff.
children to school Student Transportation of America is developing routes for K-6 and 7-12
Pre-COVID-19 Daily Cleaning
Incidental Cleaning
COVID-19 Daily Cleaning
cohorts (classrooms after lunches)
Incidental Cleaning
Shared Spaces:
Schools will complete NH Indoor Air Quality Assessments Ventilation dampers based on air temperatures. Many units have full outside air. Units that do not have between 10-20% outside air. Possibility of improving filtration capacity of system by replacing regular filters with higher quality filters (~$8/per filter vs. ~1$/per filter, 4x per year) Cleaning ductwork of HVAC systems needs to be part of CIP plans
use of outdoor routes)
Mask requirements -
Level of PPE we will provide (face shields for teachers?)
Adults
Screening
Self-report.
learning through SAU 24
undertaking with significant financial implications.
○ Family First Coronavirus Response Act protections (80 hours) ○ Sub coverage plan
○ Family First Coronavirus Response Act protections & FMLA
Governor’s Guidance 2.c.1-6
○ If case is confirmed, some close contacts may need to quarantine for 14 days
During the investigation and while waiting for test results, students and teachers stay home and learn remotely. Once it is safe to do so, the students and teacher will return to the building.
Governor’s Guidance - 2.a.5&6
DPH for further guidance, if needed.
criteria have been met.
○ Regular SAU communication ○ Monthly community surveys
to remote learning at the local level
needed.
$58,109.31 $136 per student
$59,684.42 $96.73 per student
$17,277.01 $246.81 per student
$91,215.76 $95.22 per student
Bargaining
○ Substitute coverage (permanent building-based subs) ○ Bus drivers ○ Bus monitors & building screeners
○ Meeting with teachers unions for impact bargaining ○ Continued feedback from families and staff ○ Listening sessions at the buildings with staff, students & parents
○ Address board issues at August board meetings (Meetings may need to be moved up) ○ Building specific planning
after Labor Day… other ideas include using the days near Columbus Day and Thanksgiving.