D34 Flex Return-to-School 2020-2021 July 27, 2020 Whatever - - PowerPoint PPT Presentation

D34 Flex

Return-to-School 2020-2021

July 27, 2020

Whatever Tonight’s Decision #WeAreD34 and We Will Be:

• Flexible, with plans in place to be able to adapt

to changes

• Clear, with open, two-way communication

channels

• Focused on creating the most effective

environment for teaching and learning

Summary: The Options

1. Start school year in Remote +, and monitor local COVID-19 data to determine if a transition to Hybrid is possible, no sooner than 3 weeks (GOAL enrollment available) 2. Start school year in Hybrid, acclimating students and staff to new health and safety procedures while still focusing on all learning standards* (GOAL enrollment available) 3. Monitor local COVID-19 data to determine if the year can begin with Adapted in-person* (GOAL enrollment available) * D34 will implement operational procedures, including encouraging distancing as much as possible

Options Presented July 13

What’s New Since July 13?

• Parent, staff & substitute surveys
• Review of emails to the Board
• Additional operations, safety & health planning
• Creation of staff groups for input &

implementation

• Preparing staff survey after decision
• Planning for communication, input and support

Public Health Guidance

• Monitoring COVID-19 transmissions rates in local

community

• Approaches to cohorting/grouping that fit the needs of the

community

• Implementation of multiple strategies to prevent spread of

COVID-19 (social distancing, face coverings, hand hygiene, cohorting)

• Flexible planning/preparing for illness

Public Health Guidance

General Guidance Continues:

• Keep distance of at least 6 feet (as much as possible)
• Masks/cloth face coverings
• Wash hands often with soap and water
• Stay home when sick (keeping students with symptoms home)
• Ventilation systems operate properly to increase circulation of
• utdoor air as much as possible

What’s NOT New?

• ISBE released new learning

recommendations with old information on 7/23

• No updates from 6/23 guidance

to define “as much as possible”

No New Helpful Guidance

What Continues?

• Screenings
• PPE
• Cleaning
• Hygiene
• Signage
• Facilities
• Infirmaries
• Transportation

Operations Planning

Survey Results

Parent Survey: Choices

English n=2,522

Other

Spanish n=94 Korean n=32

in-person in any environment

Mongolian n=32

GOAL in-person if hybrid only

Themes

• Physical health and safety
• Emotional well being
• Local conditions
• Academics - “falling behind”
• Juggling any remote learning time
• Working parents
• More synchronous time in any remote scenario
• Equity

Staff Survey: July 7 - July 13

PURPOSE:

1. Communicate & educate 2. Understand questions/concerns

RESPONSES:

325 Certified Staff 145 Support Staff

GEA Survey: Teacher Concerns

• Initial and Second Surveys
• Purpose of GEA Surveys
• Open-Ended in Nature

“We feel this information will continue to confirm the high level of anxiety and concern that so many of our members have for their students, themselves, their own families and the D34 Community about returning to in-person school in the Fall. “ Nanette Ross-Meridith

Survey Data Shared at 7/13 Meeting

Do you expect to return to work in the fall if there is in-person learning?

17%

Certified Staff

55

Substitute Staff - Letter of Intent

130 in Sub Pool (11 for Secretary/Custodial) 36 - Yes

10 - No 73 - No Response

Substitute Staff Survey: July 17-23

1. With increased daily rate, how likely are you to sub in D34? 2. If in-person learning is in place, how likely are you to sub in D34? 3. If remote learning is in place, how likely are you to sub in D34? 4. If increased rate for 30-day commitment, how likely are you to sub in D34? 5. What is your interest in working as a cadre substitute in D34

70

RESPONSES

Substitute Staff Survey: July 17-23

What is your interest in working as a cadre substitute? If increased rate for 30-day commitment, how likely are you to sub? If remote learning is in place, how likely are you to sub? If in-person learning is in place, how likely are you to sub? With increased daily rate, how likely are you to sub?

43 34 47 46 17

Typical Substitute Need

February 2020 493 Absences 319 Needed Substitutes 237 Filled 74% Fill Rate

Staffing 2020-21: COVID Impact

Sub Pool = # of FMLA/Sick Leaves + 30% Impact cuts across all staff groups Staff disabilities/at-risk impact assignments

Given What We Know: More About the Options

Remote+ What is the Plus?

Enhancements and adaptations to the ONLINE EXPERIENCE with some IN-PERSON OPPORTUNITIES

Remote+ The Online Experience

• Instruction that aligns with D34 curriculum priorities and is designed for student

engagement (e.g. workshop, inquiry, equity, multilingual, student centered approaches)

along with:

○ Illinois Learning Standards ○ Early Learning Standards ○ WIDA English Language Development Standards (for English Learners) ○ WIDA Spanish Language Development Standards (for Dual Language learners)

• Increased EC- 8 Synchronous Learning - New Content

○ EC Students will be receiving a device (if they do not already have one) ○ Large group daily connections to start and end the day (or for MS to start each class period) ○ Small group meetings for individualized instruction & guided practice ○ Structures to support asynchronous content outside of large and small group settings (1-on-1, “Office Hours”) ○ Consistent schedule and routines (for students, classrooms & schools)

• EC- 8 Synchronous opportunities for student-directed learning and flexibility

○ Delivering content (e.g. videos, readings) ○ Discovery and independent practice (e.g reading, writing, researching)

Remote+ The Online Experience

• Continued focus and priority on connection and well-being
• Evidence of EC - 8 student learning and engagement (e.g. grades, attendance, feedback, assessments,

surveys)

○ D34 report cards ○ D34 daily attendance procedures ○ NWEA and other standardized assessments ○ Grade-level and classroom formative, performance-based and summative assessments

• Capacity building and support for students, families, and teachers

○ Teaching students “how to learn in remote” ○ Clear expectations and consistencies for staff members in addition to increased training on engaging students in online learning ○ Resources and support for parents/caregivers

• Regular, consistent schedules with embedded flexibility for all students, including Fine Arts & PE

Remote+ In-person Opportunities

Regular, safe, small-group, in-person opportunities:

• Outdoors - weather permitting with short time frames (e.g., a 30-minute appt)
• Relationship and community building and social-emotional focus
• Transition/orientation activities (e.g. early opportunities prioritized for EC/Kindergarten, Third, Sixth

grade and students new to the building/district)

• Specialized instruction for those who qualify for additional services

Access to materials and supplies (once the school year begins)

• Pick up supplies and materials on a regular basis (e.g. supplies, copies, etc.)
• Access to hard copy books

Additional Opportunities - For students who are unable to access these in-school opportunities, efforts will be made to ensure equity (e.g. book/supply delivery to a neighborhood, outdoor sidewalk visits from school staff, increased individual online meetings, etc.)

Hybrid Logistics

Consistent schedule for families

• In-person days placed alphabetically and by phone number so children from the

same family attend school on the same day Balance and equity for students

• In-person days arranged as needed to ensure balance even when there are days
• ff in the calendar
• Same learning opportunities for students who are in-person M,Th and T, F.

Hybrid is 60% remote and 40% in-person

• Access through a consistent online platform
• In-person learning builds from online learning
• Teaching priorities/expectations will be clear

Hybrid In-person

Priority on connection and community building

• Maximize the key benefits of in-person time, including SEL lessons/application
• Learning to connect, show care, and support one another from a distance

Teaching and reinforcing routines and expectations

• Safety routines for in-person school
• Online learning routines to support remote work
• Fostering self-direction, regulation strategies, and problem solving skills

Instruction complements online learning

• Most learning time is online, in-person opportunities are enhancements to maximize the

instructional supports of the certified teacher

• Prioritized lessons and content to support the blend between online and in-person
• Includes modified Fine Arts / PE Schedule for EC-5, utilizes full schedule 6-8

Hybrid Remote

Instruction connects to in-person learning

• Introducing new concepts (videos, readings, etc.) and time for indepent practice (reading, writing, math

practice, researching)

• Creating projects and artifacts to show learning
• Subjects phased in over time for EC-5 students, starting with reading, writing, math, fine arts and PE
• Middle School will develop phase in program for all subjects

Designed for independent implementation

• In-Person staff will not be providing online support during at home days (their focus will be on In-Person

students) ○ Staff will be assigned to support the work of students while at home.

• Includes priority activities most suited to online learning
• Applying self-direction, regulation strategies, and problem solving skills

Foster connection, community, and care

• SEL lessons, connections with classmates through Seesaw or Schoology, morning zoom with teacher

and in-person students for EC-5, etc.

What Hybrid Looks Like

Adapted In-person: Is It Possible?

Any in-person learning environment needs to offer consistency, and comply with public health guidelines

Need to ensure sufficient:

• Staffing
• Substitutes
• Space

Glenview Online Academy for Learning

How Will It Work?

GOAL: D34’s EC- 8 (Taught/Lead by D34 staff members)

• Staff and Students in GOAL will commit to the opportunity each Trimester, (similar to

students / families committing to the transition model between REMOTE+, Hybrid, and In-Person)

• GOAL will be focused on both the development of their own identity, while also building in

connections for students to their home-school and peers. GOAL is designed to support all EC- 8 students

• GOAL will follow the same EC- 8 curriculum maps and instructional opportunities as REMOTE

+, Hybrid, and In-Person to ensure seamless transitions (as needed) at the trimester break.

• GOAL will include all subject areas and programs (such as, Fine Arts, Gifted, Advanced Math,

EL, Special Education)

• GOAL Students will be able to meet in-person (if a parent chooses and appropriate) and

access materials in the same ways as Remote +

• GOAL has been created to provide a consistent (remote) learning model as another option

for families

How Will It Work?

GOAL Staffing will be a dynamic process

• Staffing will not be finalized until after parents are asked to complete the selection
• process. (student numbers drive staffing needs)
• GOAL Staff will collaborate with Remote + / Hybrid / In-Person staff weekly to ensure

consistency in programing, providing an opportunity for either group to adjust when necessary GOAL and REMOTE + will mirror each other with a few differences

• GOAL will not transition back and forth (if appropriate) between scenarios - Remote

+, Hybrid, In-Person

• GOAL students may be a part of a new EC- 8 school - combination of students from

all 8 physical schools (with focus on keeping student connections with their building)

How Will It Work?

• All District accountability structures will be followed in GOAL such as:

○ D34 report cards ○ D34 daily attendance procedures ○ NWEA and other standardized assessments ○ Grade-level and classroom formative, performance-based and summative assessments

• Instruction that aligns with D34 curriculum priorities and is designed for student engagement (e.g.

workshop, inquiry, equity, multilingual, student centered approaches) along with:

○ Illinois Learning Standards ○ Early Learning Standards ○ WIDA English Language Development Standards (for English Learners) ○ WIDA Spanish Language Development Standards (for Dual Language learners)

The Metrics to Move

Hybrid

Consider Move Between Hybrid-Remote+

Remote+

• Regional Health Data
• Staffing Availability

○ Teachers and associates ○ Custodial Staff ○ Food Service Staff ○ Bus Drivers

• Substitute Pool: Subs available for in-person

and remote learning

• Supplies: PPE, cleaning/sanitizing supplies on

hand

• Executive Orders

Adapted In-person

Superintendent’s Recommendation

Start the 2020-2021 School Year in Remote + with GOAL option

Monitor regional/local COVID-19 data to determine if a transition to Hybrid is possible, no sooner than 5 weeks (September 29)

• Health and wellness of students and staff remains top priority
• Provides additional time to monitor health data
• Provides additional time to determine the specific availability of staff
• Provides additional time to evaluate specific metrics in transitioning

This recommendation is a starting point to allow D34 to move to some form

• f in-person learning

What’s Next? The Timeline

• Tuesday, July 28:

○ Email to Parents to Register Choice in PowerSchool ○ Survey to Staff about Return to Work

• Wednesday, July 29 (9-10:30am): Staff Webinar
• Thursday, July 30 (7-8:30pm): Parent Webinar
• Monday, August 3: Parent Choice Registration Deadline
• Friday, August 7: If Hybrid - Placement (Mo/Th or Tu/Fr) Shared
• Monday, August 17: Teacher Assignments/Class Placements Sent
• Tuesday, August 18: Staff Return
• Monday, August 24: First Day for Students (phase in for EC and K)

What’s Next?

• Working Groups & Focus Groups Meet
• Answer Questions
• Develop Resources & Clear Communication