Proposed Reopening Plans July 8, 2020 1 Our Guiding Principles in - - PowerPoint PPT Presentation

W A Y L A N D * P U B L I C * S C H O O L S

Proposed Reopening Plans

July 8, 2020

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W A Y L A N D * P U B L I C * S C H O O L S

Our Guiding Principles in This Environment

“Living our Values”: The following principles have guided us throughout COVID-19.

• An engaging academic experience.
• Nurturing social-emotional connections.
• Equitable access to academically rigorous experiences for all students.
• A safe and healthy environment through adherence to state and local health

guidelines.

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Our Time-Line

• Late May-Mid-June: Working Groups focus on hybrid model
• June 24 Presentation to School Committee
• June 25 Commissioner’s Guidance

○ 3 models including one that incorporates the new 3-foot minimum

• June 25-July 7: Building-based operations work
• July 15: School Committee possible vote to approve one priority model

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The Commissioner’s Guidance on June 25

“We encourage districts and schools to aim for six feet of distance between individuals where feasible. At the same time, a minimum physical distance of three feet has been established when combined with the other measures outlined in this list of safety requirements.” “If the current positive public health metrics hold, we believe that when we follow critical health requirements, we can safely return to in-person school this fall with plans in place to protect all members of

• ur educational community.”

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Academic Implications -- All Remote

• Provides a high number of asynchronous learning opportunities
• A good fit for some students
• Providing regular, high-quality synchronous instruction is challenging
• Giving students high-quality feedback is especially time-consuming
• Curriculum coverage would likely range between 50-75%, but

“coverage” is not the same thing as access and mastery

• Requires a high level of parental support for a large number of

students

• Can be highly problematic for struggling students and students

lacking consistent adult support

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Academic Implications -- Hybrid

• A group/B group rotation (likely every other week)
• Allows for small class sizes (10-12 on average)
• Limited opportunity for teachers to provide synchronous instruction during the

remote week

• Remote week would emphasize more independent work
• Possible that some courses would be all-live or all-remote
• Curriculum coverage would depend on the subject area and student age, but

would likely range between <50% up to above 80% in some cases

• Moving between a hybrid model and an all-in model would be very challenging

structurally

• Childcare would be a challenge for families and staff during the remote week
• Would likely be challenging for struggling students and students lacking consistent

adult support

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Academic Implications -- All In-Person

• Most similar to what we are used to, but still with substantive differences
• Social distancing requirements would limit some instructional approaches
• Learning time would be less than pre-COVID
• Curriculum coverage in many grades and subjects could be 85+%, but

with many exceptions

• K-5 students would likely follow a cohort model; MS students might be

able to use some cohorting without large ramifications; in HS, cohorting would have significant ramifications

• This model would present minimal childcare challenges, with the caveat

that before- and after-school care might have some limitations

• This model provides the greatest level of support for struggling students

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W A Y L A N D * P U B L I C * S C H O O L S

Special Education Services by Model:

The District is now well positioned from a resources perspective to deliver on all three models. However, there is a clear hierarchy of preference as indicated below:

Remote Learning: is the most challenging model. In this model the district will develop ‘Remote

Learning Plans’ that will not offer many important accommodations or comprehensive progress

• monitoring. This model lacks the key component of in-person service delivery.

Hybrid: can be made to work given that services can be delivered in-person. Some students will need to

be in school on a full time basis depending on the ‘minutes on the grid’. DESE is going to provide guidance about how special education can operate as effectively as possible under hybrid conditions.

In-Person: is the preferred model for special education service delivery. We will be able to fully

implement IEPs (minutes, accommodations, goals, objectives) in a manner that is consistent and

• compliant. Some adaptations of ‘pull out & push in’ services may need to be made in order to respect

health and safety concerns.

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Preparing for In-Person Schooling

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Health & Safety and Social Distancing Planning

Use CDC standards for cleanliness and sanitation to create day and night protocols, checklists, staff schedules and compliance criteria customized for each school building. Audit each room in every building to determine room configurations for 3 feet of distance between students and 6 feet of distance in cafeterias. Repurpose rooms and modify spaces in each building to ensure social distancing and delivery of instruction in classrooms and one-to-one. Create outdoor instructional spaces by sourcing canopies. Plan arrival, dismissal and transition protocols and pathways throughout each building supported by additional student supervisors at each school. Establish staffed isolation rooms and assign COVID-19 Coordinator for each school. Purchase State and DOH approved PPE for employees and range of cleaning supplies for all spaces.

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Operations and Facilities

Hire engineer/HVAC specialist to assess and verify air ventilation systems in every instructional and

• ffice spaces are producing proper levels of fresh air and circulation of air as established by State

building code. Repair and modify air ventilation as necessary. Upgrade air filters from MERV 8 to a minimum of MERV 11. Augment custodial day-time staff by two per building to ensure standards of disinfection are being adhered to with interval cleaning and disinfecting of frequently touched services, bathrooms and between each lunch session and in each lunch room during the day.

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Estimated Costs at 100% Return = $1,022,055

Health & Safety $216,155 Social Distancing $376,100 Operations $429,800

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Isolation Rooms Disinfecting Supplies PPE Supplies Masks, Shields COVID -19 Coordinators Tables, Desks and Chairs Student Supervision Plexiglass Barriers Technology Outdoor Canopies Air Ventilation Assessments, Repairs, Modifications Upgrade Air Filters Custodians

W A Y L A N D * P U B L I C * S C H O O L S

Estimated Costs at Hybrid 50% Return = $864,905

Health & Safety

$177,605 Social Distancing $257,500 Operations $429,800

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Isolation Rooms Disinfecting Supplies 50% PPE Supplies Masks, Shields COVID -19 Coordinators Tables, Desks and Chairs 50% Student Supervision Plexiglass Barriers Technology Outdoor Canopies 50% Air Ventilation Assessments, Repairs, Modifications Upgrade Air Filters Custodians

W A Y L A N D * P U B L I C * S C H O O L S

Coronavirus Relief Funding

Federal Coronavirus Relief Fund - allotted to the Town of Wayland of up to $ 1,223,944

• “Necessary expenditures incurred due to the public health emergency with respect to …

COVID–19” Funds may not be used to substitute for lost revenue. School Department - Distance learning and disinfecting of schools.

• Not budgeted as of March 27, 2020 when the CARES Act was enacted in May. Cannot supplant

state or municipal spending.

• Incurred on or after March 1, 2020, up to December 30, 2020.
• Funds for entire Town, not just schools.

The Elementary and Secondary School Emergency Relief Fund (ESSER fund) - allotted to the Wayland Public Schools of $55,783

• Plans for these funds will be used for summer and fall programming, remote instruction and

professional development.

• Apply by August 1. Incur by June 30, 2021.

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Coronavirus Relief Funding - continued

Federal Coronavirus Relief Fund - allotted to the Wayland Public Schools of up to $ 607,500, based on $225 per student 1. For eligible costs incurred due to the COVID-19 public health emergency to support the reopening of schools, such as:

• training for school staff,
• supplemental social and academic services,
• reconfiguration of school spaces,
• leasing of temporary facilities, and
• acquisition of health and hygiene supplies.

2.

Application details and availability of funds TBD. Incur by December 30, 2020.

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Further Thoughts

The Administrative Council believes that a safe and full return to in-person schooling is highly advantageous for our students. 1. We believe that we can comply with the health and safety protocols from Commissioner’s June 25 guidance. 2. We agree with the following statement from The Massachusetts Chapter of the American Association of Pediatrics (June 24, 2020): “ The school experience provides so much more than academic learning and the relationships that children form with their teachers, other school personnel, and their peers are critical to their emotional health and well-being.”

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Thank you

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