PUBLIC HEALTH RECOMMENDATIONS/INFORMATION Bobbie Bagley, Director of - - PowerPoint PPT Presentation

PUBLIC HEALTH RECOMMENDATIONS/INFORMATION

Bobbie Bagley, Director of the City of Nashua Division of Public Health and Community Services, presentation on COVID-19 pandemic.

NASHUA PUBLIC SCHOOLS

WORK-SESSIONS

NASHUA BOE WORK SESSION

Purpose:

• Provide the BoE and the public with an update on the progress of the Re-opening taskforces and sub-group work.
• Provide the BoE and the public information on the data and themes and patterns that emerged (salient themes).
• Provide the BoE with information on local public health recommendations.
• No decisions need to be made at this point as this session is just informational only—please.

WHAT HAS BEEN DONE SINCE THE LAST WORK SESSION?

• Over the last two and ½ weeks, sub-groups have met to react/answer questions under the following models:
• Model I: Exclusively in-person
• Model II: Hybrid of in-person and remote learning
• Model III: exclusively remote learning
• Special Note: All this information will be released after the work session. Also some groups have requested more

time.

• Survey distributions
• T

eachers

• Students
• Parents: (in-progress)
• Staff: (in-progress)
• Special Note: This information will be released at the end of the work session.

TIMELINE

PROPOSED TIMELINE FOR THE RE-OPENING TASKFORCE (SCOREBOARD)

• May 27, 2020: The BoE members hear a presentation on the Re-Opening Taskforce’s

roles and responsibilities

• June 5: The Re-Opening Taskforce membership is finalized
• June 8-12: BOE Work Session
• Review the proposed models
• Capture the current reopening guidelines according to the CDC, state

guidelines, city ordinance and health department

• Clarify purpose, directions, and charge
• Establish membership for the sub groups
• June 15-19 Re-Opening Taskforce meets to examine the different models
• Address questions according to subgroups (share Goggle questions with the

taskforce)

• Begin drafting recommendations according to identified categories (e.g. remote

learning, technology, policy, and budget)

• Document/coordinate a resource/staff recommendation for reopening
• Align Taskforce’s recommendations/guidelines with the current CDC, guidelines,

city and health department’s recommendations

• Weekly meeting of NSD Taskforce Planning Group
• June 22-26
• Sub-groups meeting to address/answer questions
• Begin draft recommendations according to identified categories (e.g.

remote learning, technology, policy, curriculum, and budget, etc.)

• Document/coordinate a resource/staff recommendations for reopening in

accordance with the selected model(s)

• Align Taskforce’s recommendations/guidelines with the current CDC,

guidelines, city and health department’s recommendations

• Weekly meeting of NSD Taskforce Planning Group
• July 6-10: Weekly meeting of NSD Taskforce Planning Group
• Sub-committees responses/questions submitted for collaboration
• Survey results aggregation submitted
• Weekly meeting of NSD Taskforce Planning Group
• July 13-17
• Weekly meeting of NSD Taskforce Planning Group
• BOE Work Session
• Re-opening taskforce divisions meet
• The taskforce will edit/draft recommendations and finalizes all documents
• August 3, 2020: The taskforce will present their recommendations/information

with a plan to the BoE members.

BoE

Re-opening taskforce

Remote Learning

School Medical Personnel Plant & Operations Food Service Professional Development Technology Summer School Pre- school/Early Childhood Human Resources Extracurricular/ Athletics ELL service District Policies-19 Communication

Recommendations for the preferred Model

RE-OPENING TASKFORCE: SUB-GROUPS FOR FEEDBACK AND DATA PROCESSING/ANALYSIS

• Plant Operations and Transportations
• School Medical Personnel
• District Leadership
• Food Service
• Remote T

eaching and Learning

• Professional Development
• Human Resource
• T

echnology

• CTE
• ELL Service Delivery and Instruction
• Communication
• Pre-school and early childhood programs
• Afterschool/21st century programming
• Summer School
• Extracurricular/Athletic
• Special Education Service Delivery
• District policies for COVID-19

DATA

PARTICIPATION IN THE SURVEY

• Elementary Schools T

eachers : 254

• High School T

eachers: 140

• Middle School T

eachers: 125

• T
• tal: 534 answered out of 1005 teachers (53%)
• Parents:

Students: 124 answered out of 11,476 (1%) Administrators: 45 answered out of 87 administrators (52%)

ORGANIZATIONAL MATRIX FOR DATA FEEDBACK

Survey results Subgroups' data from the questions Re-opening taskforce generates recommendations under Models II and III to the BoE based on information from surveys sub-groups data School District adopts a model to re-open by August 3, 2020

NASHUA TEACHERS N=534

# Q-content % of strongly agree and agree Q5 As a teacher, I would welcome professional development that augments my knowledge of remote learning and online resources for my instructional practice. 91% Q8 My administrators were responsive to me when I had questions about remote learning. 84% Q9 My administrators were responsive to me when I had questions about grading. 83%

NASHUA ADMINISTRATORS N=45

Question Q-Content % strongly agree and Agree Q4 I have the necessary technology and equipment to work from home remotely. 89% Q10 I am supportive of students and staff wearing protective masks and practicing social distancing while attending school. 73%

NASHUA STUDENTS N=124

# Q content Strongly agree and Agree Q2 My teachers were available to help me with my assignments. 75% Q3 My teachers' assignments were easily accessible online. 79% Q5 My teachers were flexible and allowed me opportunities to improve my grades. 75% Q7 My parents were able to provide me with academic supports at home during remote learning. 79% Q9 I am supportive of students and staff wearing protective masks and practicing social distancing while attending school 60%

Q: I AM SUPPORTIVE OF STUDENTS AND STAFF WEARING PROTECTIVE MASKS AND PRACTICING SOCIAL DISTANCING WHILE ATTENDING SCHOOL

Q content Strongly agree and Agree Students 60% Administrators 73% T eachers 64% Parents TBD Staff TBD

RANK ORDER RESULTS

RANK ORDER TEACHERS (N=534) Q-SORT

1. Internet access* 2. Possession of the computer* 3. Directions for parents to get extra support or information 4. Consistency for student's expectations for work (a little more) 5. Direct access to the curriculum 6. Universal grading expectations 7. Knowledge of the curriculum 8. Explicit expectations from the beginning to the end of classroom assignments 9. Online resources for parents to gain a better understanding of remote learning and expectations

RANK ORDER ADMINISTRATORS ( N=45)

1. Internet access* 2. Possession of the computer* 3. Consistency for student's expectations for work 4. Explicit expectations from the beginning to the end of classroom assignments 5. Direct access to the curriculum 6. Universal grading expectations 7. Directions for parents to get extra support 8. Knowledge of the curriculum 9. Online resources for parents to gain a better understanding of remote learning and expectations

RANK ORDER STUDENTS ( N=125)

1. Internet access* 2. Possession of the computer* 3. Direct access to the curriculum 4. Knowledge of the curriculum 5. Online resources for parents to gain a better understanding of remote learning and expectations 6. Directions for parents to get extra support 7. Consistency for student's expectations for work 8. Universal grading expectations 9. Explicit expectations from the beginning to the end of classroom assignments

NEXT STEPS

• Taskforce divisions will synthesize the sub-groups’ reactions according to Models II and III there are MANY documents to review.
• Plan to return to school for Model II (hybrid of remote/in-person) and Model III (remote).
• Develop online platform options for students and teachers to operate for choice “educational engagement” for families (surveys) and

health concerns for teachers.

• Coordination of child care services throughout the city with Boy’s & Girl’s Club, 21st Century, YMCA, Arlington Community Center.
• Coordination of DCYF services, food services, and resources according to Models II & III.
• Augment remote learning professional development offers for parents and staff.
• Ensure connectivity throughout the city.
• Challenges: logistics, scheduling (elementary, middle, high schools) … timing and getting this started at the beginning of the summer)

STAFF READINESS TO RETURN UNDER MODELS II AND III

• Dialogue with the union and staff to design an equitable schedule and preference
• Human Resource (staff members who have pre-existing conditions)
• Human Resource (staff members who have family members with pre-existing conditions)

FINAL THOUGHTS

• Remote learning looks differently at different levels (elementary, middle school, and high school).
• Hybrid model will look differently at different levels (elementary, middle school, and high school)
• Be flexible and practical during this period.
• Extracurricular is planned to continue throughout Model II and Model III.
• We should focus on a couple of things: Being able to move from one model to the next.