Radnor Township School District Reopening Plan Discussion School - - PowerPoint PPT Presentation
Radnor Township School District Reopening Plan Discussion School Board Meeting August 18, 2020 Brief Reopening Overview Progressive Reopening Phase Options and Registration Update Tonights Updated Metrics and Guidance for Pivoting
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Brief Reopening Overview Progressive Reopening Phase Options and Registration Update
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Prepared to Start the Year:
Teacher PD, Tech Infrastructure, and Social- Emotional Learning
Updated Metrics and Guidance for Pivoting Between RTSD Phases
Questions
Kindergarten – 5th Grade Cyber Program § Students will be part of a cyber classroom with their own dedicated teacher; all instruction will be online. § Students will attend classes virtually via a live-instructional platform and access recorded video content. § Students will access their courses through the Schoology Learning Management System. § Students will follow a set schedule for each day (see sample schedule with details). § The program will focus on a balance of synchronous (live) and asynchronous (self- paced/offline) instruction and activities meant to meet students' needs. § Student engagement and interaction will be a major focus.
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Schedule Sample Elementary Cyber Program Day A Balance of Synchronous (live) and Asynchronous (self-paced) Activities Potential Live minutes Potential Self-paced minutes
Period 1 9:10 – 9:30 Live Morning Meeting Session (all students) A live morning meeting may last between 10-20 minutes or more depending
Live potential 10-20 min Period 2 9:30 – 10:00 Live or Recorded Video ELA Whole Group Lesson A teacher may decide to host a live ELA (English-Language Arts lesson)
Live/Self-paced potential: 15-30 min Period 3 10:00 – 11:15 Live Guided Reading Groups supported with asynchronous activities A teacher will facilitate small-guided reading groups based on students’ levels. Live reading groups will be approximately 15-20 minutes in length per group. When not meeting with the teacher, students will receive self-paced and independent activities that may or may need to be done online. Live potential: 15-20 min Self-paced/video: 45-60 min Period 4 11:15 – 12:05 I/E Block: OT, PT, Speech, Instrumental Band / Orchestra online lessons; Small group MTSS lessons The Intervention and Enrichment block is used to provide students with needed services including: Occupational, Physical, and Speech Therapy; Band/Orchestra lessons; and small targeted instructional group work (live or self-paced) based on student needs through the MTSS (Multi-Tiered System of Supports). This time could include a combination of self-paced and live interaction based on student needs. Period 5 12:05 – 1:00 Lunch and Recess (Home) Period 6 1:00 - 1:15 Live or Recorded Video Math Whole Group Lesson A teacher may decide to host a live Math lesson or post a recorded lesson. Live/Self-paced potential: 20-45 min Period 7 1:15 – 2:00 Live Guided Math Groups supported with asynchronous activities A teacher will facilitate small-guided math groups based on students’ levels. Live math groups will be approximately 15-20 minutes in length per group. When not meeting with the teacher, students will receive self-paced and independent activities that may or may need to be done online. Live potential: 15-20 min Self-paced/video: 45-60 min Period 8 2:00 – 2:45 Live or Recorded Special Specials will be facilitated in recorded reformat with intermittent live sessions that could rotate over a weekly cycle Live/Self-paced potential: 20-45 min Period 9 2:45 – 3:15 Recess / Science / Social Studies rotation Social Studies and Science will be taught in both live and recorded formats based on the content needs, grade levels, projects, etc. Live/Self-paced potential: 20-30 min Period 10 3:15 – 3:30 Live Closing Circle Meeting Session (all students) A closing circle meeting may last between 10-20 minutes or more depending on the topic and teacher facilitation. Live potential 10-20 min
The total time that students may spend online will vary based on the grade level, content taught, balance of live/self-paced, and teacher facilitation. (2-4 live hours per day) 4
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Live Stream / Recorded Access to classes with: ü Students follow their schedule from home ü Students attend classes virtually via live-streaming platform or recorded ü Schoology LMS ü Students follow set schedule
Synchronous online and in person instruction
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Phase 1 Phase 2 Phase 3
§ All K-5 students return full-day § Social Distance Guidelines: § Desks situated to the greatest extent possible (4+ to 6’) § The Cyber Program will determine maximum extent possible § Lunch in classrooms § Minimal transitions § Modified arrival/dismissal § No visitors or offsite trips § No large gatherings § Traditional schedule § Modified Specials § All K-5 students return half day § AM and PM Cohorts § Social Distance Guidelines: § Desks situated 6’ or more § No lunch during the school day § Minimal transitions § No visitors or offsite trips § No large gatherings § AM / PM schedule § ELA and Math in school § Science / SS online and remote § Modified specials / partial online § Standalone Cyber Program option available for all students § Half day supervised care may be possible through Right at School § All students will transition to an online instructional program § Schoology LMS – Students will access curriculum, assignments, etc. through the Schoology Learning Management System § Students will engage with their teachers through a combination of daily live sessions and asynchronous activities § Supervised care may be possible through Right at School
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Cyber Program access available to all students in all phases
Phase 1 Phase 2 Phase 3
All K-5 students return full-day Teacher and class
Distanced to maximum extent possible
All K-5 students return half day
All students will transition to an online instructional program
PM Cohort AM Cohort
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Cyber Program access available to all students in all phases
Phase 1 Phase 2 Phase 3
§ All 6-12 students return § Social Distance Guidelines § Desks situated to the greatest extent possible (4+ to 6’) § Modified arrival/dismissal § No visitors or offsite trips § No large gatherings § Traditional schedule § Cafeteria seating modifications § 6-12 students return A-B Schedule § Social Distance Guidelines § Desks situated 6’+ § No visitors or offsite trips § No large gatherings § 2 Cohorts (A and B) § ½ attend in person every other day § Cafeteria seating modifications § All students will transition to an
§ Schoology LMS – Students will access curriculum, assignments, etc. through the Schoology Learning Management System § Students will engage with their teachers via daily live sessions
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Remote Access available to all students in all phases
Phase 1 Phase 2 Phase 3
All 6-12 students return full-day Teacher and class
Distanced to maximum extent possible
6-12 students return with an A-B Schedule Part time in-person and part-time remote
All students will transition to an online instructional program
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Remote Access available to all students in all phases
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Level of community transmission in the county Incidence Rate per 100,000 residents (Most Recent 7 Days) AND / OR PCR Percent Positivity (Most Recent 7 Days) Recommended Instructional Models Low <10 AND <5% Full in-person Model OR Blended Learning Model Moderate 10 to <100 OR 5% to <10% Blended Learning Model OR Full Remote Learning Model Substantial >100 OR >10% Full Remote Learning Model
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Level of community transmission in the county Incidence Rate per 100,000 residents (Most Recent 7 Days) AND / OR PCR Percent Positivity (Most Recent 7 Days) Recommended Instructional Models Low <10 AND <5% Full in-person Model OR Blended Learning Model Moderate 10 to <100 OR 5% to <10% Blended Learning Model OR Full Remote Learning Model Substantial >100 OR >10% Full Remote Learning Model 8/12: DELCO 78.6 8/12:DELCO 5.2% 8/18: DELCO 75.4 8/18:DELCO 4.6%
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Community Transmission Incidence Rate per 100,000 residents AND / OR PCR Test Positivity Recommended Instructional Models Low <10 AND <5% In-Person Model Moderate >10 to <40 AND >5% to <7% Hybrid Model High >40 to <80 OR >7% to <10% Virtual and/or Hybrid Substantial >80 OR >10% Virtual Model
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Community Transmission Incidence Rate per 100,000 residents AND / OR PCR Test Positivity Recommended Instructional Models Low <10 AND <5% In-Person Model Moderate >10 to <40 AND >5% to <7% Hybrid Model High >40 to <80 OR >7% to <10% Virtual and/or Hybrid Substantial >80 OR >10% Virtual Model DELCO 75.4 DELCO 4.6% RTSD (provisional) 40.92
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Positive Case Count Incident Rate per 100,000
Week 1 Week 2 Week 3 Week 4 Week 1 Week 2 Week 3 Week 4 County Municipality Population Recent 7 days Previous 8-14 days Previous 15-21 days Previous 22-29 days Recent 7 days Previous 8-14 days Previous 15-21 days Previous 22-29 days Delaware Radnor Township 31,770 13 17 22 12 40.92 53.51 69.25 37.77
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“As of August 6, 2020, the Pennsylvania Department of Health and Department of Education today jointly recommend that Pre-K–12 school and recreational youth sports be postponed until at least Jan. 1, 2021. The Chester County Health Department does not recommend competition in any sport. An assessment will be conducted in early 2021.” “The Health Department recommends that public and private K to 12 schools in Chester County and Delaware County begin their academic year virtually and assess their ability to transition to a more in-person instructional model after October 9, 2020. Such a start will mitigate any impact anticipated by increased cases due to the end of the summer holiday (as seen during July 4), and ensures school districts have the necessary time to implement the guidance set forth in this document.”
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Option “2A” to stagger an in-person start to the school year:
2A
Weeks 1
Week 2
Week 3 Sept 21 Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
K-2
Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Phase 2 (AM/PM) Phase 2 (AM/PM) Phase 2 (AM/PM) Phase 2 (AM/PM)
3-5
Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Phase 2 (AM/PM) Phase 2 (AM/PM) Phase 2 (AM/PM)
6-8
Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Phase 2 (A/B) Phase 2 (A/B)
9-12
Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Cyber / Remote Phase 2 (A/B)
to reevaluate
* Contingent upon weekly monitoring of metrics
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Option “2B” to stagger an in-person start to the school year:
Weeks 1
Week 2
Week 3 Sept 21 Week 4
Week 5
Week 6
K-2 Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Phase 2 (AM/PM) Phase 2 (AM/PM) 3-5 Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Phase 2 (AM/PM) 6-8 Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Phase 2 (A/B) 9-12 Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Phase 2 (A/B)
* Contingent upon weekly monitoring of metrics
to reevaluate
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Option “2C” to stagger an in-person start to the school year:
Weeks 1
Week 2
Week 3 Sept 21 Week 4
Week 5
Week 6
K-2 Cyber/Remote Cyber/Remote Cyber/Remote Phase 2 (AM/PM) Phase 2 (AM/PM) Phase 2 (AM/PM) 3-5 Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Phase 2 (AM/PM) Phase 2 (AM/PM) 6-8 Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Phase 2 (A/B) 9-12 Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Cyber/Remote Phase 2 (A/B)
to reevaluate
* Contingent upon weekly monitoring of metrics
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ü Monitor, communicate, and consider all local and state guidance ü Provide extensive support to our students, staff, and families through: ü Relationship-building initiatives with special consideration for transition years: Kindergarten, 6th, and 9th grades ü Social-emotional initiatives ü Staff professional development ü Counseling for students and staff ü Technology professional development for all staff ü Ongoing technology training and support for all students and families ü Providing appropriate supports, including examining individual special education student needs ü Our hope is to transition to Phase 2 on Monday, October 12th based on the data, metrics, and guidance.
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The Technology Department – Personnel and Support
Design in June. Through reconfiguration of the technology department, RTSD created an Assistant Director of Instructional Technology and an Assistant Director of Infrastructure Technology. Personnel has been organized to maximize support in critical areas.
K-12 Technology – Access and Equity
In March, the RTSD school board made a significant investment in student devices. All K-2 students will have iPads, all 3rd-8th grade students will have Chromebooks, and all 9th-12th grade students will have SurfaceGO devices. Radnor is now able to provide 1:1 access to all students.
Summer Programming Pilot Initiatives
This summer, RTSD had been testing and trialing various device configurations through summer
Infrastructure Upgrades
RTSD has made a substantial investment in upgrading the WiFi infrastructure in all buildings. Internal network capabilities will also increase from 1G to 10G in critical areas, supporting increased usage across the board.
Teacher Professional Development
RTSD has created 5 days of Professional Development for teachers. Based upon teachers’ self assessments and teacher and family feedback, the summer PD is focused on online tools and pedagogy.
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Guided by our feedback and best practice guidance from academic research, a team of teachers and administrators designed differentiated PD modules that focus on Technology Tools (Ready), Instructional Design (Set), and Work Time on teachers’ Schoology Courses (Go). In addition to self-paces online modules, Teachers were given opportunities to interact live with teachers, coaches, and administrators. Each teacher was provided 5 days of professional development which can be completed over a 6-week period between July 20 - August 28.
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A priority of the district is to continue to provide ongoing mental health supports for both families and
§ Parent Information - Information is posted on RTSD website and can be found by clicking here https://bit.ly/2xxJFwM. Information includes district contact information, outside provider information, and crisis resources. § Parent Education - A mental health webinar was also created to provide parents with additional resources at home. § Emotional Support - ES teachers implemented virtual curriculum (Positive Action as well as other resources) for their students. § Clinical Support Counselor - Lakeside counselors provided individualized counseling for students on their caseload. Additional support was provided by Lakeside for new students as needed. § School Counselors - continued to support students via virtual methods, support transitions and course selections, ACT 339 activities, attendance, and more. § Social Workers - continued to support families extensively as needed with food, mental health resources, welfare issues, technology distribution, and more. § Caron Foundation - provided support for ongoing SAP processes via virtual platform, support for families with group and 1:1 therapy, and more.
Support personnel
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§ Risk/Threat Virtual Assessments and DCIU Consultation - Ongoing consultation with district Risk and Threat Assessment contractor as needed and training to implement virtual assessments § Resources - Ongoing resources were provided via RTSD website and weekly Special Education newsletters, including mental health provider information, teletherapy and telehealth processes and local providers, tips for parents to support at home instruction and more. § Paraprofessional Training - Mental health, warning signs, mandated reporting requirements, suicide risk signs, and risk/threat assessment processes and support via the DCIU Risk/Threat Assessment consultant, district social workers, and district ES Teachers. § Attendance and Participation - Counselors and social workers supported attendance/participation in the virtual instruction and monitored absences throughout the closure. Excessive absences were reviewed and staff communicated with parents and students to complete well checks and refer out for additional mental health support as needed. § Individual Student Support - Students and parents received training and support on an individual basis in the areas of warning signs, risk factors, referral processes, and available mental health supports via the SAP and Interim COVID Plan process. § Weekly Meetings - District mental health provider staff met weekly with the Special Education Department to review needs, identify gaps, plan for additional supports, meet with outside agencies, and more.
Collaboration And Training
Planning and ideas as we move forward: § Staff and Student Self-Care - Staff training on Self-Care and SEL Instruction with a focus
§ Social-Emotional Lessons and Resources - District mental health, emotional support, social work and counselor staff will gather resources and create content for managing social-emotional well-being and to support ongoing self-care and trauma during the pandemic. § First 10 days of school - Staff will be encouraged and supported to invest time in social-emotional strategies with students during the first two weeks of school and thereafter. Responsive classroom practices will be important in the elementary setting. § Continued Agency Support - Continued agency support through Lakeside, Caron Foundation, and the DCIU to support mental health and well-being, clinical support counseling, referrals, and risk/threat assessment procedures.
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Wellness
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Our before/after school provider, Right at School has been actively working on plans to provide extended care for our students for remote learning days.
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Securing enough staffing is critical to open Radnor schools for any phase. § Our goal is to support teachers / staff with medical vulnerabilities to the greatest extent possible. § The elementary cyber option provides opportunities for some teachers with serious health risks to work remotely. § We are investigating options for secondary teachers with serious health risks to work remotely. § With the status of athletics and activities unknown, we are not awarding supplementals for sports and activities until a plan is fully developed. Voluntary athletics and activities may continue based on the approved timeline.
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