Reopening Schools 2020 Return to Learn in District 58 Title - - PowerPoint PPT Presentation

Reopening Schools 2020

Return to Learn in District 58

Title

Purpose of the Presentation

• Continue the conversation from July 13
• Review feedback from surveys
• Provide an overview of 3 learning models

○ Modified Onsite (w/ an online academy option) ○ Blended Model (w/ an online academy option) ○ Remote Learning

• Seek Board approval of a model(s)/path forward

Mission & Vision of DG 58...our “why”

Mission:

The mission of District 58, in partnership with parents and community, is to challenge and engage each child by providing quality educational programs and support services in safe, nurturing, and child-centered environments in order to prepare all students to be lifelong learners and contributing members of a global society.

Vision:

■ We Envision a school district that inspires children, sparks creative and innovative thinking, celebrates diversity, and builds visionaries. ■ We Seek an education that excites minds, touches spirits, challenges abilities, and prepares our children for life. ■ We Believe every child should be expected to grow, stretch, evolve and embrace the challenges of the future in a global environment.

An Unprecedented Time

• A very challenging situation

○ Many concerns ○ Many opportunities

• Strong feelings on all sides
• A call for unity, listening, and collaboration
• Assume good intentions
• Avoid the rumor mill
• Perception vs. reality
• The plan we create now will likely be the plan until

the State moves to Phase 5

• A risk-free environment can never be created
• We are in this together
• Insist on objective criteria

Defining key terms within the 5-hour instructional day

• Remote - the instruction that occurs during full remote

learning.

• Blended - any model that includes onsite and offsite

learning for students.

• Offsite - the portion of instruction in a blended model that

is delivered to students while not physically present at school.

• Onsite - the instruction that occurs inside the physical

classroom in any model.

• Online Academy - the instruction that occurs when a

family chooses not to engage in a modified onsite or blended model. This is not called remote in DG 58.

An Overview of the Guidance

• ISBE/IDPH Joint Transition Guidance

○ Released on June 23 ○ FAQ (last updated July 24th)

• DuPage County Health Department

○ Released on July 8

• ISBE - Fall 2020 Learning Recommendations

○ Released on July 23

• CDC

○ Released on July 23 ○ FAQ (last updated July 24th)

Summary of the Guidance

Safety

• Masks are mandatory at all

times inside (except for eating)

• 6 ft of social distancing is

required

• Enhanced cleaning must take

place

• Frequent hand

washing/sanitizing is called for

• No more than 50 people in
• ne space is permitted

(including busses)

• Temperature checks must

take place (self-certification is permissible)

Instruction

• Emphasizes in person

instruction for children under 13 and with special needs

• Districts must plan for three

scenarios (in-person, blended, and remote)

• 5 hours of instruction is required

in all models

• A full remote option must be

made available

• In any scenario, 2.5 hours of

synchronous instruction must take place.

Survey results - Families

3,589 responses

• 1 per child in family
• Equal

representation among schools

• Equal

representation among grade levels

Survey results - Families

Onsite vs. Online

• 79% would attend Modified

Onsite instruction

• 19.5% would attend Online

Survey results - Families

Blended vs. Online

• 85.2% would attend

blended learning

• 13.5% would attend
• nline learning

Survey results - Families

If onsite unavailable, which blended option?

• 76.3% would attend

alternating days

• 23.7% would attend

alternating weeks

Survey results - Families

Extreme Heat Days

• 83.9% favored declaring heat

emergency days

Kindergarten Full vs. Half

• 54% support half-day
• 46% do not support half-day

Survey results - Families

Bus Transportation

• 50.6% of qualifying

families said they intend to use the bus

• 49.4% of qualifying

families do not intend to use the bus

*59.9% responded that they do not qualify for bus services

Survey results - Staff

499 responses

• 43% classroom teachers
• 16.2% Instructional assistants
• 15.6% certified related services
• 9.4% specials teacher
• 6.2% specialists
• 2.2% clerical
• 5.6% other

Survey results - Staff

Medical Diagnosis

• 5.6% indicated medical

condition that may require accommodations or may limit ability to work

• nsite

Collaboration

• 210 individuals said they would like to

join working groups for reopening

Survey results - Staff

If Onsite is not doable,

• ptions for Blended

Learning?

• 53.5% would like alternating

reduced days model

• 31.6% would like alternating

day model

• 13.2% would like alternating

week model

• 1.7% would like reduced day

model

Survey results - Staff

How can we support your social/emotional needs?

(Summary of open ended responses)

• Collaboration
• Safety workshops, deep cleaning
• Support, check-ins, planning

Working Groups

1. Health, Safety, and Well-Being 2. Special Services 3. Remote Learning 4. Instructional (Modified Onsite and Blended Learning)

• Approximately 175 staff members collaborated; each group’s conversations

provided meaningful input and feedback on each of the topics discussed.

• The working groups were tasked with identifying benefits and challenges of

multiple situations and scenarios, but not to make a formal recommendation.

• The ultimate recommendations come from the administrative team,

considering input from all stakeholders and guidance from ISBE.

Health, Safety and Well-Being

The School Day

• Arrival

○ Self-certification forms required prior to entering the building ○ Secondary temperature checks within the first 45 minutes or within the first period class

• Transportation busses limit to 46 students

○ Assigned seats, extra masks, bus monitor, self-certification required prior to entry ○ Monitor will check temperatures and certify that the student is symptom free if they do not have the form ○ Seats reserved for those students without self-certification

• Students in classrooms 6 feet apart with masks

Health, Safety and Well-Being

• Water fountains turned off, bottle fillers on
• Lockers will not be used

○ Students to use backpacks; supplies come and go with them

• Washrooms adjusted to promote social distancing with either

partitions or shutting off sinks

• Signage promoting social distancing
• Picture ID with lanyards
• Tents (depending on availability) set up next to building to

facilitate mask breaks and other activities ○ Outdoor instruction encouraged, weather permitting

• Lunch in classrooms; logistical challenges remain
• Increase hand sanitizer placements throughout buildings

Health, Safety and Well-Being

• Personal Protection Equipment (PPE)

○ Masks 13,000 in stock, 5,200 on order; face shields hundreds in stock more on order; gloves in stock and on

• rder
• Thermometers - nurses supply are purchased, another 150
• rdered this week
• New cleaning protocols

○ New products certified to disinfect surfaces ○ Mister for disinfection of spaces (already onsite)

• Quarantine room and alternate teaching space in the event a

room needs to be closed for 24 hours

• Air flow and AC units
• Extreme heat days and using heat index of 95 degrees to close
• nsite instruction

Health, Safety and Well-Being

• Student with symptoms

○ Supervised in quarantine space and family called

• Positive case (contact tracing)

○ The District will work with the DCHD and use seating charts, assigned seats on busses, and any other information to support contact tracing and minimize community spread. ○ The District will also notify the appropriate people based on the recommendation of the DCHD ○ The District will notify staff and families in each building.

Health, Safety and Well-Being

• Areas of concern for many working groups

○ Lunch ■ Students in classroom without masks ■ Students with food allergies ■ Cleanup time frame ○ Recess and playgrounds ■ Social distancing and touch points ○ Verification process and building entry ■ Ensure parents are being mindful of symptoms

Special Education - Special Programs

• Additional temperature checks
• Increased options for PPE such as face shields, dividers, gowns

(depending upon student and adult protection needs)

• Protocols for toileting, diapering, and physical management

supports

• Individualized sensory equipment access or disinfecting practices

when item cannot be replicated

• Careful planning around inclusion, when appropriate
• Community experiences replicated within program
• Ongoing family collaboration

Health, Safety and Well-Being

Concerns

• Staff have expressed that they have significant concerns about how the

IDPH guidelines can be implemented in various settings

• Self-certification relies on families and staff to thoroughly adhere to

protocols and accurately report symptoms/temps.

• Staff have expressed concerns, specifically about lunch, since students

will have to remove their masks while they are eating. Additionally, there is a concern about needing to assist students as they eat which would make social distancing difficult.

• Perception: Some some safety concerns have not been addressed and/or
• finalized. Reality is there is clear guidance and need our building staff to

finalize everything.

• The administration will continue to meet with the association leadership

from all three groups, as well as, meeting with multiple subgroups of staff related to on any outstanding questions and concerns.

Considerations within ALL instructional models

• Recognition that each potential Phase 4 instructional model requires us to

sacrifice some element(s) of educational best practice

• Development of Essential Standards for each grade level in each curricular area
• Plans for assessment

○ Initial assessment upon return to learning ○ Identification of students’ current level of performance ○ Responses to the data that we obtain; not simply “returning to the basics”

• Plans for student grading and feedback

○ “It is important to keep in mind that students can learn without grades, yet they cannot learn without formative assessment and feedback.” (ISBE Fall Recommendations, p. 24)

• 5 Instructional Clock Hours; 2.5 hours of synchronous learning (proportional for

Kindergarten and Preschool)

Considerations within ALL instructional models

Transition Time prior to implementation of any full plan

• None of the proposed plans resemble onsite instruction or remote

instruction from last school year

• There will be a need to build stamina and acclimate students to the new

look and feel of school

• Considering onsite models, students have not been in a school setting

since March 13

• This environment will be new for *everyone*
• Teacher training and collaboration

○ Time to develop activities to teach students how to be successful in this new learning environment

• Teacher self-efficacy is a critical component of education

○ Time to develop and prepare ○ Time to build confidence in our new systems

Special Education

Continuing to meet our ongoing obligation for: ○ Preschool Screening and other Child Find activities ○ Evaluation - both initial and reevaluation ○ Annual Reviews ○ Progress Reporting ○ Collaboration with Therapeutic Day School and Cooperative Education Agencies

Special Education - Supports and Services

Students with special needs are particularly vulnerable to disruptions in learning and can be more at risk for medical concerns. Considerations for:

• The unique safety needs associated with procedures (hand
• ver hand assistance, physical supports and positioning,

toileting, etc.)

• Meeting the variety of needs regardless of learning models
• Ensuring accessibility across all platforms and learning models
• Ensuring that families of students with special needs have the

same meaningful and appropriate educational model choices as those without

Special Education - Supporting Families

• Advanced individualized planning with student support

service team ○ Understanding options ○ Providing input ○ Discussing recommendations ○ Documenting across potential phases

• Collaboration with our families and, if applicable,

medical professionals and students’ outside service providers

Full Remote Learning Update

• Closely following the recent State guidance
• Guided by the work of the Remote Task Force
• Will look different than remote learning looked in the

spring

• 5 hours of instruction for school work
• 2.5 hours of synchronous learning for students in

grades 1-8

• Schools will work to mirror the onsite schedule in a

remote setting, allowing for consistency

Full Remote Learning Update

• Assessment and feedback will be consistent

components of the experience

• During any onsite learning, students will practice skills

and routines needed for remote learning

• Staff will participate in professional learning on best

practices for remote learning to support the effective delivery of new content

• Families will be offered learning opportunities to better

allow them to support students during remote learning

Special Education - Remote

• Following same structure of Full Remote Learning

noted in previous slides

• Comprehensive range of IEP services
• Predetermined delivery of those services - both

synchronous and asynchronous as determined by student’s team (inclusive of our families)

• Onsite delivery contemplated when it is safe to do so

Online Academy

• This option will be available families who choose not to have their

child participate in modified onsite or blended learning

• Students will be grouped into grade level classes with students

throughout the District

• 1st - 8th grade students will receive synchronous instruction in SEL,

Math and Reading/Language Arts for a total of approximately 2.5 hours/day

• The remaining 2.5 hours of each day will be delivered

asynchronously, through a combination of Acellus online courses and independent work, including content in at least science and social studies

• The Online Academy will differ from the Full Remote Option due to

staffing considerations

Online Academy

• Synchronous instruction will be delivered by a District 58 certified staff

member.

• Asynchronous instruction will be monitored by a District 58 staff

member

• Specials will initially not be a component of the Online Academy
• Special education supports and services may be interwoven both

synchronously and asynchronously depending on student identified IEP needs

Online Academy

• Final class size determinations will be made dependent on

commitment numbers

• In order to facilitate Online Academy concurrent with modified onsite
• r blended learning, an elementary staff member may work with more

students than what is typical in District 58

• Staff will likely have two half-day synchronous classes - morning and
• afternoon. Students would utilize Acellus for the other half-day
• Administration will work to reduce class sizes to the greatest extent

possible

• Considerations for transitions between learning scenarios

Special Education - Online Academy

• Following same structure of Online Academy noted

in previous slides

• Comprehensive range of IEP services
• May not be student’s typical serving team
• Predetermined delivery of those services - both

synchronous and asynchronous as determined by team (inclusive of our families)

• No onsite instruction contemplated for duration of

term

Necessary Elements of *any*

• nsite instruction
• 6-foot distancing

○ Physical arrangements of rooms ○ Class sizes around 15, up to 18 in typical classrooms ○ Utilization of some larger spaces (libraries, multi-purpose rooms, not gymnasiums)

• Cohort groups of students

○ Minimizing movement into different spaces and creation of additional groups throughout the day

• Masks are worn indoors at all times

○ Breaks outside @ 6 feet ○ Additional considerations for certain classrooms and areas

Modified Onsite and/or Blended

Recognizing that instruction may look different based on the age and developmental levels of our learners, we

• rganized our work in three grade bands:
• Preschool/Kindergarten
• Grades 1-6
• Grades 7-8

Additional considerations around special education services and specialized programs

Modified Onsite - PreK/Kindergarten

• All students onsite each day
• 2.5 hours of instruction onsite (based on ISBE requirements)
• Utilize Half Day Model AM/PM

○ Majority of preschool already follows this model ○ OKEEP would be suspended during Phase 4 instruction, not eliminated ■ Fees would not be collected during this time; previously collected fees would be refunded to families

• Class sizes are around 15

Modified Onsite - PreK/Kindergarten

Benefits:

• Kindergarten core curriculum is designed to be accomplished in a half-day program
• Higher rate of participation by students
• Consistency & ability to establish routines
• Establish social emotional connection with students
• Opportunity for students to learn social skills
• Reduced day takes into consideration the strain that the requirements (masks and

social distancing) Challenges to work through:

• Developing a classroom environment that remains nurturing while maintaining

distancing requirements

• Individualizing material that would typically be shared
• Additional planning necessary to rethink classroom spaces and instructional

activities

• Greater impact on families as there is an increased need for childcare (half-day)

Blended Onsite - PreK/Kindergarten

Possible Blended Models:

• 5 days a week onsite, however shortened amount of time onsite
• Alphabet-split model (A-L is group 1, M-Z is group 2)

○ Group 1 attends on Monday/Wednesday, Group 2 attends on Tuesday/Thursday, students attend on alternating Fridays Benefits:

• Students would have opportunity to practice for a fully remote model
• Less time wearing a mask and social distancing

Challenges to work through:

• Decreased amount of time for in-person instruction
• Requirement for offsite learning activities, which presents more significant

challenges due to the age of the learners

• Increased need for instruction/support to be provided by families and

caregivers

• Inequities created for students who need more assistance during offsite time

Determining Feasibility

Board of Education Direction: To pursue the feasibility of

• nsite instruction
• First, what is possible
• Next, how do we define feasible
• Consideration of physical space, staffing and overall

educational impact

• Instructional working groups did not focus on

problem-solving health/safety scenarios beyond instructional scenarios that would adhere to ISBE/IDPH guidance

Determining Feasibility

Do we have the physical space to accomplish this model?

• Initial analysis - physically staging desks at 6-foot distance in

typical classrooms

• Mathematically confirming our physical layout:

○ Each person (students and teacher) requires at least a 6-foot diameter ○ Calculations at 6.5 foot diameter to ensure movement space ○ Conservatively, an “average” classroom (approximately 750 sq ft) accommodates 17 people (16 students and one teacher)

• Hypothetical School Square Footage Breakdown

*Plans are developed for all students currently enrolled (4981)

Determining Feasibility

Do we have the staff to support this model?

• Hypothetical School Sectioning/Staffing
• Identification of “Additional Certified Teachers”

○ Some, not all staff from various district roles ■ Reading Specialists/Interventionists ■ Teacher Librarians ■ Instructional Coaches ■ Specialist Teachers ○ Specific classroom certification ○ Alignment with previous experience ○ Support and training ■ New Teacher Week ■ Ongoing throughout school year

• Work with staff who may need accommodations

*Plans are developed for all students currently enrolled (4981)

Determining Feasibility

1st Grade room at Puffer 18 student desks

Determining Feasibility

1st Grade room at Puffer 15 student desks

Determining Feasibility

Classroom at Herrick 15 students (desks)

Determining Feasibility

Classroom at Herrick 14 students (tables)

Determining Feasibility

Space constraints at Highland and Lester

• Initial consideration of relocating either Kindergarten or

6th grade

• These are not decisions that we take lightly
• Recommendation of relocating Kindergarten

○ District precedent of relocating Kindergarten students due to space constraints ○ Movement into consistent educational setting ○ Kindergarten students are entering a new building in any instance

Determining Feasibility

Modified Onsite and/or Blended Grades 1 - 6 - Models Considered

Modified Onsite - Grades 1-6

All students onsite each day (approximately 8:15 a.m. - 2:00 p.m.)

• 5 hours of instruction onsite (based on ISBE requirements)
• Class sizes are around 15
• Need certified staff to teach grade levels (reassign teachers)

○ Potentially all Teacher Librarians ○ Some of the Interventionists, Reading Specialists, Instructional Coaches, P.E. teachers, and EL teachers

• Libraries are used as instructional spaces, also multi-purpose rooms
• Gyms are *not* used as instructional spaces
• Highland and Lester - Kindergarten would need to be relocated
• Art *or* music once weekly and PE once weekly, along with supplemental

activities provided to classroom teachers

• Lunch would need to be in the classrooms, with consideration for alternate space

and plans for students with severe allergies

Modified Onsite - Grades 1-6

Benefits:

• All students are onsite for instruction; much higher rate of participation
• Ability to provide more direct feedback to students
• Smaller class sizes than typical in grades 1 - 6
• Daily onsite provides consistency and ability to establish routines
• Establish social emotional connection and classroom community
• Provides consistent schedule for parents
• Continuity of instruction
• IEP/ 504 students onsite each day to receive support
• Reduced day (2:00 p.m. dismissal)

○ Takes into consideration the strain/stamina concerns ○ Allows for increased teacher collaboration, planning, and training

Modified Onsite - Grades 1-6

Challenges to work through:

• Lunch and cleaning protocols; concern by staff for truly maintaining safety
• Length of day - Concern with stamina (wearing masks and social distancing)
• Less opportunity to prepare students for remote learning situation
• Individualizing material that would typically be shared
• Additional planning is necessary to rethink classroom spaces and

instructional activities

• Reallocation of staff

○ Decreased instruction in art, music, p.e., and library ○ Reading and intervention support will be delivered in a different format

• Students moved from their home school (Lester and Highland)

Blended Learning (Option A) Grades 1-6

Includes the majority of the components of the Modified Onsite Model, with the exception of…

• All students onsite each day for approximately 4 hours
• Fruit break, but no lunch
• Requirement for 1 hour of instruction offsite

○ Could include art, music, p.e., and library instruction ○ Could be a designated content area ○ Combination of independent practice and check-in or reinforcement by teacher

Blended Learning (Option A) Grades 1-6

Benefits:

• Realize the majority of the benefits experienced with the Modified Onsite

Model Additional Benefits:

• Less Time (masks and following social distancing requirements)
• Remote learning is practiced and experienced daily, during the 1 hour of
• ffsite time
• Students better prepared to move to fully remote or fully onsite
• Students would not eat lunch at school, which has caused many concerns

regarding safety

Blended Learning (Option A) Grades 1-6

Challenges to work through (similar to Modified Onsite Model):

• Individualizing material that would typically be shared
• Additional planning necessary to rethink classroom spaces and instructional

activities

• Reallocation of staff

○ Decreased instruction in art, music, p.e., and library ○ Reading and intervention support will be delivered in a different format

• Students and staff moved from their home school (Lester and Highland)

Additional Challenges:

• Earlier dismissal time = family impact related to child care and instructional support
• Maintaining student engagement during the one hour of offsite learning
• Inequities created for students who need more assistance during offsite time

Blended Learning (Options B & C) Grades 1-6

• Alphabet-split model (A-L is group 1, M-Z is group 2)
• Option B: Group 1 attends 5 hours on Monday/Wednesday, Group 2

attends 5 hours on Tuesday/Thursday, alternating Fridays or full remote Fridays (lunch)

• Option C: Group 1 attends 4 hours on Monday/Wednesday, Group 2

attends 4 hours on Tuesday/Thursday, alternating Fridays or full remote Fridays (no lunch at school)

• Requires concurrent offsite instruction ( to meet 5 hour daily requirement)
• Class sizes of 15

Blended Learning (Options B & C) Grades 1-6

Benefits:

• Fewer students in the school at one time
• Most likely no movement of students from home school (Highland and Lester)
• Students have two opportunities to build adult connections
• If transitioning to remote, students have experienced complete remote days

Challenges to work through:

• Students will receive instruction from two different teachers (onsite/offsite)
• Impact on families related to child care and instructional support for students
• Inequities created for students who need more assistance during offsite time
• Communication between onsite/offsite teachers to create continuity of instruction
• Professional development around team teaching/collaboration between offsite/onsite

teachers

• Student - Teacher connection (every other day)
• Less consistency with schedule or routines
• Option B: Lunch and cleaning protocols; concerns about safety

Special Education - Modified Onsite & Blended

• Goals and services adjusted to ensure progress on IEP goals

within the modified environment and day

• Prioritization of push in services where appropriate (services

delivered in the student’s general education classroom with social distancing and safety precautions in place)

• Pull out services (services provided in a clinician office or

resource room) provided when push in cannot satisfactorily be provided due to the nature of goal work with appropriate PPE, social distancing and disinfecting

• Creative use of technology to reduce exposure
• Thoughtful scheduling to minimize number of adults, students

and spaces each day a student interacts with

Modified Onsite and/or Blended - Grades 1-6

Intervention Support, Math Acceleration, Elementary Gifted, Band/Orchestra...

• We continue to recognize and value each of

these programs

• We will strive to deliver to each student these

educational experiences that we have identified as beneficial and important for their success

• In any model, these programs will be thoughtfully

re-imagined for all students

Determining Feasibility - Middle School

• Physically, the Modified Onsite scenario is possible...

○ Herrick - 640 students = 40 groups of 16 ■ Utilizing every space (multiple groups in cafe, gym, larger rooms) ■ 34 current teachers ○ O’Neill - 420 students - 27 groups of 16 ■ Space is more readily available ■ 22 current teachers

• Instructionally, there are significant challenges...

○

Specialization of instruction; need for additional certified staff ○ Inability for *any* movement to other instructional spaces; students would be significantly “tracked”

• Ultimately, teachers and administration in the working groups agree

that the instructional sacrifices outweigh the value of pursuing this plan

Blended Model - Middle School

• Students attend onsite every-other day
• Onsite instruction in a similar fashion to a typical

middle school schedule; students attend a scheduled day divided by class periods

○ Essential curricular standards are identified ○ Onsite instruction prioritizes interaction, discussion and inquiry-based learning

• Offsite instruction is provided via Zoom by another

middle school teacher, most often in the same content area, similarly scheduled by class periods

○ Attendance is taken, guidance and support is provided ○ Offsite instruction prioritizes video-based demonstrations and independent practice

Blended Model - Middle School

T

Working Group Teacher Feedback preferred shorter periods with more frequent face-to-face instruction.

Blended Model - Middle School

Blended Model - Middle School

Approximate Student Hours (pending transportation confirmation)

• Early Bird - 7:50 am
• 1st Period begins - 8:30 am
• 8th Period ends - 12:41 pm

Lunch is not eaten at school; homebase period includes a fruit break and SEL or Executive Functioning instruction Development of a plan for middle school lunch will require additional review and analysis; this will occur over the course of the first trimester

Administrative Recommendation

Steps to Returning to Learn

August 24 & 25 - Institute Days for all Certified Staff August 26 - Dedicated Training for Instructional Assistants August 27, 28, 31 = utilize 3 of 5 state approved planning days for all staff

• Reviewing classroom procedures, building procedures, health/safety protocols
• Preparing for student arrival

○ Developing messaging for students and families (videos, emails, etc.) to prepare for

• nsite instruction

○ Creating activities to acclimate students upon arrival ○ Collaboration around grade-level and departmental consistency ○ Physical arrangement of learning environments ○ Working with families to revisit IEPs and 504s Sept 1-4 and Sept 8-9 - Transition Days with students

• Shorter onsite attendance hours for students

○ Teaching routines, procedures for the onsite “new normal” ○ Begin building relationships and classroom community ○ Building stamina for mask-wearing and structured setting in general ○ Developing understanding of the offsite portion of instruction ○ Middle School acclimation (similar to the Sneak Preview concept)

• Will include offsite portion to ensure 5 clock hours

Steps to Returning to Learn

September 10 & 11 - implement full plans, which for this time period we recommend to be:

• Preschool and Kindergarten half-days (approximately 2.5 hours)
• Grades 1-6 Elementary begin in Elementary Blended A (students attend onsite 5

days/week from approximately 8:30 am - 12:45 pm)*

• Middle School Blended (students attend onsite every-other-day from approximately 8:25

am - 12:41 pm)* Longer Term targets and goals:

• Transitioning to Elementary Modified Onsite (student attendance 8:15 am - 2:00 pm)

○ Identification of a group of stakeholders (parents and staff) to determine feasibility ○ Development of a plan for lunch within all health, safety and supervisory requirements ○ Targeting the week of October 26th (utilizing parent-teacher conferences as a communication point with each family)

• Increasing the middle school length of onsite attendance

○ Identification of a group of stakeholders (parents and staff) to determine feasibility ○ Development of a plan for lunch onsite within all health, safety and supervisory requirements ○ Targeting November 23 (beginning of 2nd Trimester) *Specific times are under review pending conversations with our transportation vendors

Financial Impact of Different Models

• COVID-19 and economic recession impact on District

finances ○ COVID-19 will have an estimated negative multi-million dollar impact to the District in lost revenue potential and added costs over the next three fiscal years. ○ Revenue reductions ■ Interest income ■ CPPRT, State funding ■ Local fees reductions ■ Lower CPI for property tax growth in FY 22 and FY 23 ○ Added Expenditures ■ PPE, added cleaning equipment, rented storage and tents ■ Inflated costs of needed products ○ Fund balance impact

Financial Impact of Different Models

• Modified in-person/ Blended Learning

○ Added supplies/ material ■ PPE, thermometers ■ Cleaning solutions ■ Container storage ■ Tents ■ Staffing busses/increase bus costs for cleaning ○ Increase staffing costs ■ Cleaning overtime ■ Monitors on bus ■ Stipends for lunch duty

• Remote Learning

○ Online Academy platform ○ Postage for mailing packets ○ Hotspots for students needing online access

Next Steps

• Seek Board approval of a model(s)/path

forward

• Email notification of the plan - Friday, 7/31
• Detailed plan sent out to all families -

Monday, 8/3

• Commitment from families - due Monday,

8/10 at 12:00 p.m.

Next Steps

• Remote Learning Task Force Check-In - Tuesday,

8/4 at 9:00 a.m.

• YouTube Live Event for Families - Wednesday, 8/5

at 5:00 p.m.

• YouTube Live Event for Staff - TBD
• Additional Zoom meetings to discuss options for

families of students in specialized programs Tuesday, 8/4 at 6:00 p.m. and Wednesday, 8/5 at noon.

• Principal Communication to Families - Week of 8/17

Next Steps with Staff

• Finalize FAQ for staff to address variety of questions

related to procedures and protocols

• Continue collaborative work with all employee groups and

union leadership to plan and problem solve.

• Creation of grade-level and building-level teams to plan

and problem solve

○ Instructionally - collaborative creation of instructional units, essential standards ○ Logistically - sharing ideas and solutions for physical set-up, routines and procedures

In Conclusion

• The recommendations are based on:

○ Guidelines from the ISBE, the IDPH and the DCHD ○ Input from ALL stakeholders (staff, families, students) ■ Survey data ■ Feedback from associations ■ Conversations, emails, and other communications

• Factors considered included:

○ Safety, health, and well-being ○ Equity ○ Quality Instruction ○ Feasibility ○ Working groups ○ Options for families

In Conclusion

• Elementary

○ Recommendation: Modified On-Site Instruction w/ lunch & a longer day ■ 5 Days per week ■ A gradual transition toward the ultimate goal

• Initial Phase - Introductory (Start of the year - 9/9)
• Middle Phase - 4 hours of onsite instruction, no lunch, 1 hour of
• ffsite instruction (9/10)
• Final Phase - 5 hours of onsite instruction w/ lunch (Week of

10/26) ■ Online Academy is an option

• Middle School

○ Recommendation: Blended Instruction & a longer day ■ Blended Learning - A/B Alternating Day Model ■ Weekly average of 2.5 days onsite /2.5 days offsite ■ Convene a working group to study ■ Development of a plan for lunch onsite within all health, safety and supervisory requirements ■ Subsequent increase of onsite learning ■ Online Academy is an option

In Conclusion

• Pre-K/K

○ Kindergarten program would be a half-day ○ Pre-School remains a half-day program

• Kindergarten at Lester would move to Pierce Downer

■ Transportation provided

• Kindergarten at Highland would move to Belle Aire

■ Transportation provided

• Staffing and grade level configurations finalized by

administrative teams considering input provided by staff

• Transition Plan as presented during the first three weeks of

school

Board Questions/Dialogue

• No presentation, document, or FAQ can

account for all of the questions and details about reopening.

• Work will continue throughout the summer

and fall

• The administration is happy to provide

answers, clarification, and/or additional information.