Reopening Schools for In Classroom Learning Simulation Toolkit for - - PowerPoint PPT Presentation

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Dec 23, 2022 201 likes •309 views

Reopening Schools for In Classroom Learning Simulation Toolkit for Child Care, Head Start, and PreK Reopening Schools for In Classroom Learning A Day in the Life of (DILO) a 4-year Old in Child Care, Head Start, and PreK The Chiefs for Change,

SLIDE 1

Reopening Schools for In Classroom Learning

Simulation Toolkit for Child Care, Head Start, and PreK

SLIDE 2

Reopening Schools for In Classroom Learning

A Day in the Life of (DILO) a 4-year Old in Child Care, Head Start, and PreK

The Chiefs for Change, in partnership with CCSSO, developed practical tools this summer to envision the return of students back into the classroom for in- person instruction as part of the reopening of schools in school year 2020-21. The tool kit includes simulations of fictitious children that describe in detail a day in the life of the child in school settings. The tool is called Day in the Life of (DILO) simulation. The following slides are an adaption of that tool four 4-year old PreK students attending child care or Head Start as part of the mixed service delivery system

f publicly funded PreK.

SLIDE 3

Illustrative examples of DILO simulations of 4- year Children attending Child Care and Head Start/PreK

Jamala

4-year old girl attending child care

(click here for exemplar)

Malik

4-year old boy attending Child Care Center

SLIDE 4

A “day in the life

f” (DILO)

simulation creates three key outputs

Process steps for the ‘day in the life of’ the persona (e.g., Malik), with operational questions associated with each process step

Initial answers to operational questions posed

‘What if’ scenarios to pressure test preparedness for ‘atypical’ days

SLIDE 5

The “Day in the life” (DILO) simulation can be applied to simulate scenarios that childcare providers can examine to pressure-test their plan

Malik eats breakfast 8:00am & Lunch 11:45 AM – 12:30 PM Departure 4:30– 6:00PM Malik prepares for quiet time/rest period 12:30-2:00PM

Malik travels to a childcare program between the hours of 6:00 – 8:30 AM 1 Malik arrives in the childcare classroom 6:00-9:00AM 2 3 4 5 6 7 8A 8B

Malik – four year-old attending child care center

Details to follow

 What protocols are in place for toilet use

and handwashing?

 What bedding does he bring and what

happens to it each night?

 Does he rest on a cot or nap?  How is that sanitized?  What happens to his face mask during

rest time?

 How are cots/mats arranged?  What items does he

take home each night?

 How are

materials/classroom cleaned at the end of each night?

 How do Malik’s

parent/guardian get him from the program.

Malik has afternoon curricula/activities 2:00- 3:30PM

 Where does he eat?  How does he receive his lunch/ what

does he eat?

 What protocols are in place?  Who is coordinating/ supervising?

Malik has morning curricula & activities 9:00-11:00AM

 What space(s) is he using?  How are desks/ tables arranged?  What happens if he needs to go to the

bathroom?

 What activities are occurring?  What does Malik do after entering the

program?

 How many students are in Malik’s

class?

 What cleaning measures/procedures

have been enhanced in Malik’s classroom?

 What happens before Malik

leaves his house?

 How does Malik get to the

childcare program?

 What protocols are enforced

prior to Malik entering the childcare program?

 Does Malik have to wear a

face covering in the program? ILLUSTRATIVE NOT EXHAUSTIVE

Malik has outdoor play or gross motor indoor play 11:00-11:45am

 Is physical distancing enforced?  Is group size restricted?  Does he wear a face covering?  What equipment is he using?  What space does he use?  How is equipment/materials cleaned?

Malik has outdoor play or gross motor indoor play 3:30PM-4:30PM

SLIDE 6

Deep-dive: Malik arrives at his childcare program

Malik – 4 year-old arrives at the child care program.

6:00

Before leaving the house, did Malik’s parent check to see how he was feeling? Temperature screen him? Malik is wellness and temperature checked at home and driven to school. He waits 6ft apart from his peers at the childcare program waiting to get wellness checked and temperature screened. Malik may or may not be wearing a mask. It is recommended for a child aged two years and older and who is capable of wearing a face mask should. Some States may require face masks based upon the age of the student.

8:00

Who conducts Malik’s health screening, how, and where? A dedicated staff member wearing a mask takes Malik’s temperature with a no-contact thermometer and conducts a symptom check; Malik’s temperature is normal and he has no symptoms

8:15

What does Malik do after he passes his health screening? He enters the childcare program and washes his hands at a hand washing station He then walks to to his classroom, while practicing social distancing as best as he can

ILLUSTRATIVE NOT EXHAUSTIVE

Key questions Typical journey

How might the LEA be involved in this process? Is the LEA monitoring the health and safety metrics, and recommending when new measures are needed? Is the LEA supporting the childcare program with re-allocation of funds for increased costs of labor, PPE, or cleaning supplies)?

SLIDE 7

Every “what if” scenario can reveal second-order questions for childcare providers to address

Can the childcare program send home learning packets or electronic activitiies to Malik? Are supports given to his parents or guardians to facilitate his learning? How does Malik continue to receive meal service? What if there is a staffing shortage due to individuals’ fear of returning to the program

nce notified of a confirmed COVID-19 case

in the program? What if Malik’s parent or guardian cannot walk or dive him home due to distance / lack

f a personal vehicle?

What if Malik’s parent or guardian is unable

r unwilling to get Malik tested? What if he is

not tested and arrives back at childcare program the next day? How does the childcare program communicate potential exposure to Malik’s contacts while remaining HIPPA compliant?

Malik – 4 Year Old displays COVID-19 symptoms after arriving at school

ILLUSTRATIVE NOT EXHAUSTIVE

Key questions “Divergent” journey

Where would Malik go after failing the health screening? How would the need for a COVID-19 viral test be determined? Malik’s parent/guardian should wait with him while he is screened during morning drop-off. Should he fail the screening, the parent should take him home and seek medical advice. If Malik becomes ill while at the program, a dedicated staff member should take Malik to an isolation room, where Malik waits until a parent or guardian can pick him up. He is monitored by staff during this time After consulting with the health authorities, it is determined that Malik ought to receive a COVID-19 diagnostic test; his parent or guardian takes him to a testing facility. Childcare reports the testing to the local health department. What happens if Malik is found to test positive? Within a few days, Malik is found to have tested positive for COVID-19; his parents or guardians notify the county

ffice overseeing child care and local health officials. The

childcare program follows protocols provided to them by the health department How does Malik continue his education while in quarantine? Malik quarantines for at least 2 weeks and until he tests negative for COVID-19. During this time, he continues his education remotely After Malik is found to have symptoms Once Malik has tested positive and is in self- quarantine at home

Second-order questions

How might the LEA be involved in this process? Should the health department report the failed screening or positive test to the LEA? Should the LEA help provide support to families (e.g., additional instructional support) of recovering students?

SLIDE 8

Blank journey template: “Typical” journey

Blank journey template can be used for ‘straightforward’ journeys (e.g., no divergent paths)

1 3 2

[insert selected key step and questions] [insert selected key step and questions] [insert selected key step and questions]

[insert selected key step and questions]

SLIDE 9

Blank journey template: Divergent journey at the start of the day

Blank journey template can be used for journeys with a divergent path at the beginning of the day (e.g., a student who rides the district school bus on some days but travels to school by car or bike on other days)

1a 1b 2

[insert selected key step and questions] [insert selected key step and questions] [insert selected key step and questions]

[insert selected key step and questions]

SLIDE 10

Blank journey template: Divergent journey at the end of the day

Blank journey template can be used for journeys with a divergent path at the end of the day (e.g., a student either goes home after school or remains on campus for an after-school activity)

[insert selected key step and questions]

6a 6b

[insert selected key step and questions] [insert selected key step and questions]