Returning to School During the COVID-19 Pandemic Stafford County - PowerPoint PPT Presentation

Returning to School During the COVID-19 Pandemic Stafford County Schools Community Town Hall Meeting June 29 th , 2020 1

“Schools will open up for all students next year but instruction will look very different.” Governor Ralph Northam June 9 th , 2020 Virginia Return to School Plan

Planning Steps All reports can be found on our website. • School Board Input and Guidance • SCPS Recovery Taskforce Report • State Planning Reports and Guidance from VDH and RAHD • CDC Decision Tree for Opening Up Schools • VDOE Guidance and Executive Orders • Research Reports and Professional Webinars and Discussions • Staff and Parent Input and Collaboration

Lowest Risk • Virtual-only classes, activities, & events • Small, in-person classes, activities, & events. • Students stay with the same teacher, at least 6 feet apart, & objects are not shared More Risk • Includes hybrid virtual/in-person class structures, or staggered/rotating schedules to facilitate social distancing. • Full-sized, in-person classes, activities, & events. • No social distancing, shared classroom Highest Risk materials/supplies • Students move between classes & activities Source VADOE and CDC

VDOE Phase III Overview Where We Anticipate to Be When School Starts • Instruction will include more in-person instruction for all students. • Remote instruction will support in-person instruction. • Childcare & before/aftercare may be offered in schools • Social distancing will need to be implemented, across buses and buildings: • 6 foot separation whenever possible • Large gathering limits in accordance with existing Executive Orders

VDOE Phase III Overview Where We Anticipate to Be When School Starts (Continued) • To support social distancing, schools may need to: • Stagger student schedules • Adopt methods to restrict mixing groups of students • Adjust schedules • Minimize transitions • Consider appropriate recess options • School systems can expand athletics & extracurricular activities with mitigation measures • Limit outdoor activities/recess to 50 people

Stafford’s Recovery Task Force Identified Priorities • Development of strategies to get students back into the classroom as much as possible, particularly for our youngest students and other students with special and unique learning needs. • Provision of tailored training and professional learning for staff will be imperative to ensure educators are equipped for new ways of facilitating education and supporting social-emotional wellness. • Consideration of safety, budget, and systems logistics in all planning. • Development and maintenance of effective communication with all stakeholders. • Consideration of social emotional wellness needs of students, parents, and staff. • Assurance that an equity lens guides all education models as we return to buildings.

Transportation • Social distancing will result in approximately 20-24 students being able to ride a bus at a time. • This is less than a third of normal capacity.

Mitigation Strategies • Health screenings and temperature checks • Encourage families to make appointments for school visits and limit visitors • Cloth face covers/bus driver face shields • Department of Labor and Industry Executive Order • Diligent cleaning with electrostatic disinfecting between shift A/B • Plexiglass shields in front office • Hand hygiene and personal care • Stay home if sick • Town hall sessions with VDH for family, students, & staff to discuss mitigation strategies and how to respond to an outbreak if/when one occurs

Responding to Cases • Protocol for care of suspected COVID-19 case in students and staff during the school day. • Establish clinical isolation room to separate sick students • Control clinic traffic to prevent potential exposures • Protocol for Return to School/Work post positive COVID-19 illness. • Procedure for reporting suspected exposure events to: • VDH • Administration • Maintenance • Families impacted

Implementing Hybrid Learning • Regular, face-to-face instruction will occur with small groups of students assigned a classroom teacher. • The face-to-face will be couple with at-home, on-line learning will continue, complement, and reinforce the face- to-face learning. • At-home online learning will be monitored through • On-line metrics • Attendance • Expectations of completing on-line learning work • Teachers will design both the face-to-face & the online instruction for their students, routinely checking in, assessing students, and monitoring completion of online work.

Commonalities across Grade Levels Creating consistency for learners and families

Schedule Option A Preferred Option at All Levels Student Monday Tuesday Wednesday Thursday Friday Group Group A Remote Learning Learning at School Learning at School Remote Learning Remote Learning with Targeted Face to Face Instruction Group B Remote Learning Remote Learning Remote Learning Learning at School Learning at with Targeted School Face to Face Instruction *Health circumstances may require pivoting to a more robust virtual learning strategy for students.

Schedule Option A All Levels Highlights Concerns • Allows additional time for staff • Does not allow as much face- to develop quality remote to-face instruction learning • Depending on schedule used • Creates consistency for at the secondary level, students and families students may only attend • Provides specialty programs a certain courses once a week, day for specific competency & with a maximum of twice a licensure hour requirements. week.

Schedule Option B All Levels Student Monday Tuesday Wednesday Thursday Friday Group Group A Learning at Learning at School Learning at School Virtual Learning Virtual Learning School Alternating Weeks Group B Learning at Virtual Learning Virtual Learning Learning at School Learning at School School Alternating Weeks *Health circumstances may require pivoting to a more robust virtual learning strategy for students.

Schedule Option B All Levels Highlights Concerns • Maximizes student time in • Does not allow as much time class to the extent possible for staff to develop quality under Phase III virtual learning experiences • Creates consistency for students and families

Schedule Option C For Health Risk and Other Unique Circumstances • Will be developed in more detail once need levels are determined. • If state remains or returns to Phase II, a virtual model may become the primary option. Monday Tuesday Wednesday Thursday Friday Virtual Learning Virtual Learning Virtual Learning Virtual Learning Virtual Learning

Start & End Times

Elementary School Start/End Times **Each elementary school will be designated Shift One or Shift Two. Shift One Shift Two Student Arrival 7:30 AM – 8:00 AM 8:30 AM – 9:00 AM Instruction 8:00 AM – 1 PM 9:00 AM – 2:00 PM Dismissal 1:00 PM – 1:30 PM 2:00 – 2:30 PM

Middle School Start/End Times Student Arrival 9:30 AM – 10:00 AM Instruction 10:00 AM – 3:00 PM Dismissal 3:00 PM – 3:30 PM

High School Start/End Times Student Arrival 10:30 AM – 11:00 AM Instruction* 11:00 AM – 4:15 PM Dismissal 4:15 PM-4:45 PM *CTE & Specialty Programs Travel Schedule impacts length of day.

Other Key Considerations Equity Meals Social-Emotional Needs Childcare Technology

Surveys/Registration Forms This Week • Bus Ridership Commitment (Parents) • Virtual Only Learning Model (Parents) • Special Arrangements Due to Health Reasons (Staff) • Childcare Needs (Staff)

Together we will navigate uncharted waters successfully, now to the questions … 24