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

Returning to School During the COVID-19 Pandemic

Superintendent’s Amended Recommendation July 21st, 2020*

*Modified July 28, 2020 (modification to slide 10,

addition of slide 11)

Overarching Goals

Goal 1

• Create a safe, return to school environment for students

and staff, where students can actively participate in learning, having their physical and social-emotional needs met in their selected learning approach (hybrid or virtual).

Goal 2

• Ensure that every student is able to actively engage in their

selected learning approach (hybrid or virtual), build positive relationships, and demonstrate academic gains.

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Why So Challenging?

• Understandable anxiety about health risks for adults and children
• Understandable anxiety about loss instructional time and learning
• Lack of clarity and inconsistent messaging from political leaders and

health experts

• Media and social media greatly impacts our thoughts and reactions
• Decisions of other school divisions
• COVID-19 is not clearly understood how it impacts children and adults

in a school setting

• No clear metric right now on what determines low, moderate and high

risks communities

• Virtual learning and equity concerns
• This is all very new and answers are not as clear as we would all like
• People in Stafford have very strong and diverse beliefs

3

Considering Risk Factors

in Reopening Schools

Lowest Risk

• Virtual-only classes, activities, & events

More Risk

• Small, in-person classes, activities, & events.
• Students stay with the same teacher, at least

6 feet apart, & objects are not shared

• Includes hybrid virtual/in-person class

structures, or staggered/rotating schedules to facilitate social distancing. Highest Risk

• Full-sized, in-person classes, activities, &

events.

• No social distancing, shared classroom

materials/supplies

• Students move between classes & activities

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Cloth Face Coverings (Masks)

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• Students, staff and visitors will be required to wear

face coverings at all times in all schools, classrooms, buses, and facilities as developmentally appropriate unless exempted due to a medical condition.

• According to the CDC (2020):
• “Cloth face coverings should not be placed on:

Young children under age 2; Anyone who has trouble breathing; Anyone who is unconscious or incapacitated, or otherwise unable to remove the mask without assistance.”

• Employees who work in individual offices and areas

may remove the face mask when they are alone.

• When appropriate, face shields will be utilized by staff

and/or students to meet student and staff needs.

Key Principles for School Re-Entry

• “School policies must be flexible and nimble in responding to new

information, and administrators must be willing to refine approaches when specific policies are not working”.

• “It is critically important to develop strategies that can be revised

and adapted depending on the level of viral transmission in the school and throughout the community and done with close communication with state and/or local public health authorities and recognizing the differences between school districts, including urban, suburban, and rural districts.”

6 (American Academy of Pediatrics: COVID-19 Planning Considerations: Guidance for School Re-entry, June 25, 2020)

Factors Driving Final Recommendation on July 14th

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• Build in time to provide emotional and logistical support.
• Time for parent engagement and orientation programs
• Time to support student transitions and provide orientation programs

(Kindergarten, 6th, 9th grades)

Student and Family Needs

• Time for building/teacher collaboration to plan & locally design on-line learning
• Sufficient time for transportation to create, pilot, and adjust bus routes
• Sufficient time for distribution of Chromebooks/other technology devices
• Creation of school schedules & amendment of IEPs/504s

Staff Needs

• Time to maximize mitigation strategies
• Provide the time necessary to assess Covid-19 local and state health data to

determine any trends that might impact our plans

Health Assessment

• Honor contractual obligations
• Adhere to the division’s budget

Fiscal Responsibility

Factors Driving Amended Recommendation on July 21st

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• Time to maximize mitigation strategies
• Provide time to assess Covid-19 impact on children and adults in a school setting
• Provide targeted F2F instruction for certain students based on individual needs

Student and Family Needs

• Time to maximize mitigation strategies
• Provide the time necessary to assess Covid-19 impact on children and adults in a school setting
• Provide alternative funding sources to help support childcare expenses

Staff Needs

• Time to maximize mitigation strategies
• Provide time to assess Covid-19 impact on children and adults in a school setting
• Provide the time necessary to assess Covid-19 local and state health data to determine any trends

that might impact our plans

Health Assessment

• Honor contractual obligations
• Adhere to the division’s budget
• Obtain a commitment from the County to fund all Covid-19 related costs to support a Hybrid

and/or Virtual model including childcare, additional personnel, and mitigation strategies

Fiscal Responsibility

• Movement towards 100% Virtual

Local School Board Return to School Plans State-Wide

Projected Additional Unfunded Costs

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*Amounts shown are annual costs. *Amounts are estimates and subject to change.

Description Hybrid 100% Virtual Enhanced Contracted Cleaning 1,250,000 $ 750,000 $ Transportation Costs 400,000

• Additional Counselor Hours

98,000 98,000 Altered Meal Distribution in School 40,000 40,000 Supplement Childcare Costs for Staff 1,500,000 500,000 Additional Instructional Needs 880,000 880,000 Supplement Nutrition Fund Balance 750,000 1,250,000 Total Projected 4,918,000 $ 3,518,000 $ Annual Cost

Continual Improvement and Evaluation of Our Plan

10

Health Data

• Local and State health data in

consultation with RAHD

• Timeline for Covid-19 testing

results and tracing procedures

• Research and data on Covid-19 in

a public school setting

• Number of times a class, school

and/or the division closes due to Covid-19 in consultation with RAHD Academics

• Student engagement and

attendance (logs, phone calls, log- in time, etc.)

• Student progress monitoring (task
• r product based)
• Staff engagement and staffing

limitations

• Staff and parent survey to

evaluate effectiveness

VDHD Data Dashboard Preliminary Information-Components and Guidance

(Dr. Peake, 7/28/20)

• Data dashboard is not public and is still being refined
• Data profiles will be regional, however, local health department can

provide local data.

• Components of the data dashboard

1. Burden 2. Trend (over 14 days) 3. Transmission extent (substantial, moderate, low, and none)

• Employees are higher risk than students
• Still learning about children- “this is new and we do not have

models to follow”

• VDHD “does not have a crystal ball” – the situation remains fluid

and school systems should evaluate every week

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Staff Calendar

(No Changes from July 14th)

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Calendar

New staff report August 3rd Existing staff report August 10th Instructional calendar begins August 31st*

*Except preschool

Instructional calendar ends June 16th (Graduation June 12th)

Preschool

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• During the weeks of August 24th and 31st staff will collaborate

among themselves and with parents to discuss instructional delivery model options appropriate for preschool children.

• September 8th an instructional model(s) will be implemented.
• Instructional options could include:
• Face to face instruction
• Home visit instruction
• Virtual instruction
• Home learning packages
• Medical or parental exemption requests for 100% virtual will be

honored for students

K-12 Vertical Alignment

Virtual Model

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Maintains same schedule regardless of fluctuations in health conditions. Design of division-wide instructional model to move seamlessly from all virtual to hybrid learning and vice-versa. Allows students and families to stay connected with peers, a teacher, and their school. Maintains same pacing for ALL student learning, with flexibility for differentiation.

Elementary School

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• 100% Virtual Instruction for all students from August 31st to

October 1st except those in the exempted categories.

• Face-to-face orientation program for students and families during

the weeks of August 24th and 31st scheduled by the building principal.

• Health and academic data analysis will occur on September 21st to

determine if Hybrid Model/100% Remote Option should begin on October 6th.

• On September 24th the superintendent will announce his decision.
• Exempted categories would include:
• Special education as determined by the IEP,
• English Learners Level 1 & 2,
• Other students as determined by building principals. and
• Students with significantly weak or no Internet connectivity.

Elementary School

Sample Schedule

Synchronous Days (T/W or Th/Fri)

Shift 1 Shift 2 Content 8:00-8:20 9:00-9:20 Morning Meeting 8:20-9:50 9:20-10:50 Language Arts 9:50-11:00 10:50-12:00 Math 11:00-11:45 12:00-12:45 Recess/Lunch 11:45-12:15 12:45-1:15 Science/Social Studies 12:15-12:45 1:15-1:45 Encore/Exploratory 12:45-1:00 1:45-2:00 Review for At-Home/Virtual (*Asynchronous Assignments

Asynchronous Days (M and either T/W or Th/Fri)

Morning Meeting 8:00-8:20 (Shift1) 9:00- 9:20 (Shift 2) Literacy 45-60 Minutes Math 30-45 Minutes Science/Social Studies 15-30 Minutes Encore/Exploratory (Art, Music, PE, Library) 15-30 Minutes

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Middle School

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• 100% Virtual Instruction for all students from August 31st to

November 5th except those in the exempted categories.

• Health and academic data analysis will occur on October 26th

to determine if Hybrid Model/100% Remote Option should begin on November 11th.

• On October 28th the superintendent will announce his

decision.

• Exempted categories would include:
• Special education as determined by the IEP,
• English Learners Level 1 & 2,
• Other students as determined by building principals, and
• Students with significantly weak or no Internet connectivity.

Middle School

Sample Schedule

Synchronous Days (T/W or Th/Fri) Asynchronous Days (M and either T/W or Th/Fri)

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Block Time Class Meeting & Block 1 10:00 - 11:10 am Block 2 11:15 - 12:15 pm Lunch 12:20 - 12:50 pm Block 3 12:55 - 1:55 pm Block 4 2:00 - 3:00 pm Block Time Class Meeting & Block 1 10:00 - 11:10 am Block 2 11:15 - 12:15 pm Lunch 12:20 - 12:50 pm Block 3 12:55 - 1:55 pm Block 4 2:00 - 3:00 pm

*Most students will take six classes for the semester in an X/Y hybrid block model, with some semester long courses and some year long courses.

High School

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• 100% Virtual Instruction for all students from August 31st to

November 5th except those in the exempted categories.

• Health and academic data analysis will occur on October 26th

to determine if Hybrid Model/100% Remote Option should begin on November 11th.

• On October 28th the superintendent will announce his

decision.

• Exempted categories would include:
• Special education as determined by the IEP,
• English Learners Level 1 & 2,
• Certain CTE and STAT courses,
• Other students as determined by building principals, and
• Students with significantly weak or no Internet

connectivity.

High School

Sample Schedule

Synchronous Days (T/W or Th/Fri) Asynchronous Days (M and either T/W or Th/Fri)

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Block Time Class Meeting & Block 1 10:00 - 11:10 am Block 2 11:15 - 12:15 pm Lunch 12:20 - 12:50 pm Block 3 12:55 - 1:55 pm Block 4 2:00 - 3:00 pm Block Time Class Meeting & Block 1 10:00 - 11:10 am Block 2 11:15 - 12:15 pm Lunch 12:20 - 12:50 pm Block 3 12:55 - 1:55 pm Block 4 2:00 - 3:00 pm

*Most students will take four classes for the semester in a 4x4 block model, with the exception of certain year-long courses, where the student could have more than four.

Parent Return to School Survey

Top 3 Concerns for Fall Semester 2020 (June 2020)

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Value Percent Count

Internet issues (No access or slow/unreliable access) 6.1%

568

We need a personal computing device

• r additional devices (Chromebook,

laptop, or desktop) 12.4% 1,156 Whether or not my child(ren) will make sufficient academic progress 76.4% 7,136 Childcare Needs 19.9% 1,855 Having the needed materials (pencils, paper, etc.) for any level of at-home learning 2.6% 241 What the school experience will be like with social distancing 66.9% 6,251 Access to sports, music, and extracurricular activities 44.7% 4,179

Parent Return to School Survey

Initial Preferences for Virtual Only Model (June 2020)

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27% 3% 4% 65%

Yes, for my students at all grade levels Yes, for elementary only Yes, for secondary only No, I want as much in-person instruction as possible

72% 28%

Hybrid Virtual

n=13,966 n=5,561

Supplemental Registration Form

Overarching Requests for Hybrid or Virtual

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70% 30%

Hybrid Virtual

n=5,420 n=2,345

Elementary School Program Selection

Requests for Hybrid or Virtual

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70% 30%

Hybrid Virtual

n=3,443 n=1,444

Middle School Program Selection

Requests for Hybrid or Virtual

25

74% 26%

Hybrid Virtual

n=5,113

High School Program Selection

Requests for Hybrid or Virtual

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n=1,772

Staff Feedback on Timelines

24 Hour Pulse Survey on Beginning Hybrid Model

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739, 22% 596, 18% 802, 24% 1,210, 36%

Begin the school year with two weeks of virtual with some face to face options with the full launch of both the Hybrid (2 days a week of face to face) and Virtual instructional options on September 9th. Virtual instruction only for all students, with certain exceptions based on student needs, until at least October 1st, with the plan to reevaluate in advance of the September 22nd Board Meeting. Virtual instruction only for all students, with certain exceptions based on student needs, until November 3rd, with the

• ption of a hybrid model beginning after

the first quarter. Virtual instruction only for all students, with certain exceptions based on student needs, until the second semester.

n=3,347

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• Staff will be better versed in virtual instruction.
• Students will be provided greater flexibility and multi-

modal delivery models.

• Learning disruptions due to illness, long weather

closings, and other potential disruptions will be minimized.

• Greater potential for vertical and horizontal instructional

and professional development articulation.

• Greater potential for school divisions to collaborate and

leverage experts in many different fields.

• Other

Thinking Positively

About 100% Virtual

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