RLAS 116 Return to Learn Phase 4 Reopening Plan as of July 20, - - PowerPoint PPT Presentation

Phase 4 Reopening Plan as of July 20, 2020

***subject to change***

RLAS 116 Return to Learn

“This whole situation is unimaginable; we just have to do our best.”

Contents

฀ Planning Priorities ฀ Survey Data ฀ Health and Safety ฀ Elementary ฀ Secondary ฀ Additional Components

• Attendance and Student Engagement
• Grading and Accountability
• Athletics and Activities
• School Events
• Physical Space

ISBE/IDPH Phase 4 Guidelines

฀ All public and nonpublic schools in Illinois serving pre-K through 12th grades must follow the following guidelines:

• Require the use of appropriate personal protective equipment (PPE), including

face coverings;

• Prohibit more than 50 individuals from gathering in one space;
• Require social distancing to be observed, as much as possible;
• Require that schools conduct symptom screenings and temperature checks or

require that individuals self-certify that they are free of symptoms before entering school buildings (students may not self-certify);

• Require an increase in schoolwide cleaning and disinfection.

*D116 is committed to supporting and maintaining safe learning environments for our students*

PLANNING PRIORITIES

★ SAFETY

○ #1 PRIORITY ○ Follow guidelines as issued

by the Illinois Department

• f Public Health, the Illinois

State Board of Education

○ Recognize opportunities

and address limitations of each school building’s physical space

★ EDUCATIONAL NEEDS

○ Younger students and higher needs students

in-person as much as possible

○ Focus on instructing and maintaining key

skills and concepts

○ Promote academic and social emotional

growth

★ SUPPORT

○ Re-establish relationships, ensure social

emotional needs are met, support basic wellness of students and families

★ STABILIZE

○ Employ best practices and continue to

improve remote learning opportunities

○ Consistency and predictability for families,

students, and staff

SURVEY DATA

Parents and Staff

Parent Survey

Survey Question Based on the FULL REOPENING scenario, select the choice that most accurately reflects your current thoughts about the upcoming 2020-2021 school year.

n = 2200

Parent Survey

Survey Question Based on the PARTIAL REOPENING scenario, select the choice that most accurately reflects your current thoughts about the upcoming 2020-2021 school year.

n = 2200

Parent Survey

Survey Question If FULL REMOTE LEARNING is offered to parents as a learning option in the fall:

n = 2200

Parent Survey

Survey Question If RLAS-116 either partially reopens (“Blended” model) or implements full remote learning:

n = 2200

Staff Survey

Survey Question In the event of a FULL REOPENING of school for in-person instruction (100% student attendance), would any of the following COVID-19 related scenarios prevent you from working on-site?

• You or a member of your household fall into
• ne of the categories identified by the CDC as

being at high risk for serious complications from the pandemic virus;

• Home care of dependent because other services

are unavailable; or

• Lack of childcare due to daycare center closures
• r capacity limitations.

n = 433 classroom staff

HEALTH AND SAFETY

PRE-K - 12TH GRADES

Safety Procedures

All safety procedures outlined by the CDC and ISBE Guidance will be implemented. ฀ The District will provide cloth masks to all staff and students. It is expected that all students are Social Distancing while attending school. Masks will be worn by staff and students at all times. ฀ Student behavior interventions and progressive discipline will be implemented for students who refuse to adhere to safety expectations including refusal to wear masks up to and including a requirement to engage in remote learning ฀ Staff who refuse to wear masks will be addressed through progressive discipline

Screening

All families will self-certify that students are symptom free prior to attending school. ฀ Temperature checks will be conducted at elementary buildings. ฀ Secondary students will be screened and certified on a daily basis by parents. Additional random temperature checks will be completed at the secondary level. Procedures for Ill Students have been developed ฀ Students will be sent to Quarantine Rooms based on symptoms. ฀ Students who present with symptoms consistent with COVID-19 will be sent home. ฀ If a staff member or student tests positive for COVID-19, procedures outlined in the Standard Operating Procedures will be implemented.

Response to Positive COVID-19 Case

As a proactive measure to respond efficiently and effectively to a positive case of COVID-19, the District has developed a Standard Operating procedure. This procedure includes:

฀ Identification of COVID-19 positive staff or students. ฀ Prompt communication regarding case specific facts. ฀ Restrict access to identified areas of school to ensure the health and safety of staff and students. ฀ Communication with the LCHD regarding contact tracing and notification. ฀ Cleaning and disinfecting of the impacted area(s). ฀ Communication regarding the reopening of the impacted area(s). ฀ Debriefing to identify areas of challenge, needed improvement, and success through the implementation of the Standard Operating Procedure.

High Risk Students

The health and safety of our students is our highest priority, especially our most vulnerable students. ฀ Parents of students with high risk needs will have the choice to participate in a remote only educational experience. ฀ Students with high risk needs who participate in a blended learning model will receive enhanced medical screening and use of personal protective equipment as appropriate.

ELEMENTARY

Kindergarten through 5th grades

ELEMENTARY (K - 5)

GENERAL EDUCATION In-Person Instruction: 2 days per week Remote Learning: 3 days per week Students divided by household / alpha- last name (siblings attend together) Avg students per classroom = 12 - 13 (50%)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Remote Learning Day Students: A - LIRA Students: A - LIRA Students: LIRB - Z Students: LIRB - z

฀ Level 1: Look at a “household”

• i.e. a single address, for example, 123 Main Street

฀ Level 2: Look at last name of students in household

• If all students have the same last name, assign all students to alpha split
• If students have different last names, look to last name of the OLDEST student in

the household, and assign to alpha split by the oldest student’s last name

฀ EXAMPLE: 2 siblings

• 3rd grader last name - Gomez
• 8th grader last name - Smith
• RESULT: Both 3rd grader Gomez and 8th grader Smith are assigned to alpha split SMITH

***Purpose: keep families attending school on the same days***

A Word on the Alpha Split

ELEMENTARY SCHEDULE

IN-PERSON REMOTE

• Core Subjects: Math, LA, Science,

Social Studies

• Specials: Art, Music
• Lunch: in the classroom
• Students remain in classroom,

teachers rotate

• Core Subjects: Math, LA, Science,

Social Studies

• Specials: PE

Elementary – Teaching & Learning

• Daily “live” class meetings and instruction

○ Students participate in synchronous instruction with their classmates both in

person and at home

○ All morning meetings and live lessons recorded and posted to Canvas classroom

• All teachers utilize Canvas daily to post learning requirements for students

regardless of in-person or remote instruction

• Teachers maintain office hours to support students
• Regular communication with families regarding student learning progress via

district communication tools

Elementary: Self-Contained Special Education

SELF-CONTAINED SPECIAL EDUCATION In-Person Instruction: 4 days per week Remote Learning: 1 days per week Students per classroom = dependent on room square footage (SpEd Max = 13) Related Services performed in-person (speech sessions excepted)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Remote Learning Day Educational Life Skills & Self-Contained Instructional Educational Life Skills & Self-Contained Instructional Educational Life Skills & Self-Contained Instructional Educational Life Skills & Self-Contained Instructional

Elementary: Language Learners

Dual Language, Bilingual, and Sheltered Instruction

• In-Person Instruction: 2 days per week
• Remote Learning: 3 days per week
• Students divided by household / alpha- last name (siblings attend together)
• Avg students per classroom = 12 - 13 (50%)
• Resource support: Resource teachers will partner with classroom teachers to support

students on their caseloads during in-person and virtual instruction.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Remote Learning Day Students: A - LIRA Students: A - LIRA Students: LIRB - Z Students: LIRB - z

Elementary: Struggling Learners

“Booster” support model

• In-person instruction: 4 days per week
• Remote Learning: 1 day per week
• Eligible Students: K, 1st, 2nd in need of Tier 2 - 3 academic support
• 2 teachers: 1 ELA focus, 1 Math focus
• General education curriculum plus Tiered Intervention model daily

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Remote Learning Day

Identified Students based

• n academic need

Identified Students based

• n academic need

Identified Students based

• n academic need

Identified Students based

• n academic need

Early Childhood (Pre-K)

PRESCHOOL FOR ALL In-Person Instruction: 2 days per week Remote Learning: 3 days per week Students divided by household / alpha- last name (siblings attend together) Avg students per classroom = 9 (50%)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Remote Learning Day Students: A - LIRA Students: A - LIRA Students: LIRB - Z Students: LIRB - z

Early Childhood (Pre-K) - Special Education

EARLY CHILDHOOD SPECIAL EDUCATION (ECSE) AND ELS In-Person Instruction: 4 days per week Remote Learning: 1 day per week Avg students per classroom = 6 - 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Remote Learning Day

ECSE and ELS ECSE and ELS ECSE and ELS ECSE and ELS

SECONDARY

6th through 12th grades

SECONDARY (6 - 12)

GENERAL EDUCATION In-Person Instruction: 1 day per week Remote Learning: 4 days per week Students divided by household / alpha- last name (siblings attend together) Avg students per classroom = 7 - 9 (25%)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Remote Learning Day

Students: A - EDEN Students: EDEO - LIRA Students: LIRB - RAMI Students: RAMJ - Z

Secondary - General Expectations

• Daily “live” class meetings and instruction

○ Students participate in synchronous instruction with their classmates both in

person and at home

○ All morning meetings and live lessons recorded and posted to Canvas classroom

• All teachers utilize Canvas daily to post learning requirements for students

regardless of in-person or remote instruction

• Teachers maintain office hours to support students
• Regular communication with families regarding student learning progress via

district communication tools

Secondary – Special Education

SELF-CONTAINED SPECIAL EDUCATION In-Person Instruction: 4 days per week Remote Learning: 1 days per week Students per classroom = based on square footage (SpEd max = 13) Related Services performed in-person (speech sessions excepted)

Population: Educational Life Skills, LOP/COP (learning / career opportunities programs), LAB (learning appropriate behaviors)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Remote Learning Day Educational Life Skills & Self-Contained Instructional Educational Life Skills & Self-Contained Instructional Educational Life Skills & Self-Contained Instructional Educational Life Skills & Self-Contained Instructional

Secondary – Language Learners

NEWCOMER LANGUAGE LEARNERS In-Person Instruction: 4 days per week Remote Learning: 1 days per week Avg students per classroom = 12 - 13 (all students)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Remote Learning Day

Newcomers Newcomers Newcomers Newcomers

Secondary – Language Learners

BILINGUAL AND SHELTERED INSTRUCTION In-Person Instruction: 1 day per week Remote Learning: 4 days per week Students divided by household / alpha- last name (siblings attend together) Avg students per classroom = 7 - 9 (25%)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Remote Learning Day

Students: A - EDEN Students: EDEO - LIRA Students: LIRB - RAMI Students: RAMJ - Z

Secondary Remote Learning “Flex Attendance”

Struggling Learners

• Requested / Required Attendance at school on remote learning days
• Purpose:
• Intervention support
• Additional in-person instruction from classroom teachers

High School: CTE, Art, Music, AP, etc.

• Use appointment program to reserve time on remote learning days to complete

hands-on assignments

• Purpose: provide college and career bound students opportunity to complete course-based work when

they would not have access to materials and resources outside of school (e.g. oil painting)

Transition Center

• In-Person Instruction: 4 days per week
• Remote Learning: 1 day per week
• Max students per classroom = 13
• Panther Work Program at approved work sites
• Related services performed in-person

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Remote Learning Day

Transition Program Transition Program Transition Program Transition Program

RLAS students attending other schools

RLAS116 continues to monitor reopening plans at our partner schools. However, for the most up-to-date information, please review your child’s serving school’s website or contact the serving school for information on reopening plans.

ADDITIONAL COMPONENTS

ALL

Additional Learning Opportunities

CHOICE - Full Remote Learning “Night School” Office Hours Parents may choose a full remote learning option for their child(ren) given the following conditions:

• 1. Enrollment is for a full semester
• 2. The parent and student agree to student

engagement, participation, and work completion criteria

a.

Failure to meet agreement results in child considered truant

Parents and students may access designated teachers during evening hours for academic support.

• Evening support hours may or may not

be your child’s teacher.

Social Emotional Learning

• SEL instructional strategies will continue at all levels to ensure a safe,

supportive, and engaging environment.

• These strategies will focus on relationships, routines, and regulation.

Attendance and Student Engagement

ATTENDANCE - 2 components

• 1. Take Attendance in Infinite Campus (traditional method)
• a. When students are required to attend school, teachers will take student

attendance in Infinite Campus.

• 2. Student Engagement (remote learning method)
• a. The nature of a remote environment lends itself to flexibility in what is

traditionally considered attendance. Thus, in order to assure the evidence teachers need to assess student learning, the percentage of student work completion will be considered “attending”. (see chart next slide)

• 3. Overall
• a. in-person attendance + student engagement score = student attendance

Student Engagement

• Based on weekly

work completion

• Tiered support

including teachers, support staff, and administration

Grading and Accountability

• Summative Assessments will be evaluated, and grades will count toward
• verall course / classroom grades
• Student engagement (% of work completion) will be considered for student

accountability including assigned work, formative assessments, summative assessments, and other relevant evaluations of student learning

○ Missing assignments will be considered a lack of student engagement

Athletics and Activities

Athletics/Marching Band ฀ Follow NFHS/IHSA/IESA guidelines for participation. ฀ Enact mitigation measures to limit contact and exposure. Activities ฀ Maintain clubs and activities via virtual meetings when possible. ฀ Explore possibility of in-person meetings when virtual is not feasible, following social distancing guidelines. ฀ Community events (Homecoming, Festivals, etc.) to be held when possible based on IDPH guidelines. Alternative dates and formats will be considered.

Special School Events

Field Trips ฀ In-person field trips will not be scheduled for the 2020-21 school year. ฀ Virtual field trips may be scheduled. Assemblies ฀ All large gatherings at schools including assemblies will not be scheduled for the first semester, second semester to be determined based on IDPH guidelines. ฀ Schools may seek to hold some events in a virtual setting.

Classrooms and other Physical Space

• The district will work with staff to reduce clutter in all spaces to allow for more distant

desks and adherence to physical distancing needs

• Teachers will disinfect tables, desks, and chairs at the end of each school day in

elementary or between classes at secondary

• Teachers will instruct students in proper health and safety protocols and provide regular

reminders to adhere to expectations including modifying classroom routines and procedures so that health and safety protocols are implemented

• Classrooms and offices will remove or restrict access to hard to clean / sanitize items
• i.e., No soft seating (e.g. bean bag chairs, cushions, rugs); no stuffed animals or plush

toys, etc.

• Hallway lockers and PE lockers will not be used

Supporting the Plan

Human Resources Transportation Operations Food Service Technology

Technology Department:

• Distribution of devices for remote learning.
• Development of student screening app.
• Monitoring and strengthening the network.
• Identification of equipment needed to facilitate remote teaching.

Human Resource Department:

• Managing staffing requests for FMLA and ADA accommodations.
• Developing agreed upon process to complete staff evaluations and conduct

staff discipline during remote learning.

• Working with vendor to maximize the number of substitutes available to

address expected shortage in staff.

It’s a Team Effort

Examples of Work Being Done to Support the Plan

Transportation:

• Researching various routes to assure that students can be transported in the plan

presented.

• Developed guidance for Drivers related to areas such as PPE, capacity limits,

data collection, seating charts, and bus cleaning.

• Managing the unique transportation structures to maximize student participation.

Food Service & Business:

• Maximizing and managing the summer food distribution program.
• Developing a dual food service program during the school year with distribution
• utside for students participating in remote and inside for students engaged in

learning onsite.

• Expediting and managing purchases related to the District’s Covid-19 response.

Operations:

• Develop custodian guidance document for the completion of standard daily

disinfecting of buildings and touch points and more intense “deep” cleaning.

• Identification and purchase of protective shields where the 6 ft. social

distancing expectation could not be obtained in office personnel.

• Purchase of increase cleaning supplies.
• Development of Custodian Handbook delineating specific cleaning

procedures for each area of the building.

• Square foot calculation of all open spaces within the buildings to maximize

space for food service delivery.

• Relocation of soft furniture, carpets, etc. to open up space within the

classroom to achieve social distance requirements.

Thank You