Superintendents Update Return to School June 16, 2020 Aligning - - PowerPoint PPT Presentation

Superintendent’s Update

Return to School

June 16, 2020

Aligning Vision and Direction

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GUSD Priorities in Action

• Employee, Student and Parent Safety ✔฀
• Ensuring flexibility to meet the needs and advocate for all students

and families ✔฀

• High Quality Instruction ✔฀
• Maintaining fiscal solvency ✔฀

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Five Phase Planning

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Phase 1: RESEARCH

Review CDE and LACOE guidances and Public Health directives

Phase 5: REVIEW AND REPEAT CYCLE Phase 2: ASSESS

Surveys, Campus Walkthroughs, Inventory of Available PPEs and Supplies

Phase 4: EXECUTE AND REFINE

2020/2021 School Year Opening

Phase 3: PLAN

Expand Task Force, Make Recommendations to Board

Planning and Implementation Cycle

Assessment Phase - Getting Stakeholder Input

• Surveys:
• Teacher Survey
• Parent Survey on Remote Learning
• Student Exit Survey
• Parent Survey on Return to School
• Stakeholder Input Meeting
• Stakeholder Involvement on Task Force
• Supt Parent Advisory Committee
• Council PTA
• Dedicated Email “Suggestion Box”

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Return to School Planning Task Force

• For Research and Assessment Stages GUSD’s Return to School Planning Task Force

currently includes:

• District Administrators (Project Leaders)
• School Site Administrators representative of all levels
• For Planning Stage the task force is now being expanded to include:
• Teachers
• Counselors
• Classified employees
• Parents
• Students
• Community

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Understanding Student Needs

• Close Digital Divide
• Health and Safety
• Social and Emotional
• Academic
• Other Needs (childcare, etc)
• How needs differ between student

groups

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Understand Employee Needs

• Health and Safety
• Social and Emotional
• Job-related
• Other Needs

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Readiness Decision Tree

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Develop Instructional Plans for Different Levels and Student Groups

• General Education, Pre K - 12:
• Elementary Schools
• Middle Schools
• High Schools
• Students with Special Needs (with IEPs, 504s)
• English Learners
• FLAG, VAPA, CTE, Athletics
• Magnet themes and other specialized

instruction

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Instructional Scheduling Models

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Two-Day Rotation Blended Learning Model A/B Week Blended Learning Model Looping Structure Early/Late Staggered Schedule Face-to-face Traditional Instruction Hybrid Learning Distance Learning Independent Study

Instructional Delivery Models

• Traditional Setting
• 100% of students in school, everyday
• Hybrid Learning
• 50% of students in school at any given time; 50% learning remote
• Distance Learning
• ex. GUSD Online Academy through Verdugo Academy
• 100% of students learning remotely, 100% of the time
• Independent Study
• Short-term (learning packets) or long-term (traditional Verdugo

Academy)

• 100% of students learning remotely, with on-site check in

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Capacity of Each Instructional Model

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On Campus Instruction? Social Distancing On Campus Capacity Traditional Yes No 100% Hybrid Yes Yes 50% Independent Study Yes Yes 20% Distance Learning No Yes 0%

Traditional -

100% capacity, No Social Distancing

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Hybrid Model -

50% Capacity with Social Distancing

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Sample Schedule for Hybrid Model

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Middle and High Schools

Monday Tuesday Wednesday Thursday Friday

8:00 - 8:55 Period 1 Intervention Period 1 (AM) Period 4 Period 1 Period 4 9:00 - 9:55 Period 2 Intervention Period 2 (AM) Period 5 Period 2 Period 5 10:00 - 10:55 Period 3 Intervention Period 3 (AM) Period 6 Period 3 Period 6 DISMISSAL FOR AM GROUP AND LUNCH FOR PM GROUP 11:00 - 11:55 12:00 - 12:55 Period 4 Intervention Period 1 (PM) Period 4 Period 1 Period 4 1:00 - 1:55 Period 5 Intervention Period 2 (PM) Period 5 Period 2 Period 5 2:00 - 2:55 Period 6 Intervention Period 3 (PM) Period 6 Period 3 Period 6

Sample Schedule for Hybrid Model (cont.)

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Middle and High Schools

AM Periods 1-3 PM Periods 1-3

Student A

Attends class in the classroom with 50% of peers Attends same class remotely

• At home
• A designated study space on campus
• utside the classroom (i.e. gym, library,

empty classroom, etc.) with supervision provided

Student B

Attends same class remotely

• At home
• A designated study space on campus
• utside the classroom (i.e. gym,

library, empty classroom, etc.) with supervision provided Attends class in the classroom with 50% of peers

Sample Schedule for Hybrid Model

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Elementary Schools

Monday Tuesday Wednesday Thursday Friday

8:00 - 11:00 Teacher Prep and Collaboration AM Class AM Class AM Class AM Class DISMISSAL FOR AM GROUP AND LUNCH FOR PM GROUP 11:00 - 11:45 11:45-2:45 Intervention Support PM Class PM Class PM Class PM Class

Times would vary based on grade level span

Sample Schedule for Hybrid Model (cont.)

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Elementary Schools

Half-Day AM Half-Day PM

Student A

Attends class in the classroom with 50% capacity Attends same class remotely either:

• At home
• A designated study space on campus
• utside the classroom (i.e. gym, library,

empty classroom, etc.) with supervision provided

Student B

Attends same class remotely either:

• At home
• A designated study space on

campus outside the classroom (i.e. gym, library, empty classroom, etc.) with supervision provided Attends class in the classroom with 50% capacity

Sample Schedule for Hybrid Model (cont.)

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AM Periods or Half-Day AM PM Periods or Half-Day PM

Students with Special Needs - Self-Contained Attends class in the classroom

Attends class in the classroom

Students with Special Needs - Core

Attends class in the classroom with 50% capacity Receives support from SpEd staff in designated study space on campus

• utside the classroom (i.e. gym, library,

empty classroom, etc.)

Foster, Homeless, English Learners (newcomers)

Attends class in the classroom with 50% capacity Receives support from staff in designated study space on campus

• utside the classroom (i.e. gym, library,

empty classroom, etc.)

Other Considerations for Hybrid Model

• Livestreaming and/or recording classroom instruction
• teacher in classroom and students at home
• teacher and a portion of students in classroom with rest of of students at

home

• Pros:
• students at home and in classroom have the benefit of live instruction
• teachers have access to their classroom equipment and materials
• recorded lessons could be played back for review/intervention
• Cons:
• possible connectivity issues at school and in homes
• Non direct instruction, science labs
• student privacy issues if students are filmed and recorded

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Instructional Considerations – Function

• f Tools and Technology

Learning Management System

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Communication Platforms Learning Applications

Zoom Sessions, March 25-May 12, 2020

24 24 Low points are weekends (Saturdays/Sundays) and student-free days.

Teachers w/ Active Google Classroom Accounts

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% of Total GUSD Certificated Staff * w/ Active Google Classroom Accounts

*does not include administration As of May 2020

Assessments

• Diagnostic Assessments – Identify Achievement Gaps
• Monitor Progress – Formative Assessments
• Grading – Summative Assessments

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Special Education

• Meeting the Needs of Students with Moderate to

Severe Disabilities

• Triennial, Annual and Initial IEPs
• Increase in IEP Meetings due to gaps in services
• Accommodations and Modifications for Remote

Instruction

• Residential Treatment Programs
• Inclusive Classrooms

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Instruction Considerations – English Learners

• Instructional Delivery Models Effective for Language

Acquisition

• Monitoring Progress
• State Assessment – EL Reclassification
• Expanded Learning Opportunities
• Interventions

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Instruction Considerations – Specialized Programs

• Foreign Language Academies of

Glendale (FLAG)

• Magnet Programs
• Career & Technical Education (CTE)

Including dual enrollment and early college programs

• Visual & Performing Arts (VAPA)
• Athletics

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Instruction Considerations – Expanded Learning Programs

• Expansion of childcare options
• State subsidized programs and services
• Unique solutions for various instructional models

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Health and Safety Considerations

• Classroom Safety and Distancing
• Health Office Protocols and Staffing
• Health Training (Handwashing, Use of Face Masks and other PPE)
• Illness at School
• Student and Staff Exposure to COVID-19 and Testing
• Students and Staff with Underlying Health Conditions
• Immunization Requirements

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Student Wellness Services

• Mental Health Services and Supports for Students and

families

• Relationship Building Between School Site Staff and

Families

• Identification of Local Resources
• Consideration for Special Populations – Foster,

Homeless

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Family/Community Communication and Engagement

• Engage parents/guardians in decision-making
• Multi-faceted communication using different platforms
• Maintain a welcoming environment for all families
• Create effective communication systems in multiple

languages

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Facilities and Operations

• General and community use of facilities

and grounds

• Care for specialty rooms: special

education classrooms, early education classrooms, locker rooms, gymnasiums, band rooms, art rooms, cafeteria, lunch rooms, break rooms, and open rooms

• Infection control: cleaning and

disinfecting

• Ongoing Maintenance and Construction
• Emergency Preparedness

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Budget and Finance

• Track Unique Costs and Expenditures and

Seek Unique Sources of Revenues

• Budget Planning for 2020-21 and beyond
• Allocation of Funds Necessary to Support

Various Instructional Models

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Human Resources

• Relationship with labor partners
• Order and method by which employees will return to the

school sites

• Considerations for high-risk staff
• Health check procedures
• Implementation of social distancing rules and use of PPE
• Mandatory trainings

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Nutrition Services

• Food Safety
• USDA Waivers
• Children with Special Dietary Needs
• Meal Delivery

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Operations Considerations – Transportation

• General school bus operations
• Buses serving Special Education
• Contracted services
• Vehicle infection control
• Use of personal protective equipment

(PPE) on buses

• Social/physical distancing on buses

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Technology Infrastructure

• Home and school internet connectivity for

students and staff

• Access to equipment for students and staff
• Distribution, tracking and return of district-
• wned devices
• Online platforms for interaction with students
• Acceptable use of technology agreements for

students

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Questions? Visit www.gusd.net/returntoschool Email us at returntoschool@gusd.net

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