Update on Fall Reopening July 29, 2020 1 Living our Values: Living - - PowerPoint PPT Presentation

W A Y L A N D * P U B L I C * S C H O O L S

Update on Fall Reopening

July 29, 2020

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W A Y L A N D * P U B L I C * S C H O O L S

Living our Values: “Living Our Values”

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Our Time-Line

• Late May-Mid-June: District Working Groups
• May 31: Present: Community Input
• June 25: DESE Commissioner’s Guidance
• June 25: Present: Building-Based Work
• July 29: Presentation to School Committee on the Three Plans
• August 10: Comprehensive Plan published

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An Elementary “Day in the Life”

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The key differences in the schedules among the 3 models

• The All-In model allows the fewest scheduled instructional minutes and

requires the most time for transitions (e.g., arrival, dismissal, lunch)

• The Hybrid model has the greatest variability (three different days), while

balancing instructional minutes and transition minutes

• The All-Remote model uses instructional time most efficiently and most closely

mirrors a “typical” school day (in Option 1) How long would it take and what is involved in transitioning from one model to another?

• Transitioning to or from the All-In model would be the most challenging

transition and would require multiple weeks of preparation/schedule building

• From a scheduling standpoint, transitioning from Hybrid to All-Remote, Option

2 would happen quickly and would require minimal advance notice (although it would still require work on the part of grade-level classroom teachers)

• Transitioning from All-Remote, Option 1 to Hybrid would require multiple weeks
• f preparation/schedule building

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An Elementary “Day In the Life”: All-In

7:45 - 8:45 Arrival, Morning Work, Pledge, and Morning Announcements 8:45 - 9:05 Morning Meeting 9:10 - 9:55Special 10:00 - 10:30 Bathroom Break and Recess 10:30 - 11:15 ELA (includes time to hand wash before and after) 11:15 - 11:30 Snack 11:30 - 12:15 Math (includes time to hand wash before and after) 12:20 - 1:30 Lunch, Recess, Bathroom and handwashing break 1:30 - 1:45 Closing meeting/Read aloud 1:45 - 2:25 Pack Up and Dismissal Note: Science and social studies could each happen once per week, replacing a math or ELA block

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An Elementary “Day In the Life”: Hybrid (Live Day)

7:45 - 8:30 Arrival, Morning Work, Pledge, and Morning Announcements 8:30 - 8:50 Morning Meeting (remote students participate when appropriate) 8:55 - 9:25 ELA Skills Lesson (Fundations, Word Work) 9:25 - 9:50 Bathroom Break, Recess, and Handwashing 9:55 - 10:55 ELA (includes time to hand wash after) 10:55 - 11:10 Snack 11:10 - 12:10 Math (includes time to hand wash before and after) 12:15 - 1:15 Lunch and Recess, Bathroom and handwashing break 1:15 - 1:45 Closing meeting/Teacher choice 1:45 - 2:25 Pack Up and Dismissal

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An Elementary “Day In the Life”: Hybrid (Remote Day)

8:30 - 8:50 Morning Meeting with teacher and “live” students (when appropriate) 8:50 - 9:00 Prepare for synchronous login 9:00 - 9:30 Synchronous Specials meeting 9:30 - 9:50 Bathroom break and independent play 9:50 - 10:20 Literacy practice (e.g., independent reading, writing, or Lexia work) 10:20 - 10:35 Snack 10:35 - 10:45 Prepare for synchronous login 10:45 - 11:15 Synchronous Specials meeting 11:15 - 12:00 Science project work 12:00 - 1:00 Lunch and independent play (with bathroom break) 1:00 - 1:30 Math practice (e.g., ST Math, assigned paper-and-pencil extension activity) 1:30 - 2:15 Social studies project work

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An Elementary “Day In the Life”: Hybrid (X Day)

8:20 - 8:30 Pledge and daily announcements (asynchronous video) 8:30 - 8:50 Morning Meeting (synchronous with whole class) 9:00 - 9:45 Science or social studies (might be synchronous and/or asynchronous) 9:45 - 10:00 Bathroom break and independent play (teacher logged out) 10:00 - 10:30 Synchronous Specials meeting 10:30 - 11:00 Intervention block (might be synchronous and/or asynchronous) 11:00 - 11:15 Snack (teacher logged out) 11:15 - 11:45 Literacy practice (e.g., independent reading, writing, or Lexia work) 11:45 - 12:15 Math practice (e.g., ST Math, assigned paper-and-pencil extension activity) 12:15 - 1:00 Lunch and recess 1:00 - 1:20 End-of-day meeting (synchronous)

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An Elementary “Day In the Life”: All-Remote (Option 1)

8:00 - 8:10 Pledge and daily announcements (asynchronous video) 8:10 - 8:30 Morning Meeting (synchronous) 8:30 - 9:30 Literacy block (synchronous, with some independent activities) 20-minute synchronous whole-group Fundations/Word Work lesson, followed by a rotation of independent reading, writing, and synchronous, teacher-led small reading groups 9:30 - 10:00 Bathroom break and independent play (teacher logged out) 10:00 - 10:45 Math block (synchronous, with some independent activities) 15-minute synchronous, whole group math lesson, followed by a rotation of independent practice (e.g., ST Math) and synchronous, teacher-led small math groups 10:45 - 11:00 Snack 11:00 - 11:45 Special (synchronous) 11:45 - 11:55 Stretch break 11:55 - 12:25 Intervention block (synchronous or asynchronous, depending on need) 12:25 - 1:25 Lunch and independent play (teacher logged out) 1:25 - 2:10 Science or social studies (synchronous and asynchronous) 2:10 - 2:25 End-of-day meeting (synchronous, with some independent activities)

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An Elementary “Day In the Life”: All-Remote (Option 2)

“Core Heavy” Day

8:00 - 8:10 Pledge and daily announcements (asynchronous video) 8:10 - 8:30 Morning Meeting (synchronous, with whole class) 8:30 - 10:00 Literacy block (synchronous, with some independent activities) 20-minute synchronous whole-group Fundations/Word Work lesson, followed by a rotation of independent reading, writing, and synchronous, teacher-led small reading groups 10:00 - 10:45 Snack, bathroom break, and independent play (teacher logged out) 10:45 - 11:45 Math block (synchronous, with some independent activities) 15-minute synchronous, whole group math lesson, followed by a rotation of independent practice (e.g., ST Math) and synchronous, teacher-led small math groups 11:45 - 11:55 Stretch break 11:55 - 12:25 Intervention block (synchronous or asynchronous, depending on need) 12:25 - 1:25 Lunch and independent play (teacher logged out) 1:25 - 2:10 Science or social studies (synchronous and asynchronous) 2:10 - 2:25 End-of-day meeting (synchronous)

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A WMS “Day in the Life”

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What are the key differences in the schedules among the 3 models?

• Instructional time dedicated to each subject is similar in the three models - yet

the lived experience of each is quite different

• Instructional delivery methodology, pedagogy and assessment
• Study halls and more regular pull out support services included in the all-in

model - other models rely on more co-teaching

• Masks or no masks - seeing faces or not
• Concerns about health and safety (students, families and staff)

How long would it take and what is involved in transitioning from one model to another?

• We could transition fairly fluidly between Hybrid and Remote - teachers will

need a little lead time

• To go to all in we would need a major furniture overhaul and rebuilding of the

schedule in eSchoolPLUS - due to limitations of our SIS

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A WMS “Day In the Life”: All-In Possibility

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Times Mon Tues Wed Thur Fri 8:40-8:55 HR/Advisor HR/Advisor HR/Advisor HR/Advisor HR/Advisor 9:00 -10:30 English Spanish Org Skills

½ Wellness ½ Drama

TAG 10:30-10:45 Staggered Passing Mask Breaks Cleaning 10:45 - 12:15 Math Science English Spanish Social Studies 12:20 - 12:50 L Eat in U Gym N 6 C feet H apart 1:00- 2:30

½ Wellness ½ Drama

Social Studies Math Science Org Skills 2:30-2:45 Staggered Passing Mask Breaks Cleaning 2:45 - 3:15 Independent reading Independent reading Small group Chorus Independent reading Math Boost

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A WMS “Day In the Life”: Hybrid Possibility*

13 Times Mon Tues Wed Thur Fri 8:40-8:50 HR/Advisor In Person HR/Advisor In Person HR/Advisor Remote Meet HR/Advisor Remote Meet HR/Advisor Remote Meet 9:00 -10:30 English In Person Co-Taught w/ Liaison Spanish In Person TAG 9-9:30 Remote Meet English Remote Co-Taught w/ Liaison Spanish Remote 10:30-10:45 Staggered Passing Mask Breaks Independent HW Screen Break Screen Break 10:45 - 12:15 Math In Person Science In Person Check in & Help from Study Teacher Math Remote Science Remote 12:20 - 12:50 Lunch Eat in Gym Lunch Eat in Gym Lunch At Home Lunch At Home Lunch At Home 1:00 - 2:30 ½ Wellness ½ Drama In Person Social Studies In Person Independent HW ½ Wellness ½ Drama Remote Social Studies Remote 2:30 - 2:45 Staggered Passing Mask Breaks Screen Break Screen Break Screen Break 2:45 - 3:15* Independent Reading Small group Chorus Independent Reading Independent Reading Math Boost

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A WMS “Day In the Life”: All-Remote Possibility*

14 Times Mon Tues Wed Thur Fri 8:40-8:50 HR/Advisor HR/Advisor HR/Advisor HR/Advisor HR/Advisor 9:00 -10:30 English Co-Taught Spanish TAG 9-9:30 Remote Meet English Co-Taught Spanish 10:30-10:45 Screen Break Screen Break Independent HW Screen Break Screen Break 10:45 - 12:15 Math Science Check in w/ Study Teacher or liaison Math Science 12:20 - 12:50 Lunch Lunch Lunch Lunch Lunch 1:00 - 2:30 ½ Wellness ½ Drama Social Studies Independent HW ½ Wellness ½ Drama Social Studies 2:30 - 2:45 Screen Break Screen Break Screen Break Screen Break Screen Break 2:45 - 3:15* Independent Reading Chorus Independent Reading Independent Reading Math Boost

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A WMS “Day in the Life” - Academic Structures

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Activity Pre-COVID In Person COVID In Person Fall Remote Possibilities

Direct instruction (Teacher led mini-lessons) Lots of back and forth questioning with turn and talks to support engagement and

• processing. Dynamic

whiteboard and projection resources. Dynamic whiteboard and projection resources. Reduced interaction because of spacing and masks, and teachers will be able to coach attention and interaction. On screen. Videos that students can stop, start, and replay as needed to support learning and

• mastery. Built in student check
• ins. Synchronous presentations

(with limited ability of teachers to monitor attention) Working in small collaborative groups Students were put into small groups in class and moved to sit around one desk to work together Students will not be able to move around to work in small groups w/in large classes (some small groups outside) Small groups and breakout rooms/meets will allow for small group with teacher intervention Partner work Turn and talks, think-pair-share Limited - 6 feet apart may be done quietly on whiteboards

• r using digital means

Paired in “breakout” rooms, new google meet rooms. Individual Conferences Extensive individualized conferences during class, between classes, at lunch, during studies Synchronous comments and chats on google docs (while students and teachers in same room) Extensive individualized conferring possible via google meet synchronously or via comments on docs and classroom asynchronously.

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A Middle School “Day in the Life” - SEL

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Category Pre-COVID In Person COVID In Person Fall Remote Possibilities

SEL: Counseling/ comforting students who are anxious, sad, distressed

• Students (individual & group) could

come into a smaller space for privacy with a counselor and talk openly; counselor could be physically close and provide comfort.

• No widespread concerns about

personal health and safety

• Space issues: can’t be in a

small space together.

• Will need to try to comfort kids

from 6 feet away.

• Counselors have serious

concerns about increased levels of student anxiety

• Less anxiety about health/safety;

some may feel lonely or isolated

• Counselors can meet with

students remotely in groups and/or 1:1, as needed. Lunch

• Students could sit at any table with

their peers

• Many clubs & lunch groups
• extra help sessions
• Students seated by HR groups

2 at each table 6 ft apart. ½ HRs in the cafeteria and ½ in the gym. All in assigned seats.

• Hand washing all = 10+ min.
• Some counselor lunch groups.
• Students eat at home - when

hungry.

• Virtual clubs and book groups.

COunselor groups meet

• Free/Reduced Lunch Program -

lunch pick-up TAG - Teacher Advisory Group Development of BERT Skills

• Interactive, out of your seat games.
• Social Thinking development -

reading faces and tone of voice.

• Discussions in various

configurations -small group, circles

• Games from seats.
• Videos.
• Discussions with masks on

facing forward. Online games and scavenger hunt- like activities and sharing Discussions - can see faces

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A WMS “Day in the Life” - Logistics Examples

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Category Pre-COVID In Person COVID In Person Fall Remote Possibilities

Morning Time Opening of School Doors to Start of Homeroom

• 30 minutes of time available for

academic enrichment and SEL.

• Fluid socializing in the library

and other open areas

• Help and review sessions
• AM Wellness in the Gym
• Attendance and check-ins
• Students go directly to

homeroom in masks

• seated in assigned seats until

HR begins.

• Attendance and

announcements

• Check-ins from front of room.
• Log on to remote meet at

8:40

• Attendance and

announcements

• check-ins - no masks

Movement

• Frequent in class opportunities,

academic, formal and informal

• pportunities for movement

breaks, mixed groupings

• Movement between 6 classes
• Very restricted and closely

monitored - one way hallways traveling 6 feet apart

• Some passing and mask

breaks outside

• No more than two students in

any bathroom Constant opportunity Supplies Students share supplies like meter sticks, markers, scissors, glue, paper Students bring own supplies and can’t borrow others (students need significant extra supplies

• f pencils/pens, etc.)

Students may or may not have these materials at home

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A WMS “Day in the Life” - Subject Practices

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Category Pre-COVID In Person COVID In Person Fall Remote Possibilities

Social Studies - Socratic Seminars Students sitting in one circle or two concentric circles -- facing each other to build knowledge together Students in rows; unable to see other students’ faces Likely possible using small group Google meets. WL- proficiency circle structure of class, no desks, teacher is a coach, students stand elbow to elbow, associating movement with new words, staying in target language 90% Constant communication between students, high fives, face to face with everyone in the room, with body language, circumlocution. 6 feet apart, no face to face, teacher becomes the instructor instead of the coach again. Difficult to build community, teach a world language in masks. Students are able to connect in breakout rooms, students can see the teacher's lips make new language sounds, movement can be associated with new words. Classroom Library Use/Independent Reading One-on-one conversations at library or desks, multiple books pulled for browsing together. Books and recommendations passed from student to student. Daily page check with teacher. Library closed for browsing and impromptu book talks. Partnered or small group conversations when outdoor space is available. Student reported page checks. Book talks offered via google meets and shared videos. Shared class slideshows to share recs. Coordinated partner reads. Small group conversations available. Student reported page checks. Customized book delivery/pick ups likely available.

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A WMS “Day in the Life” - Subject Practices

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Activity Pre-COVID In Person COVID In Person Fall Remote Possibilities

Music Ensembles Regular meetings for large, full ensembles. State guidelines prevent indoor singing or playing of woodwind and brass

• instruments. Band and Chorus will need to

rehearse outdoors in small groups. Orchestra can rehearse indoors but with physical distancing reducing numbers of students that can meet at once. Ensembles cannot rehearse due to latency issues preventing synchronous audio. Meetings have to have students on mute. Org Skills/Small Group Support Interactive mini lessons, where students could come to board, or work in pairs; 1:1 support where teachers would sit next to students sharing resources and looking at student work while student is producing work; flexible individualized instruction based on students’ goals/needs 6 feet of distance - when student has question about an assignment, student shares assignment electronically so teacher can view it on his/her screen; conversations no longer private; limited individualized teaching, with students participating in group lesson No longer private individualized instruction Individualized instruction would be provided orally from 6ft away or through a shared document on the chromebook. Create flexible small groups based upon students’ needs/goals - breakout groups from within the small group; students sharing assignments and getting feedback (same as in school); ability to support students 1:1 through hangouts, phone calls, Google Meet and document sharing;

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A High School “Day in the Life”

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What are the key differences in the schedules among the 3 models?

• Instruction, pedagogy, and assessment
• Access to student support (LRT, Academic Center, RTI)
• The flexibility and utilization of common spaces when students are not in class
• Concerns of health & safety (students, staff, families)

How long would it take and what is involved in transitioning from one model to another?

• Teachers would need time to pivot from one model to another
• We would keep eight periods but use different schedule depending on the model

(eSchool implications)

• Maintaining relationships with students regardless of model

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A High School “Day In the Life”: All-In

This is our typical eight-day, A-H schedule.

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A High School “Day In the Life”: Hybrid

• Small majority of the staff would prefer to see

their students both days to build relationships and maintain momentum instructionally.

• Extended transitions between periods.
• Two lunches.
• During free blocks, students would take mask

break, meet with counselors & teachers (over zoom), and study or socialize in identified areas.

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A High School “Day In the Life”: Remote

School Hours

Attending Synchronous Classes:

Classes will begin at 8:35 and follow either the all-in or hybrid bell schedule outlined above. Students will either attend a synchronous class or work with on asynchronous learning activities for class during their allotted class time.

Physical Activity:

During each day there will be time set aside for physical activity, either integrated into Wellness classes or otherwise.

Class Schedule

Students will follow either the all-in or hybrid schedule. Synchronous classes will only be held when their group would have been in-person.

Free Periods

During an all-remote model, free periods in the day will be utilized much like they would have been, to get extra help and connect with counselors over zoom.

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Special Education Service Delivery in the 3 models

• Full service delivery of IEP minutes, irrespective of district plan, as per DESE guidance.
• Specialized Programs at all grade levels will be open five days per week for services
• High Needs Students (75% + of school day in Special Education) will attend school up to

five days per week

• Preschool Special Education will be open five days per week for services (with six feet of

distance

• Plans will change to remote based on local and/or state health and safety guidance.
• Remote: full service delivery in a more structured and intense manner than Spring 2020.
• Hybrid: full service delivery focussing on as much in-person contact as possible.
• In-Person: full service delivery adhering to health and safety protocols.

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Day In the Life: Remote School if WPS Follows Hybrid

Opt-Out Remote Plan

• WPS will provide a remote learning experience for students who cannot attend in a

hybrid model

• Once the district-wide schooling model is determined by School Committee, we will

seek out which students will make a semester commitment to a remote program.

• Once we know which students have chosen this remote program we will determine

if and how these students will be integrated into the larger WPS system

• The experience will also be supported by an online learning management system to

be announced in coordination with DESE next week.

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Health and Safety

Progress on Ventilation

Status of assessment

• Retained TBA, architectural firm, and NSE, consulting engineers in mechanical systems and

air quality.

• Provide an expert evaluation of the schools’ ventilation systems.
• Benefit from expertise of two members of the PMBC to provide advice and support.

Expected outcomes before occupancy

• Document each space in each school, including TCW, the existing mechanical systems and

methods of ventilation; compare systems to guidelines; and, provide recommendations for modifications of systems, if necessary.

• Relocate services delivered in internal spaces without windows that are determined to

have inadequate ventilation systems that cannot be repaired prior to re-opening of school.

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Health and Safety

Progress on Ventilation, continued

Schedule for completion

• The schedule may change:

○ 8/5/20 – Have an existing conditions and preliminary analysis prepared for each of the six schools. ○ 8/13/20 – Recommendations for modifications that can be implemented in the remaining time before the anticipated school start. Upgrade and replace Filters

• Order MERV 13 filters and install in Secondary schools’ units before school starts.
• Receive recommendation from assessment for appropriate grade filters in elementary

schools and install in elementary schools’ units before school starts.

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Health and Safety

Physical Distancing

Classrooms

• Reconfigured our rooms for 6 feet of distancing at assigned desks facing in one direction.
• Purchased PVC physical barrier between teacher and student for small group or
• ne-to-one instruction.

Lunchrooms

• Reconfigured our cafeterias and gyms for 6 feet of distancing at assigned seats.
• Eliminate contact points; preorder, pre-pay and pre-package.

Hallways

• Established one-way pathways in hallways, cafeterias, entrances, exits. Visual cues will be

placed on floors and walls before occupancy Bathrooms

• Established maximum occupancy.

Arrival and dismissal

• Established several points of entry and exit. Will create staggered schedule.

Buses

• Assigned seats, one per seat; siblings will sit together; students from same schools.

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Health and Safety

Physical Distancing, continued

Before and after school

• Maintain students in same cohorts in same classrooms as much as possible.

Outdoor classrooms

• Purchase or rent canopies to designate learning spaces outdoors when vote for model is
• confirmed. Install prior to occupancy.

Personal storage

• Store personal belongings in backpack on back of chair or under desk.
• Store individual supplies in plastic bin within classroom, purchased one for every student..
• Limited locker room use. Lockers not in use will be locked.

Technology

• Implemented fully one-to-one devices; K-2 Ipads, 3-8 Chromebooks, 9-12 Macbooks.

Isolation Rooms

• Established supervised room in each school building for students with Covid symptoms.

Repurpose Spaces

• Partitions will be ordered on July 31 to create one-to-onw learning psaces and offices in

former common areas.

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Health and Safety

Mask Wearing

Type of masks

• Recommendation from Board of Health - medical masks for the teachers/staff, supplied by

the town 2 times per week or as needed if the mask is soiled, for healthy individuals below

• 65. N95 masks are advised for people with serious risk factors and for people 65 and over.

For those teachers/staff who want to use cloth masks, the BOH strongly recommends two ply masks, that need to be approved by the PH nurse.

• Purchased 2 months supply of medical 3-ply masks and individual face shields for

instructional staff.

• Will purchase N95 masks on July 31.

Supply chain

• Purchased 2 month supply of masks, renew order through steady state vendor every 3

weeks. Student masks

• Wear own masks.
• Purchased replacement masks.

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Health and Safety

Hand Hygiene

Handwashing facilities

• Purchase 4 child height portable sinks for HH and 7 for WMS standard height and 8

standard height for WHS; Every classroom at the elementary level (expect for four at HH) have sinks. Hand sanitizer stations

• Use a system of three different types of hand sanitizing stations throughout each school:

stands alone dispensers (at entrances and exits), wall mounted dispenses (in hallways), and jugs with pump top (in classrooms).

• Provide hand sanitizer on each school bus.

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Health and Safety

Cleaning

Building

• Interval cleaning and disinfecting multiply times for frequently touched surfaces

throughout the building, such as doors push plates, handles, bathrooms, railings, door windows, cafe tables/chairs between each session. All will be cleaned and sanitized at end

• f each day.

Classroom

• Interval cleaning and disinfecting frequently touched surfaces during the per day in each

classroom, such as doors, handles, sinks/faucets, desks, chairs, counters. All will be cleaned and sanitized at end of each day.

• Stock non-bleach single use wipes, hand sanitizer, hand soap, paper towels, spray sanitizer

in each classroom for supervised use and stored out of reach of students. Bus

• Clean and disinfect seats, railings, doors between each run and sanitize at end of each day.

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Health and Safety

Cleaning, continued.

Shared materials

• Store students’ supplies in personal individual bins. Classroom materials, like books and

manipulatives will be placed in a bin after single use to be cleaned/sanitized at the end of the day. Train and monitor

• Provide training to custodial staff at the end of August and beginning of September
• Establish protocols for monitoring and complying with protocols to ensure buildings and

classroom cleaning standards are maintained; publish in comprehensive guidelines.

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Update on Fall Reopening (continued)

July 31, 2020

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“Staged Hybrid”

Fall in-person contingent on...

• Evaluation and work on ventilation of buildings makes it prudent
• Other health and safety protocols outlined above (including PPE)

are in place Proposed that we “take off the table” all-in as a model to start the school year

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“Staged Hybrid”

Making the most complex model work well through three steps:

1. Make the remote very strong 2. Apply to Hybrid (60% remote) 3. Make Hybrid very strong

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“Staged Hybrid”

Proposed officially begin September 14

(Plan for 170-day school-year school year-decision by Commissioner. We would be saving

• ne of our contracted days for teachers for later in the year to help with transitions.)
• Grades K-3 and Special Ed students with higher service delivery needs would attend

in hybrid model

• Grades 4-12 begin remote

September and October

• Develop scheduled in-person experiences for students to build relationships with

teachers

• Teachers deepen effectiveness of remote tools

November 2

• Grades 4-12 Move to Hybrid (Confirmation on October 16)

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“Staged Hybrid”

Challenges and Opportunities in the start in remote: 1. Developing relationships: enhancing remote relationship building with some in-person time 2. Finding and supporting students that do not engage remotely: Deepen our use of check-ins through one-on-one sessions

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Thank you

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