WPS REOPENING PLAN GLENN BRAND, Ed.D. GLENN BRAND, Ed.D. - - PowerPoint PPT Presentation

WPS REOPENING PLAN

GLENN BRAND, Ed.D. GLENN BRAND, Ed.D.

SUPERINTENDENT OF SCHOOLS

AUGUST 12, 20 20

OVERVIEW

• The Commissioner of Education has requested that each school district submit a final plan that

includes an overview of three learning models for school reopening.

• This ‘space’ that educational institutions finds themselves in right now across the country is is

exceptionally complex and undergirded by a polarity of views and a multitude of approaches.

• In Massachusetts, in the absence of a singular specific direction at the state level, we are indeed

witnessing different approaches connected to the work of reopening.

• The plan that follows represents one that I believe:

○ Prioritizes the health & well-being of our students and staff; ○ Aligns with the current health guidance and direction of state agencies; ○ Is flexible to respond to the possibility of changing conditions; ○ Is in the best interest of our students.

Current Plans for Surrounding Districts

District Plan District Plan

Burlington Hybrid Middleton Hybrid Danvers Hybrid Reading Hybrid Everett Start 100%Remote with staged-in return Stoneham Hybrid Hamilton-Wenham Hybrid Tewksbury Hybrid Ipswich Hybrid Topsfield Remote with in-person meeting and review Lexington Hybrid Triton Full remote with review every 4 weeks Malden Remote Wakefield Hybrid Marblehead Hybrid Waltham Full remote until 10/30 Melrose Hybrid Watertown Full remote until 10/22 Methuen Full remote through 10/30 Winthrop Hybrid

Tentative Plans Based Upon Website Review

Re-Opening Planning in WPS

Re-Opening Planning in WPS

Health & Safety Planning

DESE Health Experts and Medical Community

8

• COVID-1

9 Command Center Medical Advisory Board

• Dr. Sandra Nelson, MD, Infectious Disease, Massachusetts General Hospital
• Dr. Lloyd Fisher, incoming President, Massachusetts Chapter of the American Academy
• f Pediatrics

Why Are We Considering Reopening In-Person?

DESE - members of the Return to School Working Group, infectious disease physicians, pediatricians and

• ther public health experts continue to hold consensus that at this time that in-person learning is both

possible and preferred. Governor Baker

❖ Released a new framework on August 11 that analyzes COVID-19 spread rates and helps facilitate an

understanding of areas of community concern

❖ According to Governor Baker in his August 11 press conference “…there should be no reason for any

communities within the green or white zones to not open schools….” Local Health Advisor Views

❖ Based upon the current conditions locally, and the metrics, it is currently deemed appropriate to open. ❖ As of August 12 Wilmington has a total of six (6) cases placing us in the WHITE ZONE on the newly

released DESE Guidance model. Cases include 2 at 20-25 yrs old; 1 at 30-40 yrs. old; 3 at 50-65.

Which U.S. States Meet Recommended Positivity Levels?

Source: Johns Hopkins University - https://coronavirus.jhu.edu/testing/testing-positivity

DESE GUIDANCE ON STATE METRICS & DETERMINATION OF LEARNING MODEL

New Color-Coded Metric*

DESE Expectation for Learning Model

*Measured as a 14-day rolling average and will be reported weekly as part of the online DPH dashboard Source: DESE Guidance Released August 11,2020 UNSHADED

Fewer than 5 total cases over the past 14 days. Generally, this is for communities with small populations and very few cases. GREEN Average daily cases per 100,000 is less than 4 Full-time in-person OR Hybrid (if extenuating

circumstances)

RED Average daily cases per 100,000 is greater than 8 Remote YELLOW Average daily cases per 100,000 is between 4 - 8 Hybrid OR Remote (if extenuating

circumstances)

DESE GUIDANCE ON STATE METRICS & LEARNING MODEL USED

According to the DESE Guidance for Districts and Schools on Interpreting DPH COVID-19 Metrics:

• The DESE guidance was developed in consultation with their infectious disease physicians and other public health

experts.

• While average daily cases per 100,000 over a two-week period is the metric that determines the color-coding for

each community, districts and schools should also monitor whether cases are increasing or decreasing as compared to the prior period.

• In consultation with local boards of health, districts should consider whether additional metrics may indicate other

concerning trends. “It is our expectation that districts’ learning models will follow this color-coded metric

unless there are extenuating circumstances identified after consultation with local boards of health. “

COVID-19 MONITORING

• A safe return to in-person school environments will require a combination of health and

safety steps.

• Masks are amongst the most important single measure to contain the spread of Covid-19.
• Testing, combined with contact tracing, quarantining and isolation also helps to control

the spread of Covid-19.

• Contact tracing for purposes of isolation and quarantine will be conducted by Wilmington

Board of Health, with the help of the school district staff and families.

• Local cases of Covid-19 are reported to the Wilmington Board of Health.
• Weekly reporting of cases in Wilmington is provided by the Board of Health through

website and social media postings.

COVID-19 MONITORING

• Decisions on phases or regression of phases falls under the Governor and the Massachusetts Department of

Public Health and the Wilmington Board of Health continues to follow that guidance.

• When there is suspected in-school transmission beyond one small cohort of students or staff, WPS school

leaders will consult with the Wilmington Board of Health to discuss further steps, which could include: ▪ Making a decision to close school or part of school for extensive cleaning ▪ Making a decision to close school for a 14 day quarantine period

• If the community as a whole is experiencing significant municipal outbreak the Superintendent will discuss

with the Wilmington Board of Health to determine whether it is appropriate to close a specific school or the district as a whole.

• Decisions will also be based upon the State/DESE Color-Coded monitoring system
• Any decision to close a school or school district will require the Superintendent to consult with DESE prior to

making that final decision.

THE CURRENT PLAN FOR HEALTH & SAFETY FOR ANY IN-PERSON LEARNING

• Current DESE guidance is to aim for 6-feet physical distance between students, with no

less than three feet.

• Given the Center for Disease Control Guidance, our plan is to utilize 6-feet within

classrooms.

• DESE has established a requirement that masks/face coverings must be worn for all

staff and all students Grades 2-12 - WPS is making it a requirement for all students to wear a mask on buses and while in our schools

UPDATE ON PPE ACQUISITION

Pediatric Masks 18,ooo Adult Masks 59,100 Clear Masks 900 N95/KN95 Masks 100 Nitrile Gloves 7,500 Barrier Gowns 400 Safety Goggles 130 Face Shields 560 Wipes 2,056 Sanitization Station 600 Hand Sanitizer Pumps 500 Mobile Desk Screens 90

• Recommendations from DESE in June urged districts to acquire approximately three (3) months

supply of Personal Protective Equipment (PPE)

• The following items have been ordered and most have been received
• This list does not include separately acquired items for the transportation of students

HEATING & VENTILATION (HVAC) EVALUATION

• It is clear that the proper operation of school facility HVAC systems is an important

element of airflow and ventilation

• This operation includes ensuring outdoor ventilation air is maintained at or above design

minimum values

• The standard to assess HVAC system is the American Society of Heating, Refrigerating and Air-

Conditioning Engineers (ASHRAE) Standard 62.1 Ventilation Requirements

• The District has engaged a third-party consultant (BLW Engineers, Inc.) to conduct an

evaluation of all eight (8) schools, along with the Office of Student Support Services, to determine whether HVAC system comply and identify any necessary remediation, repairs or upgrades

• The full report is expected sometime the week of August 24 and will be made available to the

Superintendent and Town Manager and publically available

WPS STAFF PLAN FOR COVID-19

PROTOCOLS AND GUIDELINES

Planning for Instruction and WPS Reopening

20

PLANNING FOR ALL MODELS

Learning takes place remotely Students learn in-person with new safety requirements Students learn both in- person and remotely Return without restrictions In-person learning with new safety requirements Hybrid learning Remote learning Students return in-person and restrictions are lifted 1 2 3

Continuum of Fall Reopening Models

Our goal for fall: to get as many students as possible back into schools for in- person learning – safely Available in the event districts/schools are unable to bring all students back to school despite best efforts, or in case of COVID-19 related circumstances Available for individual students who cannot yet return in-person and for all students in the event of future closures due to COVID- 19

Across all three models all districts and schools need a plan for how special populations will receive necessary services and accommodations

PRIORITIZING HIGH NEEDS STUDENTS

• As part of our reopening plans, WPS will be carefully assessing the needs of our high needs

students populations including those with:

○

Disabilities

○

English Learners

○

Economically disadvantaged students

○

Foster care and homeless students

• It is our intention to follow the DESE guidance and prioritize these students as much as possible for in-person

services - even in the hybrid model.

• Students with complex needs already identified as high needs through the IEP process will need to meet

specific criteria and will be assessed accordingly to determine the number of in-person days per week that they will be welcome to attend.

• Further information will be included within the District’s final plan that will be submitted to the Commissioner
• f Education and available from Student Support Services and posted on our website.

Week of August 17 -Office of Student Support Services finalizes identification of students placed in the ‘high needs’ group and cross-checks family survey decisions

• To adhere to the school re-opening guidance provided by the

Department of Elementary and Secondary Education (DESE), along with the recommendations from the Centers for Disease Control (CDC) and the American Pediatric Association, we can not meet the physical distancing requirements with all students and staff in the buildings simultaneously at this current time.

• Fitting all students in classrooms, cafeterias, and busses created

significant logistical challenges.

In-Person Learning Model

AN OVERVIEW OF THE WPS HYBRID PLAN Gr. 1-12

• For students in Grades 1-12, the hybrid learning plan will include :

▪ Two (2) full days of in-person learning for half of our students on Mondays and Thursday (Cohort A) ▪ Two (2) full days of in-person learning for the other half of students on Tuesday and Fridays (Cohort B).

• The other three (3) days of the week for each cohort will be used for remote learning.

▪ Each Wednesday students from both groups will interact together with their teacher remotely in the morning for half of a typical school day. Asynchronous learning material will be provided for the remainder of the day. ▪ If the entire district must switch to fully remote, all students will transition to remote learning with their current teachers.

Siblings will be scheduled in the same cohort if a family elects to have each student participate in the hybrid model of instruction.

AN OVERVIEW OF THE WPS HYBRID PLAN

• We will operate as closely as possible on a regular schedule at each school, recognizing

that there will be some time lost for regulating entry/dismissal time for scheduled handwashing and mask breaks, etc.

• We will aim to provide elementary students with as many of their typical courses as

possible.

• Every effort will be made to offer all courses that our WMS and WHS students select, but

some schedule limitations will be in place.

• At home learning days will include a combination of assignments/classwork to be done at

home, all of which will be leveraged through a more robust learning management system.

Hybrid Learning Model Cohorts A & B

• Cohort A: In-Person on Mondays and Thursdays and Remote
• n T/W/F
• Cohort B:In-Person on Tuesdays and Fridays and Remote on

M/W/Th

• Cohorts A & B Combined on Wed. mornings for synchronous

instruction and asynchronous instruction in the afternoon

• While students are in class with their teacher(s) for in-person

learning the focus will be direct instruction and assessment

• When students are working from home remotely, the focus will

be the application and practice of what was taught during in- person learning on the previous in-person day

• This model allows students to feel connected to their teacher

consistently throughout the week and makes the work being done on remote days more meaningful because it will connect directly to what was previously learned in person

Sample Hybrid Schedule

Why are we recommending this hybrid schedule?

• The scheduling subcommittee analyzed many

potential options for hybrid schedules and they ultimately recommended this model because it limits the number of days students and teachers go without seeing each other in person.

• The A A - A/B - B B model was considered

however in this model students would go 5 days without seeing their teacher in person.

• Many districts are utilizing Wednesdays as the

remote learning day for the sake of disinfecting. That is not our primary reason for selecting Wednesdays because we plan to disinfect our facilities every night.

Hybrid Learning- The Remote Days at Home

• What will the student’s remote learning day at home in a hybrid model look like?

○ The students day will resemble an in-class schedule with asynchronous work assigned in each subject. ■ It is imperative that the remote learning days are viewed as “school days” by students to help build continuity and promote engagement. ○ Students will be expected to “sign-in” each morning to serve as attendance. ○ The focus of assignments will be the application and practice of what was taught during the previous in-person learning day. ○ Students will access materials using Google Classroom and submit assignments according to the assigned due dates/times. ○ Some students may have a specialist subject (elementary) or intervention service such as reading support scheduled during a remote learning day at home. It could be synchronous or asynchronous.

Hybrid Learning- Wednesdays at Home

• What will the student’s remote learning day look like on Wednesdays?

○ Both cohorts A and B will will participate in remote learning with synchronous activities on Wednesday morning for approximately half the school day to provide the opportunity for both cohorts to be together and feel as if they are a part of the larger classroom community. ○ Asynchronous activities will be provided for the remainder of the day on Wednesdays. ○ This model allows students to feel connected to their teacher consistently throughout the week and makes the work being done on remote days more meaningful because it will connect directly to what was previously learned in-person.

Remote Instruction

ELECTED REMOTE INSTRUCTION

• DESE has indicated that districts must provide families with a choice as to whether or not

they want their child to attend school in person OR if they wish to participate in full remote instruction.

• Regardless of the model the district uses, a student may remain fully enrolled in the school

and district receiving instruction remotely.

• In our previous spring survey, 68% of families indicated that they may wish to pursue that as

an option, with an additional 25% also indicating that they were not sure.

• It is important to note that elected remote instruction is NOT the same as home school

instruction.

ELECTED REMOTE INSTRUCTION

There are a number of factors to keep in mind related to elected remote instruction:

• Students who are a part of a grade-level cohort of fully remote students will not be a part of the ‘A’ or

‘B’ cohort of students who have elected to be a part of the hybrid learning model.

• Students who opt to participate in fully remote learning will be placed into a third cohort (currently

identified as Cohort C)

• Whenever possible, and contingent upon staff availability, students participating in an elected remote

learning model will receive instruction from a WPS teacher; however, this will be ultimately determined by staff availability.

• Our current plan is to make every effort to have elementary students in Cohort C have the same courses as

those which their peers are receiving.

• The current plan is that middle and high school students will receive the courses in which they are enrolled.
• First priority = securing a teacher; Second priority = exploring an online option

Elected Remote Learning (Cohort C)

• Why can’t my child participate in the live instruction by viewing from home?

○ We do not have the appropriate staffing levels or technology to be able to have students livestream from home and we do not believe the experience would be as positive for the student at home given the limited ability to interact with the class and teacher.

○ Can I start in one model and then transition to another during the school year?

○ Yes, we recognize that family circumstances may vary throughout the school year. Families will be provided with the option to change their decision around the placement

• f their child in a specific learning model.

○ Sufficient planning time for a child to move from one model to another will have to be given to the District to ensure a successful transition.

STRENGTHENING REMOTE INSTRUCTION

• Students will be synchronous or scheduled regularly throughout a full day of school with
• ccasional breaks for application of assignments, check-ins with small groups of students,

lunch, etc.

• Remote learning will be provided primarily using Google Meet and Google Classroom.
• Instruction will include all content areas included in the Massachusetts Curriculum

Frameworks.

• As in the spring, students will be equipped with Chromebooks, either provided by families
• r loaned to students from the district, and ‘hot spots’ will be provided by the District for

those families in need of wireless access.

STRENGTHENING REMOTE INSTRUCTION

• Attendance and active participation are expected during remote learning and will be

tracked.

• A consistent schedule of synchronous instruction times will be communicated to families

weekly.

• Lessons and assignments will be aligned to the MA Frameworks and assignments graded

and will contribute to a student’s overall grade for the term.

• See DESE Guidance Fall Remote Learning

Shifting to Remote Learning from a Hybrid Model

• If the district starts the year in a hybrid model and needs to switch to fully remote model,

students would remain in their assigned cohorts. ○ The hybrid schedule for Cohorts A and B would remain as consistent as possible: ■ Former in person days for each cohort would become synchronous instruction ■ Former remote days would remain asynchronous ■ Wednesdays would stay the same ○ Mainiting this schedule allows for a seamless transition between hybrid and fully remote instruction as needed.

• Cohort C would continue to follow their predetermined full 5 day schedule with their

teacher with predominantly synchronous instruction throughout the day.

Starting the Year in a Fully Remote Model

• If the district begins the school year in a

fully remote model, all students will be assigned as they would be if we were fully in person. ○ A teacher would have a full caseload

• f students and teach

synchronously throughout the course of a day. ○ Teachers might start an instructional block synchronously, have students log off to complete a task, and log back in at a designated time.

• Students would follow this synchronous

schedule 5-days per week. Sample Elementary Schedule

Starting the Year in a Remote Model

Sample High School Schedule

Sample Schedules

THE WPS PRE-K & KINDERGARTEN

• Our current plan at the Wildwood School and Boutwell School (both PreK and K) includes a half

day program in-person with morning and afternoon sessions.

• This planning supports students attending school for in-person learning in a manner that is

developmentally appropriate for our youngest learners.

• If families elect remote learning for a Kindergarten student, the remote-learning schedule will

emulate the half day in-person schedule with both synchronous and asynchronous instruction.

• This model will provide:

○

Age-appropriate curriculum while adhering to state guidance/restrictions

○

Consistent daily routine to help with first school experience

○

Our special populations, including students with disabilities and English learners, with the necessary services and accommodations they require

○

Smaller class size to allow for compliance with health and safety guidelines

If a fully in-person model is resumed during the school year for grades 1-12, the District will reassess the feasibility of returning to full-day programming for Kindergarten.

Sample Kindergarten Schedule

▪ Pre-K AM Session- Orientation will take place on 9/16/2020 ▪ Pre-K PM Session: Orientation will take place on 9/17/2020 ▪ Kindergarten AM Session: Orientation will take place

• n 9/16/2020

▪ Kindergarten PM Session: Orientation will take place

• n 9/17/2020

▪ The first day of school for Pre-K and Kindergarten students will be 9/21/2020.

Important Dates

WPS Reopening Plan

SCHOOL CALENDAR

• Commissioner of Education reduced the school year from 180 to 170 school days for the upcoming 2020-21 school

year.

• These additional ten (10) days will be extremely important to provide the time for the immense array of professional

development and training for staff.

• Our first day of school originally scheduled for Monday, August 31, 2020 (for staff) and Tuesday, September 1 (for

students).

• The first day of school for students will now be Wednesday, September 16, 2020 for students in grades 1-12 aligning

with the Commissioner’s requirement and regardless of the specific learning model the District employs.

• The first day of school for Pre-K and Kindergarten students will be Monday, September 21, 2020.
• An updated school calendar will be made available to the community following final approval by the School Committee

at their August, 26th meeting and posted to the district website upon approval.

PHASED IN REOPENING OPENING

• Although we are required to officially begin school on September 16, some districts are

considering a “phased-in” approach starting with fully-remote and transitioning to a hybrid model

• There are a variety of benefits that align with a phased in approach including:

▪

Testing the new protocols/procedures and adjusting as necessary

▪

Expanding the window of time for staff to adjust to the new procedures

▪

Extending the time to monitor the metrics at the state and local level before bringing in larger groups of students

• The Wilmington plan for reopening currently includes a phased in plan as outlined on the

next slide

PHASED IN REOPENING

• The phased-in approach for WPS includes beginning school for all students Grade 1-12 on September

16 and tentatively plan for switching to a full hybrid model the week of September 28 if we are deemed ready, prepared and able.

• A schedule has been designed to allow one cohort of students per grade at a time be in the school for

an entire day with the following benefits:

• Allows time for the teacher to meet

his/her students

• Provides the flexibility for a very small

group of students to travel the building and learn the new procedures

• Allows staff to monitor, adjust new

procedures

• During these days after September 16,

each cohort will be in school for one full day and during the other days they are engaged in remote learning

CARES PROGRAM

• CARES will not be offering any programs at the Early Childhood Centers or Wilmington Middle

School.

• CARES will concentrate its programming in 4 schools: Shawsheen, Woburn Street, West

Intermediate and North Intermediate.

• CARES will start with using only the cafeteria space for all programs (Before, After and Remote full

day).

• CARES will limit our enrollment based on numbers allowed solely within the cafeterias. We hope to

be able to expand into 1 or 2 more spaces, once everyone is settled into a comfortable routine, and if guidelines allow.

• We will keep an active waitlist for families.

Next Steps

TENTATIVE TIMELINES AROUND STUDENT PLACEMENT

Week of August 17 Office of Student Support Services finalizes identification of students placed in the ‘high needs’ group and cross-checks family survey decisions Principals begins to sort individual family decisions into cohorts A/B/C Week of August 24 PreK and Kindergarten placement completed and families contacted Final sorting and scheduling of Grade 1-12 students into cohorts Week of August 31 Student placement & transportation information sent out to families

NEXT STEPS IN PLANNING

➔ Building-Based Planning - teams at the individual school level will utilize the next five (5) weeks before school begins to identify specific action areas/decisions/planning identified by the WPS Reopening Advisory Group ➔ Scheduling - school leaders will compile information from family survey results and work with the Office of Student Support Services to determine staffing needs. ➔ Training & Professional Development - prepare for the maximum use of the first 10 days of school for staff to prepare them for remote & hybrid learning and the new protocols and guidelines. ➔ Monitor Developments at the State & Local Level ➔ Negotiations - continue negotiations with the Wilmington Teachers’ Association

As of August 12, it is the recommendation that WPS pursue a hybrid model of instruction using a phased-in approach. However, our ability to bring any students and/or staff back is contingent upon a number of safety and readiness factors that will need to be in place before we fully implement the hybrid approach.

SAFETY & READINESS FACTORS

Sound Protocols & Procedures - it will essential that we have in place protocols and procedures that will appropriately allow us to safely manage students within the school setting. HVAC Assessment Results - any required remediative work or repair to meet the ASHRAE Standard 62.1 Ventilation Requirements must be completed before occupancy. PPE Availability - if the District does not have on hand the necessary/required PPE for staff and students then this will delay either the opening and occupancy of a program/school or the district. Metrics - any shift in the local or state level metrics could will dictate our ability to open schools. Direction/Decisions By State Agencies - DESE or Governor decisions could impact our ability to operate. Appropriate Staffing Levels - insufficient staffing could impact our ability to operate a program or school. Negotiations – many elements of our plan must still be negotiated with the WTA.

Questions

wpsreopening@wpsk12.com

Please feel free to email the District at the above email

• address. We will do our best to combine questions and

provide answers as we are able on our website.