D34 Flex Return-to-School 2020-2021 July 27, 2020 Whatever - PowerPoint PPT Presentation

D34 Flex Return-to-School 2020-2021 July 27, 2020

Whatever Tonight’s Decision #WeAreD34 and We Will Be: ● Flexible, with plans in place to be able to adapt to changes ● Clear, with open, two-way communication channels ● Focused on creating the most effective environment for teaching and learning

Summary: The Options

Options Presented July 13 1. Start school year in Remote + , and monitor local COVID-19 data to determine if a transition to Hybrid is possible, no sooner than 3 weeks (GOAL enrollment available) 2. Start school year in Hybrid , acclimating students and staff to new health and safety procedures while still focusing on all learning standards* (GOAL enrollment available) 3. Monitor local COVID-19 data to determine if the year can begin with Adapted in-person * (GOAL enrollment available) * D34 will implement operational procedures, including encouraging distancing as much as possible

What’s New Since July 13? ● Parent, staff & substitute surveys ● Review of emails to the Board ● Additional operations, safety & health planning ● Creation of staff groups for input & implementation ● Preparing staff survey after decision ● Planning for communication, input and support

Public Health Guidance Monitoring COVID-19 transmissions rates in local ● community Approaches to cohorting/grouping that fit the needs of the ● community Implementation of multiple strategies to prevent spread of ● COVID-19 (social distancing, face coverings, hand hygiene, cohorting) Flexible planning/preparing for illness ●

Public Health Guidance General Guidance Continues: Keep distance of at least 6 feet (as much as possible) ● Masks/cloth face coverings ● Wash hands often with soap and water ● Stay home when sick (keeping students with symptoms home) ● Ventilation systems operate properly to increase circulation of ● outdoor air as much as possible

What’s NOT New? No New Helpful Guidance ISBE released new learning ● recommendations with old information on 7/23 No updates from 6/23 guidance ● to define “as much as possible”

What Continues? Operations Planning ● Screenings ● Signage ● PPE ● Facilities ● Cleaning ● Infirmaries ● Hygiene ● Transportation

Survey Results

Parent Survey: Choices Spanish in-person if hybrid only Mongolian n=94 n=32 in-person in any environment GOAL Korean English n=32 n=2,522 Other

Themes ● Physical health and safety ● Emotional well being ● Local conditions ● Academics - “falling behind” ● Juggling any remote learning time ● Working parents ● More synchronous time in any remote scenario ● Equity

Staff Survey: July 7 - July 13 PURPOSE: 1. Communicate & educate 2. Understand questions/concerns RESPONSES: 325 Certified Staff 145 Support Staff

GEA Survey: Teacher Concerns Initial and Second Surveys ● Purpose of GEA Surveys ● Open-Ended in Nature ● “We feel this information will continue to confirm the high level of anxiety and concern that so many of our members have for their students, themselves, their own families and the D34 Community about returning to in-person school in the Fall. “ Nanette Ross-Meridith

Survey Data Shared at 7/13 Meeting Do you expect to return to work in the fall if there is in-person learning? 55 17% Certified Staff

Substitute Staff - Letter of Intent 130 in Sub Pool (11 for Secretary/Custodial) 36 - Yes 10 - No 73 - No Response

Substitute Staff Survey: July 17-23 70 1. With increased daily rate, how likely are you to sub in D34? 2. If in-person learning is in place, how likely are you to sub in D34? 3. If remote learning is in place, how likely are you to sub in D34? 4. If increased rate for 30-day commitment, how likely are you to sub in D34? 5. What is your interest in working as a cadre substitute in D34 RESPONSES

Substitute Staff Survey: July 17-23 43 47 With increased daily If remote learning is rate, how likely are in place, how likely you to sub? are you to sub? If in-person learning If increased rate for 46 34 is in place, how 30-day commitment, likely are you to how likely are you to sub? sub? What is your interest 17 in working as a cadre substitute?

Typical Substitute Need February 2020 493 Absences 319 Needed Substitutes 237 Filled 74% Fill Rate

Staffing 2020-21: COVID Impact Impact cuts across all staff groups Staff disabilities/at-risk impact assignments Sub Pool = # of FMLA/Sick Leaves + 30%

Given What We Know: More About the Options

Remote+ What is the Plus? Enhancements and adaptations to the ONLINE EXPERIENCE with some IN-PERSON OPPORTUNITIES

Remote+ The Online Experience Instruction that aligns with D34 curriculum priorities and is designed for student ● engagement (e.g. workshop, inquiry, equity, multilingual, student centered approaches) along with: Illinois Learning Standards ○ Early Lea rning Standards ○ WIDA English Language Development Standards (for English Learners) ○ WIDA Spanish Language Development Standards (for Dual Language learners) ○ Increased EC- 8 Synchronous Learning - New Content ● EC Students will be receiving a device (if they do not already have one) ○ Large group daily connections to start and end the day (or for MS to start each class ○ period) Small group meetings for individualized instruction & guided practice ○ Structures to support asynchronous content outside of large and small group settings ○ (1-on-1, “Office Hours”) Consistent schedule and routines (for students, classrooms & schools) ○ EC- 8 Synchronous opportunities for student-directed learning and flexibility ● Delivering content (e.g. videos, readings) ○ Discovery and independent practice (e.g reading, writing, researching) ○

Remote+ The Online Experience Continued focus and priority on connection and well-being ● Evidence of EC - 8 student learning and engagement (e.g. grades, attendance, feedback, assessments, ● surveys) D34 report cards ○ D34 daily attendance procedures ○ NWEA and other standardized assessments ○ Grade-level and classroom formative, performance-based and summative assessments ○ Capacity building and support for students, families, and teachers ● Teaching students “how to learn in remote” ○ Clear expectations and consistencies for staff members in addition to increased training on ○ engaging students in online learning Resources and support for parents/caregivers ○ Regular, consistent schedules with embedded flexibility for all students, including Fine Arts & PE ●

Remote+ In-person Opportunities Regular, safe, small-group, in-person opportunities: Outdoors - weather permitting with short time frames (e.g., a 30-minute appt) ● Relationship and community building and social-emotional focus ● Transition/orientation activities (e.g. early opportunities prioritized for EC/Kindergarten, Third, Sixth ● grade and students new to the building/district) Specialized instruction for those who qualify for additional services ● Access to materials and supplies (once the school year begins) Pick up supplies and materials on a regular basis (e.g. supplies, copies, etc.) ● Access to hard copy books ● Additional Opportunities - For students who are unable to access these in-school opportunities, efforts will be made to ensure equity (e.g. book/supply delivery to a neighborhood, outdoor sidewalk visits from school staff, increased individual online meetings, etc.)

Hybrid Logistics Consistent schedule for families In-person days placed alphabetically and by phone number so children from the ● same family attend school on the same day Balance and equity for students In-person days arranged as needed to ensure balance even when there are days ● off in the calendar Same learning opportunities for students who are in-person M,Th and T, F. ● Hybrid is 60% remote and 40% in-person Access through a consistent online platform ● In-person learning builds from online learning ● Teaching priorities/expectations will be clear ●

Hybrid In-person Priority on connection and community building ● Maximize the key benefits of in-person time, including SEL lessons/application ● Learning to connect, show care, and support one another from a distance Teaching and reinforcing routines and expectations ● Safety routines for in-person school ● Online learning routines to support remote work ● Fostering self-direction, regulation strategies, and problem solving skills Instruction complements online learning ● Most learning time is online, in-person opportunities are enhancements to maximize the instructional supports of the certified teacher ● Prioritized lessons and content to support the blend between online and in-person ● Includes modified Fine Arts / PE Schedule for EC-5, utilizes full schedule 6-8