PUBLIC HEALTH RECOMMENDATIONS/INFORMATION Bobbie Bagley, Director of the City of Nashua Division of Public Health and Community Services, presentation on COVID-19 pandemic.
NASHUA PUBLIC SCHOOLS WORK-SESSIONS
NASHUA BOE WORK SESSION Purpose: • Provide the BoE and the public with an update on the progress of the Re-opening taskforces and sub-group work. • Provide the BoE and the public information on the data and themes and patterns that emerged (salient themes). • Provide the BoE with information on local public health recommendations. • No decisions need to be made at this point as this session is just informational only — please.
WHAT HAS BEEN DONE SINCE THE LAST WORK SESSION? • Over the last two and ½ weeks, sub-groups have met to react/answer questions under the following models: • Model I: Exclusively in-person • Model II: Hybrid of in-person and remote learning • Model III: exclusively remote learning • Special Note: All this information will be released after the work session. Also some groups have requested more time. • Survey distributions • T eachers • Students • Parents: (in-progress) • Staff: (in-progress) • Special Note: This information will be released at the end of the work session.
TIMELINE
PROPOSED TIMELINE FOR THE RE-OPENING TASKFORCE (SCOREBOARD) • May 27, 2020: The BoE members hear a presentation on the Re- Opening Taskforce’s • June 22-26 roles and responsibilities Sub-groups meeting to address/answer questions • June 5: The Re-Opening Taskforce membership is finalized • • Begin draft recommendations according to identified categories (e.g. remote learning, technology, policy, curriculum, and budget, etc.) • June 8-12: BOE Work Session • Document/coordinate a resource/staff recommendations for reopening in • Review the proposed models accordance with the selected model(s) • Capture the current reopening guidelines according to the CDC, state Align Taskforce’s recommendations/guidelines with the current CDC, • guidelines, city ordinance and health department guidelines, city and health department’s recommendations • Clarify purpose, directions, and charge Weekly meeting of NSD Taskforce Planning Group • Establish membership for the sub groups • • July 6-10: Weekly meeting of NSD Taskforce Planning Group • Sub-committees responses/questions submitted for collaboration June 15-19 Re-Opening Taskforce meets to examine the different models • • Survey results aggregation submitted • Address questions according to subgroups (share Goggle questions with the taskforce) • Weekly meeting of NSD Taskforce Planning Group • Begin drafting recommendations according to identified categories (e.g. remote • July 13-17 learning, technology, policy, and budget) • Weekly meeting of NSD Taskforce Planning Group Document/coordinate a resource/staff recommendation for reopening • • BOE Work Session • Align Taskforce’s recommendations/guidelines with the current CDC, guidelines, Re-opening taskforce divisions meet • city and health department’s recommendations • The taskforce will edit/draft recommendations and finalizes all documents • Weekly meeting of NSD Taskforce Planning Group August 3, 2020: The taskforce will present their recommendations/information • with a plan to the BoE members.
BoE Recommendations for the preferred Model Re-opening taskforce Pre- Remote School Medical Plant & Professional Summer Human Extracurricular/ District Food Service Technology school/Early ELL service Communication Learning Personnel Operations Development School Resources Athletics Policies-19 Childhood
RE-OPENING TASKFORCE: SUB-GROUPS FOR FEEDBACK AND DATA PROCESSING/ANALYSIS • Plant Operations and Transportations • ELL Service Delivery and Instruction • School Medical Personnel • Communication • District Leadership • Pre-school and early childhood programs • Afterschool/21 st century programming • Food Service • Remote T eaching and Learning • Summer School • Professional Development • Extracurricular/Athletic • Human Resource • Special Education Service Delivery • T echnology • District policies for COVID-19 • CTE
DATA
PARTICIPATION IN THE SURVEY • Elementary Schools T eachers : 254 • High School T eachers: 140 • Middle School T eachers: 125 • T otal: 534 answered out of 1005 teachers (53%) • Parents: Students: 124 answered out of 11,476 (1%) Administrators: 45 answered out of 87 administrators (52%)
ORGANIZATIONAL MATRIX FOR DATA FEEDBACK Survey results Subgroups' data from the questions Re-opening taskforce generates recommendations under Models II and III to the BoE based on information from surveys sub-groups data School District adopts a model to re-open by August 3, 2020
NASHUA TEACHERS N=534 # Q-content % of strongly agree and agree Q5 As a teacher, I would welcome professional development that 91% augments my knowledge of remote learning and online resources for my instructional practice. Q8 My administrators were responsive to me when I had questions about 84% remote learning. Q9 My administrators were responsive to me when I had questions about 83% grading.
NASHUA ADMINISTRATORS N=45 Question Q-Content % strongly agree and Agree Q4 I have the necessary technology and equipment to work from home 89% remotely. Q10 I am supportive of students and staff wearing protective masks and 73% practicing social distancing while attending school.
NASHUA STUDENTS N=124 # Q content Strongly agree and Agree Q2 My teachers were available to help me with my assignments. 75% Q3 My teachers' assignments were easily accessible online. 79% Q5 My teachers were flexible and allowed me opportunities to improve my 75% grades. Q7 My parents were able to provide me with academic supports at home during 79% remote learning. Q9 I am supportive of students and staff wearing protective masks and practicing 60% social distancing while attending school
Q: I AM SUPPORTIVE OF STUDENTS AND STAFF WEARING PROTECTIVE MASKS AND PRACTICING SOCIAL DISTANCING WHILE ATTENDING SCHOOL Q content Strongly agree and Agree Students 60% Administrators 73% T eachers 64% Parents TBD Staff TBD
RANK ORDER RESULTS
RANK ORDER TEACHERS (N=534) Q-SORT 1. Internet access* 2. Possession of the computer* 3. Directions for parents to get extra support or information 4. Consistency for student's expectations for work (a little more) 5. Direct access to the curriculum 6. Universal grading expectations 7. Knowledge of the curriculum 8. Explicit expectations from the beginning to the end of classroom assignments 9. Online resources for parents to gain a better understanding of remote learning and expectations
RANK ORDER ADMINISTRATORS ( N=45) 1. Internet access* 2. Possession of the computer* 3. Consistency for student's expectations for work 4. Explicit expectations from the beginning to the end of classroom assignments 5. Direct access to the curriculum 6. Universal grading expectations 7. Directions for parents to get extra support 8. Knowledge of the curriculum 9. Online resources for parents to gain a better understanding of remote learning and expectations
RANK ORDER STUDENTS ( N=125) 1. Internet access* 2. Possession of the computer* 3. Direct access to the curriculum 4. Knowledge of the curriculum 5. Online resources for parents to gain a better understanding of remote learning and expectations 6. Directions for parents to get extra support 7. Consistency for student's expectations for work 8. Universal grading expectations 9. Explicit expectations from the beginning to the end of classroom assignments
NEXT STEPS • Taskforce divisions will synthesize the sub- groups’ reactions according to Models II and III there are MANY documents to review. • Plan to return to school for Model II (hybrid of remote/in-person) and Model III (remote). • Develop online platform options for students and teachers to operate for choice “educational engagement” for families (survey s) and health concerns for teachers. • Coordination of child care services throughout the city with Boy’s & Girl’s Club, 21st Century, YMCA, Arlington Community C enter. • Coordination of DCYF services, food services, and resources according to Models II & III. Augment remote learning professional development offers for parents and staff. • • Ensure connectivity throughout the city. • Challenges: logistics, scheduling (elementary, middle, high schools) … timing and getting this started at the beginning of th e summer)
STAFF READINESS TO RETURN UNDER MODELS II AND III • Dialogue with the union and staff to design an equitable schedule and preference • Human Resource (staff members who have pre-existing conditions) • Human Resource (staff members who have family members with pre-existing conditions)
FINAL THOUGHTS • Remote learning looks differently at different levels (elementary, middle school, and high school). • Hybrid model will look differently at different levels (elementary, middle school, and high school) • Be flexible and practical during this period. • Extracurricular is planned to continue throughout Model II and Model III. • We should focus on a couple of things: Being able to move from one model to the next.
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