Superintendent’s Update Return to School June 16, 2020
Aligning Vision and Direction 2 2
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 ✔ • 3 3
Five Phase Planning Phase 5: REVIEW AND Phase 1: RESEARCH Review CDE and LACOE guidances and REPEAT CYCLE Public Health directives Planning and Implementation Cycle Phase 4: EXECUTE AND REFINE Phase 2: ASSESS 2020/2021 School Year Opening Surveys, Campus Walkthroughs, Inventory of Available PPEs and Supplies Phase 3: PLAN Expand Task Force, Make Recommendations to Board 4 4
Assessment Phase - Getting Stakeholder Input • Surveys: o Teacher Survey o Parent Survey on Remote Learning o Student Exit Survey o Parent Survey on Return to School • Stakeholder Input Meeting • Stakeholder Involvement on Task Force • Supt Parent Advisory Committee • Council PTA • Dedicated Email “Suggestion Box” 5 5
Return to School Planning Task Force • For Research and Assessment Stages GUSD’s Return to School Planning Task Force currently includes: o District Administrators (Project Leaders) o School Site Administrators representative of all levels • For Planning Stage the task force is now being expanded to include: o Teachers o Counselors o Classified employees o Parents o Students o Community 6 6
Understanding Student Needs • Close Digital Divide • Health and Safety • Social and Emotional • Academic • Other Needs (childcare, etc) • How needs differ between student groups 7 7
Understand Employee Needs • Health and Safety • Social and Emotional • Job-related • Other Needs 8 8
Readiness Decision Tree 9 9
Develop Instructional Plans for Different Levels and Student Groups • General Education, Pre K - 12: o Elementary Schools o Middle Schools o High Schools • Students with Special Needs (with IEPs, 504s) • English Learners • FLAG, VAPA, CTE, Athletics • Magnet themes and other specialized instruction 10 10
Instructional Scheduling Models Distance Learning Two-Day Rotation Looping Blended Learning Model Structure Face-to-face Traditional A/B Week Blended Instruction Learning Model Early/Late Staggered Hybrid Learning Schedule Independent Study 11 11
Instructional Delivery Models Traditional Setting • o 100% of students in school, everyday Hybrid Learning • 50% of students in school at any given time; 50% learning remote o Distance Learning • o ex. GUSD Online Academy through Verdugo Academy o 100% of students learning remotely, 100% of the time Independent Study • o Short-term (learning packets) or long-term (traditional Verdugo Academy) o 100% of students learning remotely, with on-site check in 12 12
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Capacity of Each Instructional Model On Campus Social On Campus Instruction? Distancing Capacity Traditional Yes No 100% Hybrid Yes Yes 50% Independent Yes Yes 20% Study Distance Learning No Yes 0% 14 14
Traditional - 100% capacity, No Social Distancing 15 15
Hybrid Model - 50% Capacity with Social Distancing 16 16
Sample Schedule for Hybrid Model Middle and High Monday Tuesday Wednesday Thursday Friday Schools Period 1 8:00 - 8:55 Period 1 (AM) Period 4 Period 1 Period 4 Intervention Period 2 9:00 - 9:55 Period 2 (AM) Period 5 Period 2 Period 5 Intervention Period 3 10:00 - 10:55 Period 3 (AM) Period 6 Period 3 Period 6 Intervention DISMISSAL FOR AM GROUP AND LUNCH FOR PM GROUP 11:00 - 11:55 Period 4 12:00 - 12:55 Period 1 (PM) Period 4 Period 1 Period 4 Intervention Period 5 1:00 - 1:55 Period 2 (PM) Period 5 Period 2 Period 5 Intervention Period 6 2:00 - 2:55 Period 3 (PM) Period 6 Period 3 Period 6 Intervention 17 17
Sample Schedule for Hybrid Model (cont.) Middle and High AM Periods 1-3 PM Periods 1-3 Schools Attends same class remotely - At home Attends class in the classroom with 50% of - A designated study space on campus Student A peers outside the classroom (i.e. gym, library, empty classroom, etc.) with supervision provided Attends same class remotely - At home - A designated study space on campus Attends class in the classroom with 50% of Student B outside the classroom (i.e. gym, peers library, empty classroom, etc.) with supervision provided 18 18
Sample Schedule for Hybrid Model Elementary Monday Tuesday Wednesday Thursday Friday Schools Teacher Prep and 8:00 - 11:00 AM Class AM Class AM Class AM Class Collaboration 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 19 19
Sample Schedule for Hybrid Model (cont.) Elementary Half-Day AM Half-Day PM Schools Attends same class remotely either: - At home Attends class in the classroom with 50% - A designated study space on campus Student A capacity outside the classroom (i.e. gym, library, empty classroom, etc.) with supervision provided Attends same class remotely either: - At home - A designated study space on Attends class in the classroom with 50% campus outside the classroom (i.e. Student B capacity gym, library, empty classroom, etc.) with supervision provided 20 20
Sample Schedule for Hybrid Model (cont.) AM Periods or Half-Day AM PM Periods or Half-Day PM Students with Self-Contained Attends class in the classroom Attends class in the classroom Special Needs - Receives support from SpEd staff in Students with Attends class in the classroom with designated study space on campus Special Needs - 50% capacity outside the classroom (i.e. gym, library, Core empty classroom, etc.) Receives support from staff in Foster, Homeless, Attends class in the classroom with designated study space on campus English 50% capacity outside the classroom (i.e. gym, library, Learners (newcomers) empty classroom, etc.) 21 21
Other Considerations for Hybrid Model • Livestreaming and/or recording classroom instruction o teacher in classroom and students at home o teacher and a portion of students in classroom with rest of of students at home • Pros: o students at home and in classroom have the benefit of live instruction o teachers have access to their classroom equipment and materials o recorded lessons could be played back for review/intervention • Cons: o possible connectivity issues at school and in homes o Non direct instruction, science labs o student privacy issues if students are filmed and recorded 22 22
Instructional Considerations – Function of Tools and Technology Learning Management Communication Platforms Learning Applications System 23 23
Zoom Sessions, March 25-May 12, 2020 Low points are weekends (Saturdays/Sundays) and student-free days. 24 24
Teachers w/ Active Google % of Total GUSD Certificated Staff * w/ Active Google Classroom Classroom Accounts Accounts *does not include administration As of May 2020 25 25
Assessments • Diagnostic Assessments – Identify Achievement Gaps • Monitor Progress – Formative Assessments • Grading – Summative Assessments 26 26
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 27
Instruction Considerations – English Learners • Instructional Delivery Models Effective for Language Acquisition • Monitoring Progress • State Assessment – EL Reclassification • Expanded Learning Opportunities • Interventions 28 28
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 29 29
Instruction Considerations – Expanded Learning Programs • Expansion of childcare options • State subsidized programs and services • Unique solutions for various instructional models 30 30
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 31 31
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 32 32
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 33 33
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