Fall Opening Looking Back and Moving ForwardReading School Committee

June 25, 2020

Presentation Topics

Staff Survey Results on Fall Reopening

Family Survey Results on Fall

Reopening

District Leadership Team Reflections on

Remote Learning This Spring

Latest Information from DESE

Questions

Survey Overview

Total of 2701 Responses

2119-Family 582-Staff

Survey administered from June 14-22nd via Google

Forms

Reading School Committee

June 25, 2020

Staff Results

Themes from Staff Survey Comments

Staff Concerns About A Hybrid Model

▪ Being at school if virus is still a public health issue in the fall

▪ Child care issues and trying to teach in a hybrid environment

▪ If they live in Reading, having their children have similar hybrid schedules, if possible

▪ Teaching students, particularly students with disabilities and younger children, with PPE

▪ Wearing PPE all day long, particularly in hot and humid weather

▪ Remote learning is not as effective for youngest and neediest students

▪ Transition will be critical with two major issues: reentry into school for staff and students and addressing social justice and equity

Themes from Comments

Suggestions

▪ Remote learning needs to have clear and simple expectations for staff and students

▪ If we are in a hybrid model, have all students with disabilities, ELL, and other high needs students attend school every day

▪ Go to remote days on excessive heat days and snow days

▪ Have staff and other meetings virtual

▪ Need a consistent uniform learning platform

▪ Provide technology for paraeducators for remote work

▪ Provide child care, at employee’s expense

Reading School Committee Meeting

June 25, 2020

Family Survey Results

If the 2020-21 School Year were to begin tomorrow, what type of school model would you prefer for your child (ren) assuming that we will be following all proper health guidelines (i.e. social distancing, face protection, etc.). Please check one box foreach child in your family. If you have more than one child in school next year, child 1 should be designated as your youngestchild, child 2 should be your next youngest, etc. Option A is defined as full remote learning where all students would be learning virtually at home. Option B is defined as a hybrid model where each day approximately half of the students are in school and the other half of the students are learning remotely. Option C is defined as a full in person model where all students would be attending school.

Due to public health restrictions, we may have to start the year in a hybrid model where approximately half of the students on a given day are in school and the other half of the students are engaged in remote learning at home. If we are in a hybrid model, what would be your preference for your child (ren)? Please check one box for each child in your family. If you have more than one child in school next year, child 1 should be designated as your youngest child, child 2 should be your next youngest, etc.

If we had to go to a hybrid model to start the school year and you did not have a choice of either all remote or all in person learning, which type of schedule would work best for your child (ren) and family? Please check one box for each child in your family. If you have more than one child in school next year, child 1 should be designated as your youngest child, child 2 should be your next youngest, etc.

If we do start the year in a hybrid model and your child is not able to be part time remote and part time in person in the school building, what would prevent your child (ren) from participating in this model? Please check one box for each child in your family. If you have more than one child in school next year, child 1 should be designated as your youngest child, child 2 should be your next youngest, etc.

Themes from Family Survey

▪ Wide range of comments and opinions

▪ The only consensus is that families want their children back at school full time

▪ Split on whether everyone should wear masks and practice social distancing while at school

▪ Remote learning is not optimal for most students

▪ If we are to continue remote learning, consistency among grade levels and organization of remote learning materials needs to improve. Expectation is that it needs to be more robust.

▪ Students on IEPs should be in school full time

Themes from Family Survey

▪ Families would like as much advanced notice as possible.

▪ Concern about how lost learning time from spring will be made up.

▪ Wearing masks in the heat was expressed as a concern.

▪ Concerns raised about ventilation in classrooms.

▪ If we have to do a hybrid approach, the M/Tu; Th/Fri with Wednesday as a remote learning and cleaning day makes sense.

▪ There was some support for an every other week model

▪ If we have to go to a hybrid model, keep families together on the same cycle

▪ The model employed needs to be based on medical science and logic, not politics

School Committee Meeting

June 25, 2020

District Leadership Team Discussion

What are the successes of this spring?

▪ Increased collaboration among staff sharing and communicating

-Grade Level Teams

-District Leadership Team and Directors

-Subcommittee work

-Teachers

-Department Chairs

▪ Systems that were put in place to address student’s fundamental needs (i.e. food distribution, technology, social emotional support)

▪ Increased communication and collaboration with special education parents (i.e. SEPAC, Virtual IEP Meetings)

▪ Greater respect for the work that teachers do each and every day

What are the successes of this spring?

▪ Support for the Class of 2020

▪ Virtual student celebrations and concerts

▪ Teachers were able to reach students 1:1 easier than they normally would in an inperson setting

▪ Connections that we have made with students

▪ The birth of virtual meetings

▪ Addressing connections with students as top priority

▪ Unsung heroes (Food Service, Facilities, Health Services, Technology)

▪ Collaboration with the Town

▪ Uncovered areas that we need to work on

What will we do differently in the future?

▪ Create a better balance between virtual work and personal life

▪ Giving students greater access to technology at home

▪ Increase accountability for both students and staff

▪ Assess the learning platforms that our students use and streamline

▪ Look at maximizing the roles of all staff in a remote setting

▪ Reduce the busy work (i.e. worksheets) and increase engagement

▪ Minimize activities that require printing at home

DESE Fall GuidelinesReading School Committee Meeting

June 25, 2020

Some Initial Thoughts

▪ We appreciate the level of thoughtfulness and care that went into this plan, which is informed by the latest medical expertise.

▪ This is the “Initial guidance.” There will be further guidance coming to us in July.

▪ Changes will be ongoing based on updated information.

▪ The Guidance emphasizes that students returning to school is a primary objective.

▪ Our leadership team will need time to review the guidance to assess what our plan and action steps should be.

Some Initial Thoughts

▪ The Commissioner has provided guardrails for the new school year. It will require each school district to figure out how these will work in each school and district. Context will matter.

▪ We are working through these issues in unprecedented times requiring a great deal of time and planning. It will require patience and understanding among all of us.

▪ We will be required to provide to the Commissioner three plans ranging from students returning, a hybrid model of both remote and in school attendance and full remote.

▪ We will continue to update you as we proceed with our planning process.

Goal For This Fall To safely bring back as many students as possible to in-person school settings, to maximize learning and address our students’ foundational and social and emotional needs.

We need to keep in mind not only the risks associated with COVID-19 for in-person model, but also the consequences and challenges of keeping students out of school.

There is no substitute for in person instruction when it comes to quality of academic learning and to support students’ social and emotional needs

We also need to recognize how disruptive school closures have been to families trying to maintain regular work schedules, manage households, and facilitating remote learning.

In light of recent events and a national movement to fight for racial justice, it is even more critical to have our students quickly return to robust learning opportunities and a supportive school environment

We need to balance risks with consequences

We need to establish a culture of health and safety (the new norm) in our schools that focuses on regularly enforcing important practices such as hygiene and handwashing, use of face coverings, physical distancing, reducing interaction between groups, staying home when sick, and protecting those most vulnerable to the disease.

Adherence to Health and Safety Is Key

Emerging Themes from Medical Literature

▪ Schools do not appear to have played a major role in COVID-19 Transmission

▪ In general, rates of COVID-19 infection are lower for children than for adults

▪ If exposed, children may be less likely to become infected with COVID-19

▪ If infected, it appears children may be less likely to infect others with COVID-19

Reading School Committee

June 25, 2020

Health and Safety Requirements for In

Person Learning

Masks/Face Coverings

▪ Students in Grades 2 and above are required to wear a mask/face covering that covers their nose and mouth

▪ Kindergarten and Grade 1 should be encouraged to wear a mask/face covering

▪ Adults, including educators and staff are required to wear masks/face coverings

▪ Exceptions may be made for those with medical conditions

▪ Mask breaks should occur throughout the day

▪ Mask/face coverings should be provided by student/family. Schools will have extra disposable masks on hand

▪ Masks/face coverings are required to be worn by everyone on the bus during school bus transportation.

Physical Distancing

▪ Schools should aim for a physical distance between individuals of six feet when feasible and a minimum of three feet.

▪ Desks should be spaced six feet apart (but no fewer than 3 feet apart) and facing the same direction.

▪ Alternative spaces (i.e. cafeteria, library, PAC, multipurpose room) should be repurposed to increase the amount of available space to accommodate the maximum distance possible.

▪ Additional safety precautions for school nurses and/or any staff supporting students with disabilities in close proximity, when distance is not possible.

Student Groups

Schools should divide students into small groups that remain with each other throughout the day, with smaller cohort sizes preferred.

There are no required maximums on cohort or group sizes, so long as schools adhere to the physical distancing requirements.

Screening upon entry

Screening procedures are not required at the point of entry to the school.

School staff should observe students throughout the day and refer students who may be symptomatic to the school healthcare point of contact.

Temperature checks are not recommended.

Hand Hygiene

▪ Students and staff are required to exercise hand hygiene (handwashing or sanitizing) upon arrival to school, before eating, before putting on and taking off masks, and before dismissal.

▪ Individuals should hand use soap and water to wash all surfaces of their hands for at least 20 seconds, wait for visible lather, rinse thoroughly, and dry with an individual disposable towel.

▪ Hand sanitizer should be used when handwashing is not available with at least 60 percent ethanol or at least 70 percent isopropanol. Hand sanitizer should be placed at key locations.

Other Health and Safety Requirements

▪ Schools are required to designate a COVID-19 related isolation space that is separate from the nurse’s office or other space where routine medical care is provided.

▪ At this time, in-school testing is not recommended.

▪ Districts and schools should work with parents to ensure that students are current on all standard vaccinations before they return to in-person school. A flu shot is strongly recommended for all staff and students.

Reopening Plans (3 Types to Submit)

1. In-person learning with new safety requirements: For the fall, the box in light blue represents our goal to get as many students as possible back into schools for in-person learning—safely. In this model, all students return in person to school settings that are appropriately modified to accommodate the health and safety requirements outlined above. Examples of modifications could include altered classroom configurations, setting up additional learning spaces, and schedule changes.

2. Hybrid learning: In addition, all districts/schools must create a plan for a hybrid model in the event they are unable to bring all students back to school under the health and safety requirements despite their best efforts, or in case of COVID-19 related circumstances. A hybrid model means that students would alternate between in-person and remote learning. For instance, students could switch between in-person and remote learning on alternating weeks or days of the week.

Reopening Plans (3 Types to Submit)

3. Remote learning: All districts and schools are required to have a plan for operating a remote learning program. This model must be available for individual students who cannot yet return in-person, and for all students in the event of future classroom or school closures due to COVID-19. Additional guidance on statewide support and resources for remote learning will be provided in the coming weeks.

Plan for special populations: Finally, across each of these models, all districts and schools need a plan for how special populations, including students with disabilities and English learners, will receive necessary services and accommodations.

Plan Development and Submission

Districts and schools will be required to submit their comprehensive fall reopening plans to DESE in August.

Plans will be posted on website and we will need to complete an attestation to affirm that our fall reopening plans meet the health and safety guidelines established.

Districts and schools will prioritize the in-person plan.

In Person Learning With New Safety Requirements

Learning time: Districts and schools should plan for an in-person return to school five days per week if feasible.

Utilizing alternative school spaces: Districts and schools should consider using their libraries, cafeterias, auditoriums, and other appropriate available spaces to set up additional classrooms to accommodate more students, reduce class size, and/or enable additional distancing while adhering to the health and safety guidelines. Teachers may also hold classes outdoors when feasible.

Utilizing external facility spaces: Schools should consider engaging community partners to find spaces outside the school (e.g., libraries, community centers) to set up additional classrooms to accommodate more students, reduce class size, and/or enable additional distancing while adhering to the health and safety guidelines.

Staffing alternatives to consider for reducing class sizes: Specialist teachers and other educators such as instructional coaches, reading specialists, and others who have appropriate certifications may be enlisted to serve as additional core teachers to reduce class sizes in schools.

In Person Learning With New Safety Requirements

Reducing the mixing of student groups: When in classrooms, all students should have assigned seating. At the elementary school level, students should be restricted to their grade level class to the greatest extent possible. At the middle school level, students should remain with their cohort throughout the day to the extent feasible.

High schools could also consider ways to cohort or cluster students, though we recognize this is more challenging at the high school level:

▪Placing students in cohorts. When grouping students into cohorts, a school should consider ways to keep families/siblings together (e.g., grouping students alphabetically, while recognizing that some siblings may have different last names).

▪Limiting travel within a school. High schools may try to group students into clusters in the school (a “school within a school”) to try to reduce interactions with other groups when students move to their next class.

Hybrid Learning Models

When planning for a hybrid learning model, we recommend that districts and schools use an A/B cohort model that isolates two distinct cohorts of students who attend school in-person on either different weeks, different days of the week, or half days each day. For instance, Cohort A would attend school in-person from Monday – Friday of Week 1, while Cohort B learns at home remotely. In Week 2, Cohort B would attend in-person school and Cohort A would engage in remote learning at home.

Additional recommendations for hybrid models include:

High-needs students should be prioritized for full-time in-person learning when feasible. That is, even if most students are not in school each day, schools should consider setting up small programs that would run daily for one or more cohorts of high-needs students, including students with disabilities and English learners who are most in need of in-person services.

Students who do not have internet and/or computer access at home should come into the school and/or to a local partner or community organization, with appropriate supervision, to complete their remote learning school days.

Initial Fall Reopening Planning Steps

We have already implemented several of these steps

▪ Name a COVID-19 response leader

▪ Establish planning and implementation teams at the district and school levels

▪ Develop and begin implementing this summer a plan for communicating more intensively with students, families, staff and Community

▪ Establish connections and a process to work with local boards of health

▪ Develop a family survey to support school reopening planning and scheduling

▪ Build in time in the fall calendar for training sessions

Reading School Committee

June 25, 2020

Questions