Task Force Recommendations Board of Education · 2.Task Force 3.Surveys 4.Recommendations 5.Next Steps 14. Health and Safety Social Distancing The guidelineswithin a school settingare

DCSD RESTART& RECOVERY

Task Force Recommendations Board of Education

June 23, 2020

Agenda1. Challenges & Opportunities

2. Task Force 3. Surveys4. Recommendations5. Next Steps

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Challenges & Opportunities

DCSD Remote Learning Plan created in response to the public health threat of COVID-19.

● Goal was to keep students engaged and provide students meaningful opportunities for connection and community

● Provide each student with equitable access to remote learning

● Ensure students have continued access to mental health resources and providing best practices and resources to our educators.

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Challenges & OpportunitiesDCSD is planning to begin the 2020-21 school year following our normal calendar.

● Follow the guidance of our health officials and state department to minimize the risks of COVID-19.

● Develop contingency plans to restart our neighborhood schools and recover any student learning loss should guidance from health department require a change in calendar.

● Identify solutions transitioning to and from online learning and a return to some form of in-person instruction.

● Students and educators feel comfortable and safe returning to their school environments.

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DCSD Restart & Recovery Task Force● Includes representatives from principals, teachers, students and

parents along with district staff.

● 2000 applicants for the task force.

● All staff and community asked for their feedback on our spring remote learning experience and that information was also used to help develop this plan.

● DCSD Restart & Recovery Plan will focus on both staff and student physical safety, student mental health and academic success.

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Task Force Focus Groups

• Contingency Reentry Plans• eLearning• Elementary Staggered Entry• Middle Staggered Entry• High/Alt Ed Staggered Entry• English Language Learners• Gifted & Talented

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• Mental Health• Operations• Special Education• Professional Development• Technology• Transportation

Member List Available HERE

Task Force Timeline

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June 1 Task Force Focus Group Meeting (Virtual) - 11am● Focus groups share and discuss Ideas● Finalize input sessions with all Task Force Applicants

June 8 Task Force Focus Group Meeting (Virtual) - 11am● Review Remote Learning Survey Results● Focus groups finalize recommendations for input sessions.

June 9 BoE Update

June 4 - 12 Input sessions with all Task Force Applicants● Facilitators conduct Input sessions and conclude by

June 15 Task Force Focus Group Meeting (Virtual) - 11am● Finalize Focus Group Recommendations

June 23 BoE Presentation● Cabinet & Facilitators present task force recommendations to the board



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COVID-19 Extended School Closure Impact Survey

● The purpose of the COVID-19 Extended School Closure Impact Survey given at the end of the school year was to gather data that could be used to understand how K-12 parents, students, teachers and other staff members perceive:

○ Access to district and school resources before and during the COVID-19 related school closures.

○ Effects of in-person instructional time lost on academic readiness and student well-being.

○ Activities and resources to support distance learning.

○ District and school communications.

● Results also be used to inform district and school planning efforts for the 2020 -2021 school year.

● Survey results are available on our district website.

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COVID-19 Extended School Closure Impact Survey

Return to School Survey● DCSD plans to return to in-person learning this August, unless healthcare experts,

the Colorado Department of Education, and/or Governor Polis advise otherwise.

● A robust, comprehensive DCSD eLearning option will also be offered at each of our schools as an alternative to in-person learning for families who prefer their student(s) continue learning remotely.

● Return to School Survey was the initial assessment of DCSD families, whose children attend our schools, about their plans and comfort level regarding their child(ren) returning to school this fall implementing the Task Force draft recommendations. The survey included contingency plan scenarios which would only be utilized in the case that healthcare officials or the Governor do not permit school districts to return to a normal, in-person classroom schedule.

● Survey closed June 22, 2020.

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Return to School Survey● Results Placeholder

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Health and SafetySocial DistancingThe guidelines within a school setting are different than those out in the community. With the more limited environment of a school classroom, more flexiblearrangements are required. Social distancing guidance supports a 3-foot radiusaround each student, resulting in a 6-foot total distance between any two students.

Small, closed classroom groups that serve a consistent group of students and teacher(s) offer the opportunity to more closely control the environment through monitoring of symptoms and adherence to ill-student policies. In general, 6 feet of separation is the social distance that should be kept at all times.

Per current executive orders and healthcare guidance, group gatherings within a school building are limited to a maximum of 10 individuals including staff and students.

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Health & Safety Task Force Recommendations

● Social Distancing

○ Maintain 6 feet between all individuals to ensure social distancing at all times when possible.

● Temperature and Health Checks

○ DCSD staff conduct daily student temperature checks prior to entering schools and buildings if students are not pre-screened at home, or if a student becomes symptomatic at school.

○ Provide guidance for parents on health screening and temperature checks to help identify any potential health issues at home thereby allowing students to stay home if sick and not travel to the schools and/or bus unnecessarily.

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● Wear face coverings, non-medical face masks, or face shields wherever possible

○ Provided by staff, students, visitors, volunteers and Facilities Rental occupants.

○ Extra supply at schools and buildings if needed.

○ While entering and leaving schools and buildings, during instruction, on buses, etc.

○ Not required during recess or other outdoor activities where 6’ social distancing and gathering are maintained.

● Facilities Rentals

○ Agreements will be amended to require adherence to DCSD protocols for COVID-19 including renters requirement to pay the district for disinfection cleaning.

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● Limit outside visitors.

○ Require temperature and symptom checks prior to entering schools and buildings.

○ Limit visitors to those having no contact with students.

○ Have activities with volunteers outside of school building.

● Students will eat all meals in classrooms.

○ Nutrition Services will follow all regulations set forth by TCHD, CDPHE, and USDA.

○ Serve meals for in-person and remote learning.

○ Make accommodations for food allergies, longer lunch periods, pre-packaged self-serve bar, and cleaning classrooms.

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● Before and After School Enterprise (BASE)○ In-person at a reduced capacity with increased staffing ratios to support physical distancing

guidelines and shall comply with all Tri-County Health Department guidelines, Colorado Department of Early Childhood licensing regulations, and above recommendations

○ No field trips.

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● Transportation

○ Allow 24 students per 77 passenger bus seating every other seat since masks are required.

■ Pending approval of TCHD and CDPHE

■ 34% of General Education busing capacity of the fleet and will be further reduced by prioritizing busing for students with special needs

○ Allow 9 students per 77 passenger bus seating staggered with 6’ distances.

■ If directed by TCHD and CDPHE

■ 12.8% of General Education busing capacity of the fleet and will be further reduced by prioritizing busing for students with special needs

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● Transportation

○ Eliminate routes closest to schools before routes further away from schools and rural routes

○ Eliminate all Transportation that is not required by Board of Education Policy EEAA

■ Routes within walk zones and gated communities

■ Routes for field trips, BASE, IB, band and open enrollment.

■ Issue SMART Tag cards only to authorized students

○ Special Education Transportation

■ Utilize third party companies (pending confirmation from TCHD and CDPHE).

■ If third party companies cannot be utilized, eliminate all General Education routes so all students who require transportation with special needs can be transported.

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Health & Safety Additional District Protocols

● Thorough disinfection of schools, buildings and buses.

● Classroom furnishings (rugs, stuffed animals).

● Video training for all staff.

● Signage to reinforce distancing, masks, health screening and hand hygiene.

● Adjusted air flow in classrooms.

● Additional supplies for disinfection, soap, hand sanitizer, extra masks, touchless thermometers, signage and markings.

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DCSD Fall Opening 2020-21syDCSD plans to return to in-person learning this August, unless healthcare experts, the Colorado Department of Education, and/or Governor Polis advise otherwise.

A robust, comprehensive DCSD eLearning option will also be offered at each of our schools as an alternative to in-person learning for families who prefer their student(s) continue learning remotely.

If necessary, DCSD has planned for staggered learning and will adhere to current CDC and Governor guidelines within the parameters of the BOE published calendar.

Task Force Calendar Recommendations● Follow BoE approved academic calendar for 2020-2021 school year.

● First day of school (August 7th) be used as an orientation day for students.

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DCSD Fall Opening 2020-21syShould it become necessary, contingency staggered reentry options were considered by the task force. Contingency plan scenarios which would only be utilized in the case that healthcare officials or the Governor do not permit school districts to return to a normal, in-person classroom schedule.

The Return to School Survey was the initial assessment of DCSD families, whose children attend our schools, about their plans and comfort level regarding their child(ren) returning to school this fall implementing the Task Force draft recommendations.

Task Force Contingency Recommendations● (Placeholder)

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DCSD eLearning OptionIn response to the public health threat of COVID-19, the Douglas County School District (DCSD) transitioned to a virtual setting and created the DCSD Remote Learning Plan, which outlines our commitment to ensuring that each and every one of our 68,000 students can remain engaged in learning via remote methods, while our school buildings were closed. The goal of DCSD’s Remote Learning Plan was to keep students engaged so they can learn and grow, while also affording them with meaningful opportunities for connection and community.

DCSD is committed to keeping our students, families, and staff connected to the DCSD community during this challenging time by providing each student with equitable access to in-person and remote learning options ensuring our students have continued access to mental health resources and providing best practices and resources to our educators.


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DCSD eLearningIn response to the public health threat of COVID-19, the Douglas County School District (DCSD) transitioned to a virtual setting and created the DCSD Remote Learning Plan, which outlines our commitment to ensuring that each and every one of our 68,000 students can remain engaged in learning via remote methods, while our school buildings were closed. The goal of DCSD’s Remote Learning Plan was to keep students engaged so they can learn and grow, while also affording them with meaningful opportunities for connection and community.

DCSD is committed to keeping our students, families, and staff connected to the DCSD community during this challenging time by providing each student with equitable access to in-person and remote learning options ensuring our students have continued access to mental health resources and providing best practices and resources to our educators.


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DCSD eLearning

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Learning Management System● Elementary: Google Classroom /Seesaw● Middle School: Google Classroom● High School: Canvas Learning Management

Daily & Weekly Schedules● Consistent ● Regularly scheduled synchronous learning ● Recorded for Universal Access

Priorities for In person Learning

● Differentiation/Small Group/ Individualized Goals● Social Emotional Learning and Support● Activities, Experiments, hands on learning● Classroom culture and community

DCSD eLearning

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Assessment Practices● In-person as much as possible● Focus on understanding gaps ● Focus on formative assessment practice

Grading

● Elementary reported on EPR ● Based on Standards● MS/HS reported in Infinite Campus● Ample opportunity for formative practice with no

more than 50% from summative

Support for teachers

● PD plan developed by the Professional Development Task Force

● Synchronous/Asynchronous● Learning platforms, rigorous online instruction,

classroom community and culture

DCSD eLearning

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Attendance ● Attendance will be taken daily regardless of learning scenario via IC.

Partnerships with Families● Virtual back to school nights to review elearning● Support for navigating learning platforms● Teacher/Student/Parent responsibilities● Consistency

Engagement

● Teacher will provide dialy synchronous sessions with students during eLearning

● Schools will determine additional requirements with consistent regular schedules

DCSD eLearning - Professional Development

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LMS Utilization

● A professional learning pathway for Canvas, Google Classroom, and Seesaw (level based)

eLearning ● Creating authentic, rigorous learning experiences for students ● Student Engagement● Targeted PD around research based best practices (e.g. chunking; formative assessment)● Developing and sustaining an effective learning schedule ● Creating and maintain strong relationships with students

Job Specific / Specific Needs

● Prioritizing learning objectives and student grouping ● How leaders can best support their staff and community in the beginning weeks of school● Supporting the mental health of staff and students in a eLearning environment● Content specific PD in a blended format (face-to-face and online)● Social Emotional Learning - self-advocacy and self engagement strategies ● Promoting positive social interactions between students● Classified: Assisting with student engagement virtually● Classified: Supporting students virtually with tools and learning● Classified: Understanding how to use Google Meets

DCSD eLearning - Technology ● Classroom Technology Upgrades to Support Teachers

○ Headphones with mics for teachers.

○ Tools to capture teacher and presentation/whiteboard.

○ Tracking student engagement.

○ Giving online assessments.

○ Tools that work on devices students have access to.

● Additional Tech Support ○ Provide parents with key baseline technology standards so student can be equipped with the

appropriate technology.

○ Provide technology and connectivity to students/staff in need of tech to work from home.

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Mental Health Returning to our school buildings in a safe manner aligned with the guidance of our mental health professionals and governing agencies during this pandemic requires a multitude of topics to consider. DCSD is committed to providing our students continued access to mental health resources and providing best practices and resources to our educators to alleviate anxiety and stress.

Task Force RecommendationsStudent Supports

• Time set aside at the beginning of year and ongoing to meet mental health and relationship needs

• All students have an intro meeting with counselor to discuss what counseling can be used for and what is private, ask questions, and have counseling become more familiar

• Students meeting more regularly with mental health providers

• Sports and clubs: still find time to meet as this is community and connection for students

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Mental Health Task Force RecommendationsStaff Supports

• Restorative classroom practices.

• Team teaching: some staff stay home and some teach in person to alleviate anxiety about doing double duty.

• Staff needs should be addressed prior to school starting and planned for ongoing support as school begins. Make multiple sessions available that staff can opt into one that is convenient for them.

• Teachers mentoring each other based on grade and subjects taught.

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Mental Health Family Supports

• Book studies/support groups

• Support and coaching for parents on how to support in person and online learning

• Skill building sessions that build on what students are being taught about SEL skills

• Building stronger relationships and connections with mental health providers

Additional Resources Available to Students, Staff, and Parents• Resources available regarding mental health

• Creatively integrating mental health into all of the curriculum and classes

• PD around trauma, MH/SEL, Restorative Processes

• Student PD on signs of stress, how to talk with peers, when to seek out support and resources

• PD for teachers on how to talk with each other and students about stress and loss

Special EducationThe provision of special education and related services operates within the broader context of the general

education curriculum and instruction, which continues to be a driver. There is a continuum of teaching and learning connected by the IEP as written, amended IEP, or revised IEP for students with disabilities as we prepare for the fall.

Common Expectations

● Special education staff will have the same teaching expectations as general education.

● General education and special education teachers should meet weekly (if possible) to review IEP goals and co-plan; special

education providers should be included in school PLC work.

● Teachers should explicitly teach the students and parents how to use any online platform or application that will be utilized for virtual instruction.

● Building leaders should have consistent expectations for all providers in their school about how services are delivered.

● IEP teams will complete all IEP processes and documentation if individual students or families decline specific services or

instruction.

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Gifted EducationDCSD will continue to partner with families and our community to recognize and support high potential/advanced/gifted learners who require differentiated programming to meet their educational needs and prepare them for their chosen endeavors in society.

The DCSD Gifted Education Team, school Gifted Education Facilitators, general education teachers and support staff will continue to offer resources and support best practices to meet the social-emotional needs of gifted learners, including those of Twice-Exceptional (2e) Learners.

• Each school will continue to implement equitable and accessible structures and systems to seek out and nurture student potential, including all aspects of the DCSD referral and evaluation/identification.

• Gifted Education Facilitators will collaborate with teachers, counselors, and other school staff (as appropriate) to provide gifted programming and monitor and update Advanced Learning Plans based on a hybrid or remote learning environment.

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English Language DevelopmentThe DCSD ELD program will adhere to and comply with requirements and guidance from the US Department of Education, the Office for Civil Rights, the Department of Justice, the Colorado Department of Education, and the DCSD program plan. The English Learner identification and redesignation process will be implemented according to specific guidance as communicated by the above agencies.

Collaborative frameworks will be maintained regardless of instructional model with the following common expectations:

• Elementary prioritized due to level of language/academic need and independence..

• Balance integration of students and intensive support of ELs.

• Maintain clustering students and collaborative instructional framework.

• Additional support and parent communication in a language families can understand.

• Continue to expand technology support (devices and hotspots).

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Next StepsEngage all DCSD staff in preparation for the upcoming school year to include both in-person and eLearning to include the following:

● Prepare buildings and buses for social distancing.

● Support school leaders in identifying eLearning teachers and schedules within their buildings.

● Expand current staff professional development to include health and safety measures as well as researched-based eLearning instruction pedagogy.

● Develop communication plan and toolkit for school leaders.

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Documents

Task Force Recommendations Board of Education · 2.Task Force 3.Surveys 4.Recommendations 5.Next Steps 14. Health and Safety Social Distancing The guidelineswithin a school settingare