Return to Ne New Learning Instructional Planning and C and Cons - - PowerPoint PPT Presentation

Return to Ne New Learning Instructional Planning and C and Cons nsider iderat atio ions ns

July 8, 2020 Rita Goss, Associate Superintendent for Student and Professional Learning Al Ciarochi, Associate Superintendent for Facilities and Support Services Matthew Guilfoyle, Associate Superintendent for Communication and Informational Technology

Neighboring School Divisions

• Loudoun County Public Schools – appears School Board approved

50 percent capacity model with students attending in-person two days a week

• Fairfax County Public Schools – appears they have proposed a

similar 50 percent capacity model with students attending in- person two days per week

• We continue to collaborate with Manassas Park City and

Manassas City school divisions - appear to be looking at similar all virtual and combined in-person/distance learning options

Building on Successes and Challenges from Spring 2020

• Introduced Virtual Schoolhouse
• Began device purchase and delivery to students
• Division instructional support staff developed learning activities, choice boards, lesson

plans, and units to reduce workload for teachers and support review learning with students at all levels.

• Student Learning redesigned all Staff Communities pages for every content area to

support teachers

• A Home Learning page was developed for families with multiple online and printable

resources

• After Canvas was adopted as our new Learning Management System (LMS), initial focus

groups of representative teachers were formed representing all three levels and all subject areas.

• Conducted weekly parent EdCamps for English Learner families in multiple languages
• ther than English

Return to New Learning Task Force for Instructional Planning

• 90 representative leaders, teachers, and staff member participants
• 21 out of the 90 members are teachers, counselors, or instructional coaches from

schools

• More than 50 percent of members are school based teachers and leaders

representing all levels, Title I and non-Title I schools, all areas of the county, all subject areas

• Together members have spent a combined total of hundreds of hours working

together over the last 5 weeks to look at reopening from a multitude of lenses

• Three main work groups – Canvas, MasteryConnect, Logistics (scheduling models for

learning, instructional delivery for students, transportation capabilities, facilities impacts, etc.)

• Work groups facilitated by three directors from Department for Student and

Professional Learning

• Smaller work subgroups for elementary, middle, and high school for each

Contributions and Acknowledgements

Adam Russo School Food and Nutrition Services Jason Calhoun The Governor's School Adriane Harrison Mountain View ES Jim Dutrow Lake Ridge MS AJ Phillips Information Technology Joe Graczyk Benton MS Al Ciarochi Support Services John Windley Facilities Services Alana Walmsley Special Education Julie Vuillemot Human Resources Amanda McCulla Pennington Traditional School Ken Bassett Student Learning Andy Jacks Ashland ES LisaMarie Kane Osbourn Park HS Becky Yellets Special Education Lynmara Colón EL Programs and Services Brandon Boles Potomac HS Michael Kelchin Gravely ES Brian Simpson Beville MS Neil Beech Gainesville HS Chris Beemer Woodbridge HS Richard Martinez Forest Park HS Christi Hetrick Human Resources Richmond Hill Student Services Christie Taylor Professional Learning Shirley Posey Transportation Services Christina Lo EL Programs and Services Sirena Montgomery West Gate ES Diana Gulotta Communications Services Steve Smith Forest Park HS Donald Magee Charles J. Colgan Sr. HS Sue Danielson Rosa Parks ES Ed Stephenson Student Learning Tami Eppolite Student Services Eric Worcester The Nokesville School Teresa Polk Student Services Gina Bellamy Student Services Tiffany Hope Unity Reed HS Glynis Taylor Student Services Tim Neall Accountability Hamish Brewer Fred Lynn MS Gwendolyn Issa Woodbridge Middle School / STAAC Chairman Return to New Learning Instructional Logistics Task Force Logistics, Health/Safety, Facilities, and Scheduling Committee Return to New Learning Instructional Logistics Task Force Logistics, Health/Safety, Facilities, and Scheduling Committee

Contributions and Acknowledgements

Amy Larrick Professional Learning Cathy Porter-Lucas Gainesville MS Dina Ashley Accountability Donna Stofko Student Learning Donna Wilder Professional Learning Inmar Romero Independence Nontraditional School Kate Chatman River Oaks ES Kathryn Forgas Coles ES Kim Werle Loch Lomond ES Maria Ramadane Graham Park MS Marisa Miranda Glenkirk ES Melissa Viola-Askey Student Learning Michelle Young Freedom HS and Gar-Field HS Neil Beech Gainesville HS Nicole Clarke Triangle ES and Enterprise ES Paul Parker Accountability RJ Luciotti Pattie ES Ryan Ferrera Battlefield HS Tim Cruz Information Technology Services Mastery Connect Task Force

A.J. Phillips Information Technology Services Ken Bassett Student Learning Aaron Cebular Professional Learning Kim Werle Lock Lomond ES Adair Solomon Cedar Point ES Kris Gushue Student Learning Adam Daniels Patriot HS Lauren Daley Student Management and Alternative Programs Aerica Williams River Oaks ES Lynmara Colón EL Programs and Services Amanda Parks Montclair ES Maggie Pompa Yorkshire ES Amanda Wilder Head Start Marcia Infante Occoquan Elementary Andy Wolfenbarger Information Technology Services Mark Boyd Vaughan ES Bethany Houser Battlefield HS Matthew Phythian Bull Run MS Cami Craig Marsteller MS Meghan Morse Parkside MS Christie Taylor Professional Learning Melissa Edmonds Kyle Wilson ES Christy Barcalow Graham Park MS Michelle Roper Special Education Dave Cassady C.D. Hylton HS Prudence Jarvis George Hampton MS Debbie Miller Information Technology Services Ralph Block Independence Nontraditional Diane Harazin Information Technology Services Richard Nichols Unity Reed HS Dina Ashley Accountability Ron Whitten Covington-Harper ES Erika Frazier Woodbridge MS Ryan Holt Professional Learning Gail Drake Battlefield HS Sheila Huckestein Accountability Jeff Girvan Student Learning Stacia Cartlidge Student Learning Katie Engelmeier Porter Traditional School Stephanie Evers Battlefield HS Kelly Cortez Haymarket ES Stephanie Richards Tyler ES Canvas Task Force Canvas Task Force

Contributions and Acknowledgements

Karen Martin

Superintendent’s Advisory Council on Instruction

Vanessa Olson

Superintendent’s Advisory Council on Instruction

Tracy Blake

Superintendent’s Advisory Council on Instruction

Rana Kahl

Superintendent’s Advisory Council on Instruction

Doresa Pickett

Superintendent’s Advisory Council on Instruction

Timothy Kirkpatrick

Superintendent’s Advisory Council on Instruction

Lisa Darcy

Superintendent’s Advisory Council on Instruction

Rojan Robotham

Superintendent’s Advisory Council on Equity

Kate Olson-Flynn

Superintendent’s Advisory Council on Equity

Cynthia Young Buckley

Special Education Advisory Council

Maria Johnson

Safe Schools Advisory Council

Russ Keating

Career and Technical Education Advisory Council

Leigh Epperson

Gifted Education Advisory Council

Catherine Strasburg

Engaged community members

Helga Sanchez

Engaged community members

Aurora Hurtado

Engaged community members Representative Parent Focus Group Elected officers and representatives from the Division’s various community advisory councils and engaged community members.

• Governor Northam’s Phased

Reopening Plans;

• Centers for Disease Control and

Prevention;

• Virginia Department of Health;
• Virginia Superintendent of Schools,
• Dr. Lane;
• Virginia Department of Education;
• State-wide and Regional Taskforces;
• Virginia High School League; and
• Education professional associations.

Instructional Task Force Members Read and Considered Guidance From Multiple State and Federal Sources While Planning for New Learning

Classroom Capacity Canvas/MasteryConnect Training for Students, Staff, Leaders, and Families Cleaning/Disinfecting ng Needs ds Transportation Capacity and Schedules Engagement/ Attendance Continuity of Instruction Academic Scheduling Health, h, Well-Being ng Gui uida danc nce and nd Suppo upports Assessing ng and nd Addr ddressing ng Learni ning ng Gaps

Key Impact Considerations for Instructional Planning

Overall Principles

• f Instructional

Planning for Possible In- Person, Virtual, and Combined Learning Models

Student and Staff Health and Safety – impacts on staffing, instruction, and learning Equity - Protect and Support the Most Vulnerable Agility - multiple models that can adapt to changing circumstances and different contingencies Examine Feasibility / Learning Impacts of Multiple Models and Scenarios

VDOE “Recover, Redesign, Restart” Aligned Steps to Ensure Equity

• Focus on meeting student needs first – special considerations for

vulnerable student groups, learning loss during the closure

• Focus on access and adequate academic, social/emotional, behavioral

and other needed supports

• Ensure Divisionwide support and translated communication to ALL

families

• Implement the VDOE Return to Learning Equity Audit

Examples of Guiding Questions /Considerations

• What information/research might we need to be gathered in order to develop

new learning recommendations?

• What are some lessons learned from different grade levels based on the last

few months of distance learning?

• What are recommendations for common course module / course shell

components on Canvas?

• What are the different considerations with relation to a face-to-face or distance

learning?

• What might be the differences in the implementation of each schedule at the

elementary, middle, high school, and central office levels?

• What are the recommendations for baseline assessments for elementary,

middle, and high school?

Learning Management System - Canvas

• Canvas is a unifying pre-K through 12 web-based, learning management system, that

provides first-in-class access to learning resources

• Primary system for delivery virtual/distance learning content and communication

regarding student needs and progress

• Utilized for PK-12 to continue to offer current level of course offerings
• Develop and utilize common course modules to ensure consistent and viable

curriculum in all courses for all students

• Embed Special Education, English Learner, Gifted Education, Advanced Learning

supports in all courses

What Can Students and Parents Expect This Summer and Fall ?

• Live and recorded summer training for students and parents in multiple

languages

• Additional Parent EdCamps in multiple languages
• One main platform to access all course calendars, activities, assignments, and

assessments

• Embedded supports, scaffolds, and enrichment for students with disabilities,

English learners, Gifted learners, struggling and advancer learners

• Students can demonstrate learning in a variety of ways
• Students easily receive feedback and parents easily monitor progress
• Class announcements in this same platform
• Students can easily collaborate with peers and interact with their teachers

What Can Teachers, Leaders, and Staff Expect This Summer?

• Live virtual and recorded summer training for leaders, teachers, and staff on Canvas and

MasteryConnect

• Ongoing training opportunities on the use of live virtual platforms such as Zoom and Microsoft

Teams

• EdCamps and scheduled zoom meetings to address ongoing needs and questions at different

levels

• Advertised opportunities to positively participate and contribute to the work of the Instructional

Task Force

• Continued additional professional learning opportunities on virtual best practices and supporting

the full range of learners with combined in-person and distance learning

• Ongoing development of completed core course modules made available for customization
• Ongoing instructional updates on continuing work in preparation for reopening
• Ongoing lesson, materials, resource updates to Canvas
• Instructional support to assist teachers and leaders in implementing systems for managing the

changes and workload

Ongoing Work Required to Implement Canvas LMS

• Over 700 courses PK-12
• Work is underway to develop multiple modules per course to cover all

standards

• 700+ courses = approx. 6,900+ modules in total
• To reduce workload on teachers and provide consistent distance

instruction and learning - modules are being developed on Division level by central office instructional staff and teachers

• 161 teachers hired off contract to support this work

Divisionwide Assessment Platform - MasteryConnect

• Unified assessment system for Elementary, Middle, and High School
• Fully integrated with Canvas
• SOL aligned and technology enhanced item banks for the creation of formative,

summative, benchmark assessments

• Teachers can see student learning results in a variety visual ways
• Allows for development and sharing of common assessments
• Supports collaborative work of PLC and Collaborative Learning Teams

What Do Canvas and MasteryConnect Mean for Our Division ?

• A more equitable and consistent delivery of learning content and activities to all

students across schools, levels, and courses

• A more unified system for planning, delivery of learning content, assessment of

and for student learning

• Single system that improves and enhances communication with parents and

students, teacher collaboration, sharing of best practices, and creation and sharing of common assessments

• Easy to use integrated systems that support replicating excellence across the

Division

• Improved monitoring/feedback capabilities for virtual instruction and learning
• Single learning management system used by all levels to develop course

calendars, activities, assignments, and assessments

Possible Instruction and Learning Models for 2020-21

• Virtual Schoolhouse 2.0 – utilized if we do not reopen this fall to in-person learning or

could be utilized during any school closure in the future.

• Combined In-Person and Distance Learning – could be utilized in alignment with the

Governor’s Phase III guidance. Includes 50 percent, 30-35 percent, and 25 percent models for reduced numbers of students attending in-person classes.

• Distance Learning only – could occur concurrently with the combined in-person and

distance learning model and utilized for students unable to return for in-person learning.

• In-Person only – a return to this model for staff and students may be utilized in Phase IV

and beyond depending upon the specific guidance from state and federal officials and agencies.

Phased Reopening and Health Guidance

Virtual Schoolhouse Only Schedule- Elementary Schools

Virtual Schoolhouse Only Schedule- Middle Schools

Recommended 20 minutes of live instruction for each class daily. Schools may follow a 6- or 7-day period day schedule Monday-Live Support /Office Hours 9:00-10:30 a.m. PE 9:30-11:00 a.m. Music 10:00-11:30 p.m. Encore 10:30-12:30 p.m. Counseling 11:00-12:30 p.m. ESOL 11:30-1:30 p.m. World Language 12:00-1:30 p.m. Social Studies 12:30-2:00 p.m. Science 1:00-2:30 p.m. Math 1:30-3:00 p.m. Language Arts

Virtual Schoolhouse Only Schedule- High Schools

• All Teachers required to have 30

minutes of live instruction per period

• 120 minutes of live instruction per

week/per class

• Students have 3.5 hours of screen

time per day

• All teachers provide live

interventions and support for individual or small groups on Mondays

What Can Parents and Students Now Expect from an All Virtual Schoolhouse?

• Common, easy to use, first in class learning management system – Canvas
• Continued access to all courses including core content, World Language, Arts, Music, CTE,

PE, and other electives

• Continuation of Dual Enrollment and Specialty Programs
• Consistent schedule and experience for all students at elementary, middle, and high

school

• Live virtual instruction at all levels
• Additional live virtual instruction and other supports for vulnerable learners
• Easily accessed course materials, recorded content, assessments, and resources
• Differentiated support including written assignments and alternative forms of assessment

for students as appropriate

• Division and school supports for students and families needing a device or connectivity
• Ongoing monitoring and adjustments to ensure high quality experiences for all students

Monday Tuesday Wednesday Thursday Friday

Teacher Planning and/or Professional Learning Vulnerable Group 1 Vulnerable Group 1 Vulnerable Group 1 Vulnerable Group 1 Virtual Home Visits to support students and families. Group 2 Group 3 Group 2 Group 3 Group 3 accesses home learning support through Canvas Group 2 accesses home learning support through Canvas Group 3 accesses home learning support through Canvas Group 2 accesses home learning support through Canvas

Sample Preschool Combined In-Person / Distance Learning 50 Percent Capacity Model

Sample Combined In-Person/ Distance Learning 50 Percent Model

Monday Tuesday Wednesday Thursday Friday

Teacher Planning and/or Professional Learning Vulnerable Group 1a, 1c, 1d Vulnerable Group 1a & 1b Vulnerable Group 1a, 1c & 1d Vulnerable Group 1a & 1b Live/synchronous distance instruction and learning support for Distance only students. Group 2 Group 3 Group 2 Group 3

Group 1b & Group 3 access distance learning through Canvas Group 1c, 1d & 2 access distance learning through Canvas Group 1b & 3 access distance learning through Canvas Group 1c, 1d & 2 access distance learning through Canvas

Sample Combined In-Person/ Distance Learning 30-35 Percent Model

Monday Tuesday Wednesday Thursday Friday Teacher planning and/or professional learning. Vulnerable Group 1a, 1b & 1c Vulnerable Group 1a, 1c, & 1d Vulnerable Group 1a, 1b & 1d Additional live distance learning support for Distance

• nly and/or
• ther students

based on needs Live distance instruction and learning support for Distance only. Group 2 Group 3 Group 4 Group 1d, 3 & 4 access distance learning through Canvas Group 1b, 2, & 4 access distance learning through Canvas Group 1c, 2 & 3 access distance learning through Canvas

Sample Combined In-Person/ Distance Learning 20-25 Percent Model

Monday Tuesday Wednesday Thursday Friday Teacher planning and/or teacher professional learning Vulnerable Group 1a & 1b Vulnerable Group 1a, 1c, & 1d Vulnerable Group 1a & 1b Vulnerable Group 1a, 1c, & 1d Live distance instruction and learning support for Distance only students. Group 2 Group 3 Group 4 Group 5 Group 1c, 1d, 3, 4 & 5 access distance learning through Canvas Group 1b, 2, 4, & 5 access distance learning through Canvas Group 1c, 1d, 2, 3, & 5 access distance learning through Canvas Group 1b, 2, 3, & 4 access distance learning through Canvas

Sample Schedule for Distance Learning Only Model

Monday Tuesday Wednesday Thursday Friday

Teacher planning and/or teacher professional learning. Recorded distance learning using Canvas, Virtual Virginia, and PWCS VHS as appropriate. Recorded distance learning using Canvas, Virtual Virginia, and PWCS VHS as appropriate. Recorded distance learning using Canvas, Virtual Virginia, and PWCS VHS as appropriate. Recorded distance learning using Canvas, Virtual Virginia, and PWCS VHS as appropriate. Live distance instruction and support for distance-

• nly students at

specified school/teacher advertised time.

What Can Parents and Students Expect from a Combined In-Person / Distance Learning Model with a Concurrent Distance Only Model?

• Most students will attend school in-person one to two days per week depending on the model
• Some Vulnerable students will attend in-person up to four days per week
• Families may choose to a Distance Only model for their students – asked to commit to first

semester

• Students not in school will access their instruction and learning through recorded content,

materials, and resources on Canvas

• All students will be instructed according to their needs with appropriate supports, supplemental

aids, and accommodations, in alignment with the implementation of EL Service Delivery Plans, IEPs, 504 Plans, as well as, other academic, social/emotional, and behavioral support plans.

• Students in need of additional instruction, interventions, support, and enrichment will receive

additional live and/or recorded support from their teacher as appropriate

• To allow for instructional and logistical adjustments in the first weeks of school, after school

activities will begin to be offered in late September or early October

• On a case by case basis, athletics will be offered in accordance with health and Virginia High School

League guidance

• Ongoing training, technical support, and opportunities to provide feedback

What Can Teachers and Staff Expect from a Combined In-Person / Distance Learning Model with a Concurrent Distance Only Model?

• Most student groups will attend school in-person one to two days per week depending on the

model

• Teachers will teach students face-to-face four days per week – Tuesday through Friday
• Mondays will be teacher planning and professional learning days with a block of time for live virtual

instruction and support of Distance Only students

• Teachers will utilize Division developed core course modules to provide virtual/distance learning

content to students

• Teachers will be able to personalize modules by adding recorded content, materials, and resources
• n Canvas
• Teachers will instruct all students according to their needs with appropriate supports, supplemental

aids, and accommodations, in alignment with the implementation of EL Service Delivery Plans, IEPs, 504 Plans, as well as, other academic, social/emotional, and behavioral support plans.

• Teachers will continue Co-teaching and Co-planning
• Ongoing professional learning, instructional technology coaching support, and opportunities to give

feedback

Sample In-Person Elementary Daily Class Schedule/Considerations

Language Arts: 120 minutes Math: 120 minutes Encore: 45 minutes Lunch/Recess: 60 minutes

*In-Person Instruction intentionally focuses on language arts and math. Cross-curricular integration will ensure that Science and Social Studies content will be covered.

• Students will access all subject content through

Canvas on Distance Learning Days.

• Movement/Brain breaks will occur throughout the

day.

• IBPYP Schools have AM and PM Windows of

Inquiry for Language Arts and Math instruction.

• Start and end times will vary by building.
• In order to ensure consistent learning times for all

student groups, Bus Group B is scheduled for additional language arts to make up for the staggered arrival in the morning.

Sample In-Person Middle School Daily Class Schedules/Considerations

• Possibly no lockers assigned; students would carry limited items as appropriate to each class and utilize backpacks if

necessary

• As students arrive at school bring them straight in for breakfast and directly to first period class
• Each grade level enters and exits through their own assigned door

Sample In-Person High School Daily Class Schedule/Considerations

• Use common rituals to build community.
• Counseling services via virtual appointments.
• Train students in digital citizenship activities

to ensure a positive virtual environment.

• Direct instruction recorded whenever

possible with in-person time focused on guided practice and providing feedback.

• Live time with students in a virtual

environment by each teacher, for a minimum

• f 30 minutes weekly, per class they teach.
• Recorded and independent work will be

designed to engage students in their learning.

What Can Everyone Expect When Students Attend School In- Person?

• In support of a safe and healthy learning environment families and staff will receive clear

communication on health and logistics procedures as well as student/family expectations, and available support

• Students will attend all classes and/or be instructed in all assigned content areas
• Students will be instructed according to their needs with appropriate supports, supplemental

aids, and accommodations, in alignment with the implementation of EL Service Delivery Plans, IEPs, 504 Plans, as well as, other academic, social/emotional, and behavioral support plans

• Students will be able to access social/emotional support through our professional counselors

and other mental health professionals

• Labs, performance, and hands-on elements will be the focus of in-person instruction for

students taking CTE, Science, or Performance-based classes such as music, fine and performing arts, and PE

• Students will be supported with clearly displayed reminders on expectations and supports for

social distancing and other health procedures

Summer Ongoing Feedback - Input - Work

• Parent and Family Surveys – Initial and Follow-up
• Employee Surveys – Initial and Follow-up
• Expansion of task force membership with continued work group meetings
• Ongoing meetings and feedback from parent focus group
• Ongoing development of core course modules for all courses
• Multiple training sessions for leaders, staff, parents/families, and students
• Ongoing communication in multiple languages with instructional updates,

health guidance, schedule updates, and available supports

One Team, One Goal, World-Class!

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Serv rvice ces – Dur uring ng Pa Pandem ndemic

FACILITIES SERVICES

• Repairs, construction projects, trailer

relocations

• Building shutdown actions
• Maintenance checks at all facilities
• Utility conservation
• Monitor HVAC systems
• Flushed water systems and conducted

sampling

• School naming and boundary processes

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Su Support

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Serv rvice ces – Dur uring ng Pa Pandem ndemic

FACILITIES SERVICES

7/8/20 39

• Continued building repairs, major maintenance projects, major renovations, and new school

construction projects. Also continued grounds maintenance (mowing and landscaping) and life safety inspections (fire alarms, sprinklers, intercoms, elevators, etc.). Relocated +/- 60 portable classrooms for student capacity fluctuations.

• COVID Safety Awareness training provided for all employees to ensure working according to CDC
• guidelines. Proper Personal Protective Equipment (PPE) provided.
• Continued other critical business functions such as end of year physical inventory count.
• Daily/weekly maintenance checks at over 100 facilities
• Shutdown/setback utilities to conserve energy
• Monitored HVAC systems and replaced filters
• Flushed water systems and conducted water sampling
• Facilitated naming of schools and boundary adjustments.
• Collaborated with IT to conduct new virtual community meeting process.

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TRANSPORTATION SERVICES

• Fleet maintenance / sanitizing
• Exercised fleet to ensure operational buses
• Vehicle inspections
• Inspected/cleaned/sanitized equipment
• Developed various scheduling models
• Professional development and new driver

training

• Virtual classroom and behind-the-wheel
• Food distribution

Support Services – During Pandemic

7/8/20 41

Support Services – During Pandemic

TRANSPORTATION SERVICES

• Continued Fleet Maintenance:
• Sanitized entire vehicle fleet.
• Conducted vehicle inspections.
• “Exercised” bus fleet to ensure buses remained operational.
• Inspected/cleaned/sanitized all special needs equipment.
• Training
• Completed professional development trainings.
• Resumed driver candidate training (virtual classroom and behind-the-wheel).
• Conducted weekly virtual Zone Meetings to provide critical information and maintain contact with

employees.

• Developed various scheduling models for the start of school.
• Worked at 22 food distribution sites.

Support Services – During Pandemic

7/8/20 42

SCHOOL FOOD AND NUTRITION SERVICES

• Served over 725,000 meals at 22 sites
• Kitchen shutdown actions
• Consolidated food to minimize waste
• Extensive end of year cleaning and

sanitizing

Su Support

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Serv rvice ces – Dur uring ng Pa Pandem ndemic

• Served 725,000 meals at 22 school sites since March 16.
• Food distribution will continue for remainder of summer and into

the school year.

• Crucial kitchen shutdown actions:
• Shutdown kitchens not in use.
• Performed extensive end of year cleaning and sanitizing.
• Consolidated food at 95 sites to minimize food waste.

SCHOOL FOOD AND NUTRITION SERVICES

Support Services – Return to School

FACILITIES SERVICES

• Custodial teams prepared / trained
• Enhanced cleaning protocols
• Regular disinfection of “high-touch areas”
• Facility modifications
• Age appropriate signage
• Plexiglass partitions for high traffic areas
• Hand sanitizer stations
• Fresh air considerations for HVAC systems
• Student capacity and physical spacing

7/8/20 44

Support Services – Return to School

7/8/20 45

FACILITIES SERVICES

• Custodial teams prepared / trained:
• Determined appropriate disinfectants for Division-wide use.
• Determined appropriate custodial equipment and PPE.
• Custodians trained for enhanced cleaning protocols.
• Custodians will conduct regular cleaning/disinfecting during and after school.
• Placing emphasis on “high-touch” areas throughout the school.
• Utilizing cleaning protocols developed for positive COVID-19 cases.
• All staff encouraged to clean “high-touch” areas throughout the day (video

produced).

• Purchased equipment for enhanced cleaning (electrostatic disinfectant

sprayers, manual/battery operated pump sprayers, foggers).

Support Services – Return to School

7/8/20 46

FACILITIES SERVICES

• Facility modifications
• Age appropriate signage developed.
• Plexiglass partitions for use in public/high traffic areas.
• Hand sanitizer stations in public areas.
• Hand sanitizer, disinfectant, gloves, and paper towels in all rooms.
• Purchased/installed additional paper towel dispensers for schools.
• Bathrooms stocked with soap and paper towels.
• Sinks and urinals closed when not within six feet distancing.
• Floors with six-feet distancing tape.
• HVAC running before, during, and after school to ensure proper fresh air cycles.
• Auditing and evaluating HVAC systems to ensure compliance with fresh air standards.
• Evaluating the ability to increase the MERV filter ratings in schools.
• Developed school floor plans and protocols for determining new student capacity and

physical spacing.

Support Services – Return to School

FACILITIES SERVICES - Student capacity and physical spacing

7/8/20 47

Support Services – Return to School

FACILITIES SERVICES

• Student capacity – sample

floor plan with square footage

7/8/20 48

Support Services – Return to School

7/8/20 49

TRANSPORTATION SERVICES

• Scheduling scenarios
• Bus routes designed around distancing requirements
• Employee and student bus protocols
• Face coverings
• Air circulation with open windows in front and rear of bus
• Cleaning protocols with approved disinfectant
• Student ridership capacity
• Elementary: one student per seat = 24 students on a 77-passenger

bus

• Middle/High: one student in every other seat = 12 students on a 77-

passenger bus

C2 BUS DR FRONT DOOR 1 2 3 4 5 6 7 8 9 10 11 12 EMERGENCY DOOR 71 in 70 in

72 in 59 in

Support Services – Return to School

7/8/20 50

TRANSPORTATION SERVICES

• Developed numerous scheduling scenarios
• Developed potential bell schedules with single, double, and

triple bus runs per school

• Bus routes designed around distancing requirements
• Collaborated with several departments to ensure as seamless

as possible return to school regarding all Specialized Transportation student needs, i.e. MKV, Private Placement, Special Needs, and vendor support.

Support Services – Return to School

7/8/20 51

TRANSPORTATION SERVICES

• Developed employee/student bus protocols and training videos
• Acquired disinfectants, gloves, and paper towels for cleaning
• Students encouraged to wear face coverings on buses
• All buses are air-conditioned. Windows in front and rear seats will be open for

air circulation (as weather permits)

• Students will board and exit bus while maintaining six-feet distancing
• Transportation staff will utilizing cleaning protocols developed for positive

COVID-19

• Determined maximum student ridership based upon CDC guidelines
• Elementary - one student per seat. 24 students on a 77-passenger bus

(use of high back seats and face coverings as mitigating strategy) (siblings can sit in same seat)

• Middle/High - one student in every other seat. 12 students on a 77-

passenger bus (face coverings will be used as a mitigating strategy)

Support Services – Return to School

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SCHOOL FOOD AND NUTRITION SERVICES

• Modified processes
• Fixed menu
• No buffet self-service or food sharing
• No pin pads
• Six-foot distancing
• Food deployment methods
• Elementary – touchless service delivered to

classrooms

• Middle/High – “Serve and go” meals to take back to

classroom

• Meal distribution for days not in school

Support Services – Return to School

7/8/20 53

• Modified process in accordance with USDA, VDOE, CDC, VDH:
• Developed menu models to address nutritional requirements. All menus will be a modified, fixed

menu, including two hot entrees (one vegetarian option) and two cold entrees.

• USDA and VDOE encourage use of cafeteria lines except when not practical in schools.
• Per CDC guidelines, all components of the meal will be served to students, no buffet style self-
• service. Food sharing is also being discouraged.
• No pin pads will be used. To reduce common touch points, students will be identified utilizing rosters

and/or ID cards.

• Developed kitchen staff protocols in accordance with VDH, USDA, and CDC guidelines.
• All cafeteria sites will be supervised by a ServSafe certified food manager (over 300 staff certified).
• Per the VDH food employee reporting agreement, all staff are required to conduct a personal health

screening survey each day prior to coming to work.

• All staff will be provided and will use appropriate PPE as recommended by CDC guidelines.
• Maintain six-foot distancing requirements when receiving meals. Partitions will be utilized when

distancing is not possible.

• Use of floor tape or cones to ensure proper distancing.

7/8/20 54

• Food deployment will vary based upon student age, school design, and student enrollment:
• Elementary Schools
• Students will place orders in classrooms by either utilizing standing orders (students get the same meal each

week) or lunch selections are made at breakfast utilizing rosters.

• Meals will be delivered to the classroom utilizing touchless service in each room.
• PWCS Nutrition will work with building administration to ensure plans are tailored for their unique school

layouts and situations.

• Middle and High Schools
• Students will continue to order in the line from a modified menu for speed. Staff will prepare provisions

utilizing data and leveraging technology for production.

• Students walk to cafeteria (while maintaining six-feet distancing) and receive “serve and go” style meals to

take back to the classroom.

• Special consideration will be given for classroom delivery to Special Education classes or classes that pose

geographic/logistic challenges.

• PWCS Nutrition will work with building administration to ensure plans are tailored for their unique school

layouts and situations.

• Developed methods to provide meals for free/reduced students when not physically attending school.

Su Support

• rt Se

Service ces – Re Return to School

HUB and Scheduling Considerations

• All ~92,000 schedules will need to be “re-invented” for school year

depending on scenario.

• Students will be assigned into “houses” within Hub for scheduling

through a combination of manual and automated processes.

• More “choice” equals more complexity – e.g., allowing choice of

virtual vs in-person, aligning siblings, etc.

• Transportation scheduling and loading class rosters into Canvas

Learning Management System dependent on class scheduling completion.

Technology Digital Equity Considerations

• All High School Students will have access to a device in August.
• All High School Students will have same laptop by November

(approximately 28,000)

• Middle Schools and Elementary Schools will prioritize devices for

students with none at home.

• WiFi Parking Lots will be available at all Middle and High schools by the

start of school.

• Comcast Cares will be promoted as possible low-cost alternative for

qualifying families along with other approaches.

• Bandwidth at schools is 10G – synchronous learning would need to be

staggered within schools.

Return to New Le Learning Instructional Plan Plannin ing an g and C Consid ider erat atio ions

July 8, 2020 Rita Goss, Associate Superintendent for Student and Professional Learning Al Ciarochi, Associate Superintendent for Facilities and Support Services Matthew Guilfoyle, Associate Superintendent for Communication and Informational Technology