Victoria ISD School Year Responsive Return Plan

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1 Victoria ISD School Year Responsive Return Plan RETURNING: Determine multiple paths for a return in SY , with the expressed intent to address the needs of all students. REIMAGINING: Rethink the way and teaching are designed so that the entire district community can thrive. REVAMPING: Build agile and responsive practices to support all students and families in a time of crisis. REFLECTION: What We Learned In the first weeks of responding to the impacts of COVID-19, our leadership team was focused on meeting immediate needs: device distribution, meal delivery, meeting State requirements, and providing regular communication. In planning for our sustained response to this pandemic, capturing what we have learned is the most important thing we can do now to help us ensure that all students will have the support they need to be successful moving forward - whatever the variables may be. In planning our continued response to this situation, here is what have we learned about the way we will need to: Learning Framework Grading and Monitoring Support Teachers Radical Transparency with Families Paper packets are difficult to distribute (easier at elementary) not an effective means of instructing students at secondary. Videotaped lessons from teachers are needed if we are to continue any type of blended distance. Both Synchronous and Asynchronous opportunities would be beneficial to students in a fully distance environment. The estimated time allotment for distance lessons/assignments should be inclusive of the time needed to read, understand, and prepare to Students and their parents operating virtually should be required to attend an initial TEAMS 101 Training. Students will be monitored by the classroom teacher using the Microsoft TEAMS application. We should identify one platform. Liked SeeSaw but feel it is important to identify one platform like TEAMS. Really need a singlesign on platform for all. Teachers should check in with students at a minimum weekly. Paper packets allow for progress monitoring but teachers were overwhelmed with so many pictures and Teachers will provide assignments that monitor student mastery weekly and will have at a minimum one grade per week. Revise our grading guidelines to meet the need of the change in instruction. Distance increases the likelihood of academic dishonesty. It is difficult for teachers to manage large amounts of student work in s, comments, and multiple formats for the same assignment. Staff need training on documentation and reflective practices. Assessment Teachers will need (and want!) training on blended and technology. Teachers appreciate thoughtful planning that provides them with time to be successful with instructional shifts. Defined expectations are needed for all staff. Administrative, non-classroom, classroom, paraprofessionals Define expectations for live instruction. Limited time to prepare and limited instruction to teachers about how to use technology. Live meetings with students created very positive motivation and addressed mental health for both the students and the Exchange around the complex and Complicated to different audiences. Remind and Edulink are critical applications to send messages. There may be families who do not respond to our outreach, even with our best efforts. Parents need a significant amount of instructional support in the distance environment. We must continue to improve our outreach and translation to Spanish speaking families. Need to identify a safety net for students who don t have a parent/guardian at

2 Learning Framework Grading and Monitoring Support Teachers Radical Transparency with Families complete the assignment - many activities took much longer than intended. Additional support and the ability to receive immediate feedback is critical to support student. Learning expectations is important to identify at all levels. Critical to identify the essential standards and focus on the essential skills that students need build on this for. Premise of PLC is that teachers have to identify the essential skills so it is important to get that teacher input as these are determined. Need to identify the essential or power standards districtwide for all grade levels and subject areas assignments by students. A plan should be in place to address the language barrier for ELLs, which prevented effective progress monitoring. Technology was not equitable across campuses and the need to pull technology and distribute centrally caused great gaps particularly at the secondary level. Limited portable technology caused gaps in equity and service to students. All instructional staff did not have the portable technology or resources at home to teach all they needed to teach. Need to create a personalized toolkit that could be easily portable. (Essential) Students need access to supports. staff. Need to monitor the expectations for live instruction and be able to support teachers for this way of teaching. Need to identify communication expectations that are best effective. At secondary parents could get calls from multiple teachers. Promote professionalism in TEAMS meetings (dress) by both students and teachers (training) Separation of professional and personal communication. home to ensure. Parent perspective for teacher understanding of remote and instructional delivery When teachers do not reach out what is our back up plan some parents had concerns for limited to no communication. We have always talked about how homework is not very effective, but we know parents need a toolkit, training, supports to help their children. (Short video to support, or a weekly parent zoom/team meeting, how to teach the lesson video) Need a structured plan for parents for student times. Some parents were essential and students were going to daycare. Parents were doing lessons on weekends with their students to catch up. Communication plan is critical for students, parents, teachers. Kids schedules were flipped so teachers got calls late into the night. Personal cell phones used (need something that support anonymity google voice number. Individuals created google accounts but can t be tied to work accounts. Remind accounts help.

3 Building a Responsive Return Plan STEP 1: STEP 2: STEP 3: STEP 4: Identify Knowns and Unknowns Build Scenarios Recognize Consistencies and Prioritize Communicate We can make the choice to bring these s and experiences with us as we return to school. This time period is an opportunity to actively choose what you return to and what you will change. - Forging a Path Forward A Focus on Personalized Learning for All: Look at Findings and Direction Language Educational Equity: Providing the necessary opportunities to all by ensuring that each student has the right to reach their individual potential. Personalized Learning: Personalized calls on educators to [tailor] for each student s strengths, needs and interests including enabling student voice and choice in what, how, when and where they learn to provide flexibility and supports to ensure mastery of the highest standards possible. (Aurora Institute). At its core, personalized centers around the learner; ensuring lessons are relevant, accessible, and ultimately build student ownership. Education Elements published The Core 4 Elements of Personalized Learning to name the most common instructional changes that teachers and teams implement when they personalize for students. The following documents were reviewed in the development of this plan: TEA Adjusting School Calendars PowerPoint Additional TEA Guidance Regarding Calendar At this point, Victoria ISD is not considering calendar adjustments, expect to possibly add days to the end of the year that operate like bad weather days. Governor Abbott s Minimum Health Protocols Summer School Operational Guidance from TEA Minimum Health Protocols for Day Camps Minimum Health Protocols for Child Care Centers Other Reopening Guidance American Academy of Pediatrics American Federal of Teachers CDC Interim Guidance for Schools & Day Camps (May 2020) CDC Guidance for Childcare, Schools, & Youth Programs CDC Considerations for Schools Reopening

4 STEP 1: Identify Knowns and Unknowns Getting comfortable with, and distinguishing between, what we know (facts), what we re expecting (assumptions), and what we think (opinions) will help as we plan in the midst of uncertainty. Knowns Known Unknowns Unknown Unknowns COVID slide will likely impact most learners Students will learn next year Digital literacy is no longer optional Students & teachers have experienced an extreme disruption Next year is likely to be a continued disruption Support services are still in place and required (special education, meals, etc.) There are at-home priorities that compete with staff and students We have an LMS platform for delivery of asynchronous online or blended on each campus. TEAMS is great for upper grades, but the SEESAW app is good for lower elementary grades. The District does not have a sufficient number of devices to provide to students who need them. Policies will have to be reviewed and adjusted to reflect new conditions. Teacher professional development (including New Employee Orientation) will have to be reworked to include a distance format for the upcoming school year and for summer. Have limited technology, but the distribution was centralized but should be by campus level and those that personally know the families. Centralizing the distribution created gaps for campus knowledge. Return date/mode Permissible areas of school and how that may impact various programs, i.e. athletics, band, fine arts, etc. Operational requirements related to safety from the State (e.g., social distancing, safety precautions, etc.) Effective implementation of virtual teaching and Grading processes and communication for hard to reach students/families What will testing and accountability look like What ADA funding will look like Number of students whose parents will elect to keep them at home This space is left as a representation that we need to always be ready for things to change and we are aware there are things we don t know yet.

5 STEP 2: Build Scenarios Due to the high number of known unknowns (not to mention unknown unknowns), there are countless realities the district can imagine for the return to school and the operations of the SY Below are three possible realities for planning purposes. Scenario 1 Scenario 2 Scenario 3 Return to Traditional Setting with Social Distancing & Safety Precautions Blended/Hybrid Return Distance Learning Continues Focus (Goals) Providing a safe environment to minimize staff and/or students from unknowingly transmitting or contracting the virus. Designing schedules to support COVID-19 slide impact. Early identification of gaps, missed skills, etc. Providing a safe environment to minimize staff and/or students from unknowingly transmitting or contracting the virus. Supporting teaching and remotely and designing schedules to support innovative types of for different student needs. Providing a safe environment to minimize staff from unknowingly transmitting or contracting the virus. Supporting teaching and remotely for most students. Considering allowances for families at-risk, employment impact, etc. Types of Options Staggered schedules to promote physical distancing Possible homebound instruction for students with disabilities who are medically fragile 10-20% Distance Learning Groups of no more than 11 (including staff) A/B Days AM/PM Shifts 1-2 Week Rotations Primary in school, Secondary online Modified & Accelerated Block to reduce the number of classes (math, reading, writing all year - everything else split over the semesters) Staggered schedules/fixed cohorts to promote physical distancing Certain classes in person (math, reading, writing) with others done via distance for all Possible homebound instruction for students with disabilities who are medically fragile 50%/50% Distance Learning Staff operating either on campus or remotely Combination of asynchronous and synchronous support opportunities (like this spring, but with lesson capture technology) 99%-100% Distance Learning Policy (Attendance) Policy (Social Distancing) Operations (Cleaning, Health, and Hygiene Protocols Operations (School Calendar and

6 Scenario 1 Scenario 2 Scenario 3 Return to Traditional Setting with Social Distancing & Safety Precautions Blended/Hybrid Return Distance Learning Continues Schedules) Operations (Resource Allocations) Needs Curriculum adjustments to address loss of instruction in the spring and to streamline instruction in Appropriate diagnosis of students levels & needs due to the loss of instruction Teacher training & ongoing support for technology & blended District parameters to drive campus schedules Procedures for resurgence of COVID-19, including plans to redeploy remote working and Procedures for handling emergent cases of COVID-19, including: Screening for symptoms in children and staff An isolation room Clear protocols for communicating with students, parents and staff who have come into close/sustained contact with confirmed cases Limiting access to the nurse s office and creating a secondary area for triage for other student illnesses or injuries Communicating directly and immediately with parents and community regarding cases and how the District responded Protections for at-risk staff and at-risk students: Workers with the option to deliver instruction remotely while students are in the building, with students under the supervision of qualified staff Remote for at-risk students Addressing Social/Emotional needs Campus disinfection plan Availability of and training on how to effectively use PPE Social Distancing Plans School lunch plan Restroom policies Locker rooms Recess Curriculum adjustments to address loss of instruction in the spring and to streamline instruction in Appropriate diagnosis of students levels & needs due to the loss of instruction Teacher training & ongoing support for technology & blended District parameters to drive campus schedules Procedures for resurgence of COVID-19, including plans to redeploy remote working and Procedures for handling emergent cases of COVID-19, including: Screening for symptoms in children and staff An isolation room Clear protocols for communicating with students, parents and staff who have come into close/sustained contact with confirmed cases Limiting access to the nurse s office and creating a secondary area for triage for other student illnesses or injuries Communicating directly and immediately with parents and community regarding cases and how the District responded Protections for at-risk staff and at-risk students: Workers with the option to deliver instruction remotely while students are in the building, with students under the supervision of qualified staff Remote for at-risk students Digital Access for EVERY student - no paper packets Childcare (if there is an alternate schedule) Addressing Social/Emotional needs Campus disinfection plan Availability of and training on how to effectively use PPE Social Distancing Plans Curriculum adjustments to address loss of instruction in the spring and to streamline instruction in Appropriate diagnosis of students levels & needs due to the loss of instruction Teacher training & ongoing support for technology & blended Procedures for handling emergent cases of COVID-19, including: Screening for symptoms in staff An isolation room Clear protocols for communicating staff who have come into close/sustained contact with confirmed cases Communicating directly and immediately with parents and community regarding cases and how the District responded Protections for at-risk staff: Workers with the option to work remotely Digital Access for EVERY student - no paper packets Childcare (If staff operate on campus) Social distancing guidelines evidenced in building (for staff) Addressing Social/Emotional needs Campus disinfection plan Availability of and training on how to effectively use PPE Grading plan for distance /hybrid instruction Appropriate adjustments to teacher appraisal process Classroom Swivls (or other lesson capture technology) Single sign-on technology to help manage access to digital licenses Plan to address the specific needs of students with disabilities, economically disadvantaged students, and English language learners Deploying additional devices

7 Scenario 1 Scenario 2 Scenario 3 Return to Traditional Setting with Social Distancing & Safety Precautions PE, band, large classes Class transitions Partitions for up close instruction Adjusted calendar for extended days on the end of the year to cover short term closures Classroom Swivls (or other lesson capture technology) Single sign-on technology to help manage access to digital licenses Grading plan for distance /hybrid instruction Appropriate adjustments to teacher appraisal process How to address needs of remote learners balanced with teacher time and workload (e.g., how to provide virtual office hours with in-person instruction) Plan to address the specific needs of students with disabilities, economically disadvantaged students, and English language learners Transportation plan Policy review & adjustment to meet new conditions How to address students going to intervention from multiple classrooms and potential cross contamination Blended/Hybrid Return School lunch plan Restroom policies Locker rooms Recess PE, band, large classes Class transitions Partitions for up close instruction Adjusted calendar for extended days on the end of the year to cover short term closures Classroom Swivls (or other lesson capture technology) Single sign-on technology to help manage access to digital licenses Grading plan for distance /hybrid instruction Appropriate adjustments to teacher appraisal process How to address needs of remote learners balanced with teacher time and workload (e.g., how to provide virtual office hours with in-person instruction) Plan to address the specific needs of students with disabilities, economically disadvantaged students, and English language learners Deploying additional devices through a device lending plan Hotspot lending plan Transportation plan Policy review & adjustment to meet new conditions Distance Learning Continues through a device lending plan Hotspot lending plan Policy review & adjustment to meet new conditions Instruction (Assessment and Data) Instruction ( Delivery Method) Live instruction sessions Live instruction sessions available based on scheduled times with remote during same time. Lesson Design Cycle for Live/Remote Instruction sessions (Teach essential knowledge (10-15 min with modeling, student practice10 minutes, teacher available for questions during practice, teacher quick assess of knowledge, repeat) Instruction (Curriculum

8 Scenario 1 Scenario 2 Scenario 3 Return to Traditional Setting with Social Distancing & Safety Precautions Blended/Hybrid Return Distance Learning Continues and Pacing) Existing Resources Campus LMSs ( Need single sign-on, TEAMS, Seesaw) Exchange Hours ESPED collaboration portal for remote meetings (504/SPED) Campus LMSs (Need single sign-on, TEAMS, Seesaw) Exchange Hours ESPED collaboration portal for remote meetings (504/SPED) Campus LMSs (Need single sign-on, TEAMS, Seesaw) Exchange Hours ESPED collaboration portal for remote meetings (504/SPED) Equity (Special Populations) Equity (Access) Supports (Whole Child Supports) Supports (Collaboration) Supports (Professional Development) Curriculum Adjustments Technology Blended Learning Addressing student gaps Progress monitoring in a remote environment Curriculum Adjustments Technology Blended Learning Addressing student gaps Progress monitoring in a remote environment Curriculum Adjustments Technology Blended Learning Addressing student gaps Progress monitoring in a remote environment Supports (Communicatio n) Supports (Transparency with )Family and Community Supports (Differentiation) Monitoring (Ongoing Evaluation) Teacher Considerations Technology In each scenario, Victoria ISD Curriculum will need to be adjusted in the summer to address priority standards from the previous school year and to plan for more streamlined, targeted units to be delivered in a variety of formats. As a District, we should be prepared to move into Scenario 3 at any moment. To do so, the following technology considerations must be in place, even if we start the year in Scenario 1.

9 Scenario 1 Scenario 2 Scenario 3 Return to Traditional Setting with Social Distancing & Safety Precautions Blended/Hybrid Return Distance Learning Continues Considerations Staffing Considerations Additional Thoughts Training for online platforms Module training for teachers Video training for families and students to help with access Ongoing support for teachers Single Sign-on Auto-rostering We need to be 1:1 in 6-12 and have enough devices to be 1:1 District-wide - should we consider assigning devices K-12? Enrollment & registration must be conducted entirely online Well defined staff expectations Stipend-based curriculum leads Stipend-based instructional technology coaches Will CARES funding support adding a designated Technology Coordinator? Are there existing positions that need to be reimagined due to changing conditions and the possible need to reduce class sizes (e.g., interventionists, librarian, ISS, etc.)? We need to prepare for scenario 3 and be able to roll out immediately if COVID-19 returns and schools are shut down for an elongated period of time. What is our plan for staff (daycare)? How will we adjust New Teacher Orientation, In-Service, Convocation, Meet the Teacher, and other traditional start of school activities?

10 STEP 3: Recognize Consistencies and Prioritize Impacts: What are the factors present in the scenarios and what are the impacts towards addressing these impacts? Broad Impact: Present in ALL scenarios We know we have to contend with these items no matter what. Curriculum adjustments to address loss of instruction in the spring and to streamline instruction in Appropriate diagnosis of students levels & needs due to the loss of instruction Teacher training and ongoing support for technology & blended Procedures for handling emergent cases of COVID-19 to those inside our buildings, including: Screening for symptoms An isolation room Clear protocols for communicating to those who have come into close/sustained contact with confirmed cases Communicating directly and immediately with parents and community regarding cases and how the District responded Protections for at-risk staff: Workers with the option to work remotely Grading plan for distance /hybrid instruction Appropriate adjustments to teacher appraisal process Swivl or lesson capture technology Single sign-on technology to help manage access to digital licenses Campus social distancing plan (Staff) Campus disinfection plan Availability of and training on how to effectively use PPE Addressing Social/Emotional needs Plan to address the specific needs of students with disabilities, economically disadvantaged students, and English language learners Policy review & adjustment to meet new conditions Intermediate Impact: Present in 2 or more scenarios We know this is likely and therefore top of mind. Procedures for resurgence of COVID-19, including plans to redeploy remote working and District parameters to drive campus schedules Protections for at-risk staff and atrisk students: Workers with the option to deliver instruction remotely while students are in the building, with students under the supervision of qualified staff Remote for at-risk students Digital Access for EVERY student - no paper packets Transportation plan Social Distancing Plans School lunch plan Restroom policies Locker rooms Recess PE, band, large classes Class transitions Deploying additional devices through a device lending plan Hotspot lending plan How to address needs of remote learners balanced with teacher time and workload (e.g., how to provide virtual office hours with inperson instruction) Adjusted calendar for extended days on the end of the year to cover short term closures Targeted Impact: Present in only 1 scenario We can wait to address this later, when we have clarity on which scenario feels most likely.

11 Broad Impact Items Preliminary Planning Revenue Sources What items do we need to tackle no matter what? Curriculum adjustments to address loss of instruction in the spring and to streamline instruction in Appropriate diagnosis of students levels & needs due to the loss of instruction Teacher training and ongoing support for technology & blended Procedures for handling emergent cases of COVID-19 to those inside our buildings Protections for at-risk staff Grading plan for distance /hybrid instruction Appropriate adjustments to teacher appraisal process Swivl or lesson capture technology Single sign-on technology to What do we envision being our plan to meet this need? What questions need to be answered? Done through summer exchange hours. Focus must be on really prioritizing TEKS and identifying those needed for success in the current year and subsequent years. Can we develop stipend-based curriculum leads to help monitor/oversee this process? The District will need to vet and select tools that allow for virtual data gathering and intervention. Priority will be for tools that are applicable at multiple grade-levels (for training/support purposes, as well as ease of access by parents with multiple students), as well as tools that are already being used with success by teachers (for the existing buy-in). What tools are we already using with success? Technology Coaches for each campus who participate in staff development to become embedded support for each campus. Technology Coaches will also help design and deliver in-service. What are the possibilities of a full-time position? The District will need universal screening protocols for symptoms (e.g., scanner thermometers on every campus). Each campus will need an isolation room. The District will need to develop clear protocols for communicating to those who have come into close/sustained contact with confirmed cases, as well as protocols for communicating directly and immediately with parents and community regarding cases and how the District responded. What privacy guidelines need to be considered in our communication strategy? The District must, first, identify who our at risk staff members are and develop options to ensure their safety, including possible options to work remotely from home. Who are our at risk staff members? What employee-related policies need to be reviewed/revised? What adjustments will be allowable by the State? Is it better to have live lessons captured (using something like Swivl) or to have teachers record a lesson independent of the classroom setting? Invest in a product, like Classlink, to help manage our What funding source will be used? Title II, if we are interested in looking at some compensation for a curriculum leads to provide summer professional development for each campus. Comp Ed, possibly CARES Title II Title IV, if guidelines are met IMA, possibly CARES

12 Broad Impact Items Preliminary Planning Revenue Sources help manage access to digital licenses Campus social distancing plan (Staff) Availability of and training on how to effectively use PPE digital rosters/licenses, as well as provide one way to access them for students & families What funding is available to support this? What will be required by the State? What will be required by the State? Addressing Social/Emotional needs Plan to address the specific needs of students with disabilities, economically disadvantaged students, and English language learners Policy review & adjustment to meet new conditions What will be required by the State? What policies need to be adjusted/modified to meet the new conditions imposed by COVID-19? Ease: What factors can we tackle and when can we tackle them? What teams will be responsible? Higher Ease: We have a team that is responsible for doing this AND we have done this before We know who is going to do it, how to get it done, and we are ready to start. Device lending plan Hotspot lending plan Intermediate Ease: We have a team that is responsible for doing this OR we have done this before We ve figured this out before and we can do it again. Online Appropriate diagnosis of students levels & needs due to the loss of instruction Higher Difficulty: We don t have a team and we have never done this before We will need to pull a team together for the first time to tackle this new challenge. Transportation plan Providing ALL services to students with disabilities Teacher training and ongoing support for technology & blended Urgency: What items have a high priority and require immediate attention? Big Rocks to Tackle Dependency Commit by Date What items do we need to tackle with urgency? Swivl or lesson capture devices Single sign-on technology to help manage access to digital licenses This task depends upon these people, teams, or items (funds, technology, etc) Technology Department to vet and price options; Business Office to approve Technology Department to vet and price options; Business Office to approve When will we commit to have these items addressed? June 15 June 15

13 STEP 4: Communicate Your team and your community will ask questions and make requests for certainty that are just not possible at this time. Even so, clear communication is still a powerful tool for trust-building and buy-in. Decisions regarding when to return to schools, how to reopen schools, and whether to extend remote will not be simple to clarify within a specific amount of time. To combat the anxiety of uncertainty, we recommend developing a high-level timeline of key milestones in your planning process to share with stakeholders.. - Forging a Path Forward *What follows is adapted from TEA's Continuity Plan Communication Plan. Action Item 1: Define Roles and Responsibilities of Communication Team When building your communications team, include the fewest roles from different district levels as possible, but don t forget potentially critical roles. The following chart defines primary roles and responsibilities. Consider judgment, skills, and experience within the district when assigning roles. DECISION MAKER Superintendent/Deputy Superintendent or their designee with successful track record of judgment during crises, or a particular school or district leader (but only one person) Backup: Deputy Superintendent Responsibilities: Declares goal at hand, Determine Complicated from Complex, approves strategy and message delivery after reviewing or guiding proposed strategies, create ownership over engagement. AUTHOR Communication Leads Backup: Their designated expert backups Responsibilities: Generates evolving message according to developing strategy, incorporating edits until message is approved and immediately transmitting core message to releasors to prepare for release; may also create tailored versions of core message for each stakeholder (e.g. core message becomes press release/parent ) or relies on releasers to do this (depends on who knows each target audience and has most skill tailoring messages) MESSENGER Primary people responsible for message distribution (e.g. press secretary, social media coordinator, community/intergovernmental director, parent liaisons, communications director) Backups: Their designated expert backups Responsibilities: Prepared to distribute the message, once approved, immediately to their particular key audiences (e.g. staff, parents) at the designated release time (not before or after); may also play a role in message tailoring in advance of release Action Item 2: Create communications plan and timeline of key messaging for all stakeholders. Identify key messages stakeholders who need to be informed Establish timeline Message Stakeholders Timeline End-of-the-Year Message from the Superintendent All Stakeholders Week of May 26 Scenarios & Timeline for Decision- Making All Stakeholders Week of June 4th Update on Reopening All Stakeholders End of June

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