Wed Jul 15 2020, 6:00pm
Via Zoom Video Webinar
Regular Meeting

DISCUSSION ITEMS

Overview of DRAFT Preliminary School Reopening Plans

The State of Washington has mandated that schools plan for both face-to-face and distance learning instruction during the 2020-2021 school year with the hopeful goal that schools will be able to open for face-to-face instruction in the coming year.  

 

The COVID-19 Pandemic is very dynamic.  We are currently seeing a rebound in the number of infections locally, statewide, and nationally.  Cowlitz county has nearly tripled the number of diagnosed cases of COVID in the last two months.  In recent weeks the US has set new records in the number of cases.  We do not know what the next weeks and months will bring in terms of the spread of the virus and the potential impact on our ability to safely provide face-to-face instruction to children.   While growing evidence suggests that children may be less susceptible to the contracting the viral infection, we must also be mindful of the health and safety of the adults who serve children and the risks they will encounter as we reopen schools.   At this point in time it is premature to guarantee that we will be able to reopen all of our schools to face-to-face instruction on September 1 as planned.

 

At the end of June OSPI published guidance on reopening that was developed collaboratively with the Department of Health and Labor and Industries.   The current scientific guidance from health experts at the CDC calls for consistent use of face coverings and social distancing of six feet.   The mandate from the state is that plans be developed that support social distancing in classrooms, cafeterias, and other areas where large groups of students spend the majority of their time.   There is recognition from OSPI and DOH that 6’ social distancing may not be possible in all situations, (e.g. transitioning students in hallways, transporting students on school buses, etc.).  

 

There is some limited evidence from countries that have reopened schools that social distancing and masks are highly impactful to the spread of the virus.   Comparing just two countries, Norway, who temporarily closed schools and reopened with requirements of face covering and social distancing, and Sweden, who never closed schools and has made no protective adjustments, there are vastly different results.  Norway has seen no significant increase in the growth rate of COVID-19, while Sweden has seen a relatively high rate of COVID-19 rate in children. (source)

 

Typical school classrooms are between 800 and 900 square feet.   Given some variability for classroom shape and items such as built-in furniture, most of our classrooms can accommodate 21-24 students.  This is below the class sizes that we are able to provide with available federal, state and local funding. (except for grades K-3 where we have a richer funding formula)

 

We are in the process of developing models of instruction that will allow us to serve students within the guidelines of OSPI/DOH/L&I.   This matrix is very preliminary and still very much a work in progress.  As the pandemic involves that board may be called upon to make difficult decisions regarding the format of instructional delivery this fall, and potentially beyond.

Germane to the ongoing planning is a report from the Institute for Disease Modeling released today (7/15)  Schools are not islands: we must mitigate community transmission to reopen schools.   The report finds that "The use of masks, physical distancing, appropriate hygiene measures, classroom comforting, and symptomatic screening in schools may be able to reduce the community-wide effective reproductive number to 1."   The report goes on to say, " Recent case data collected since this report was drafted indicate that levels of disease activity following the move to Phase II are too high to support school reopening at this time. Thus community-wide mitigation efforts must improve significantly such that the effective reproductive number is below 1 at the end of August for schools to reopen in September without triggering exponential growth in COVID-19 burden."   

 

The data that drove this IDM report was explicitly modeled from King County data; however, the trend data in Clark and Cowlitz county is remarkably consistent with those of King County.  (See Figure 2 on the IDM July 8 report)

 

Level

Elementary Schools (K-4)

Secondary Schools 5-12

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All students attend school every day.  Several hundred desks have been ordered to allow students to spread out.  Fourth Grades moved to larger spaces (Double Classrooms)

Students at school two days per week + every other Monday.   Non-school days are used for at-home extended learning.   Distributed by Last name (A-L and M-Z) with variance made for blended families

Specialists (PE/Art/Music/Leadership) will serve students, to the extent possible in the student’s regular classroom.

Students supported in DSP, ELL (Level 1), and others on case-by-case basis may attend daily.

Increased passing times for transitions to PE or other “remote” specialist classes to allow for disinfection between classes.

Instructional periods shortened by a few minutes to allow for surface disinfection during the last five minutes of each class period.

First period extended for health screening. (WMS is maintaining preexisting first-period time extension)

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Parents will be asked to attest to each student’s health prior to the school day.

●      Parents will receive a daily text message each evening (Sunday through Thursday) reminding them to complete the attestation

  • One-half hour prior to the commencement of school day parents who have not yet attested will receive a follow-up SMS or robocall
  • Classroom teachers (K-4) and first-period teachers (5-12) will access a list of the attestation status of each student.
  • Students for whom an attestation has not been received will have temperature taken and asked attestation questions (age-appropriate)
  • Students who arrive late will be screened at the school office.
  • If a parent repeatedly fails to complete the attestation the school will reach out to identify the cause(s) and offer support.  (paper form offered)
  • If a parent continues to fail to attest the parent will be notified that, for the safety and health of all students their child will not be allowed back into school without attestation.

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All meals plated (no salad or condiment bars)

Breakfast: “Grab and Go” breakfasts will be offered and students will be able to eat in the serving area if they can appropriately socially distance.  If not, they may take meals to classrooms

Lunch:  Meals by single grade level in the cafeteria with no overlap.  CES Exploring options for a larger eating area to allow adequate social distancing.

Lunch period split with advisory (HS) and “Free 15” (MS), reducing lines and cafeteria use to about ¼ pre-pandemic level

Provided Grab & Go meals for extended learning day for eligible students

 

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Math and Reading will be the FIRST priority.  Focus on “Essential” standards

 

In-person learning will be focused on “Doubling” Instruction to ensure more complete coverage of content

Ensure support programs (LAP, SpEd, ELL, etc.) are focused on aggressively focused on equity and opportunity gaps and “summer” learning loss.

At-home learning will be focused on deepening skills and understanding through the provision of extended learning.  Not just additional homework.  Secondary teachers will have additional 25 minutes/week of planning to support extended learning

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  • Parents will be encouraged to have children walk or drive them to school.
  • All food and drink eliminated from the bus. 
  • No sharing of objects or electronics on the school bus.
  • School Bus Windows down (to extent practicable). 
  • Reduce movement on the bus — Once students board they stay in the seat.
  • Load alternating seats, back to front.  When full to front go to the back and fill the next row.
  • Determination on a case-by-case basis to modify loading to allow families to remain together or Kindergarten to sit up front.

 

 

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Shift the two Professional Learning Days Scheduled for October 8-9 to the end of the school year.  This will give us the flexibility to have “Pivot Planning” days in the event that there is a required shift to a distance learning model.   Should a pivot be required these days would be used much as snow days, but the teacher would work the pivot day and the school year would be extended.

Add 3 half days to the calendar for September 1-3 for parent outreach focused on:

●      Understanding student learning and SEH experiences during the shutdown

●      Identifying needed supports should a pivot be required, including technology supports

●      Train parents on Learning management System (Google Classroom)

 

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“Drop-in/Drop-off” will be significantly modified or eliminated to avoid crowding and increased exposure risks.  (Perhaps time slots by last name on extended time period

WHS will continue with “Beaver Camp” (Freshman orientation)

 

WMS will develop a plan for welcoming fifth-graders for orientation.

Recess “zones” will be developed to ensure students observe appropriate distancing

There will be no assigned lockers at the secondary level.   This helps avoid congregation of students near lockers

Cleaning protocols, tools, and techniques are in development. (including shared technology)

Professional Development of staff will focus on: Distance Learning, Extended Learning, Pivot Planning, Learning Management System (Google Classroom), “Flipped” teaching.

Communications Planning is the next step in the development process.   Including communications toolkit for buildings.

Playgrounds “Zoned” to reduce the number of student-to-student contacts

WMS splitting “Free 15” time to reduce the number of students in the Free play area at any one time.