Mountain View Los Altos Union High School District
Reopening &
Redesign
Fall 2020
Equity
+
Academic Access +
Equity
“To achieve great things, two things are needed – a great plan, and not quite enough time.”
Leonard Bernstein, Composer
Safety
Academics /
Access
MVLA Guiding Principles
Equity
• Ensuring systems are in place so that every child
has an equal opportunity for success.
• Understanding the unique challenges that are
faced by individual students or by populations of
students and providing additional supports to help
them overcome those barriers.
• Striving to ensure that every child has equal
opportunity for success in Distance Learning.
Academic Access
• Ensuring that all students have the opportunity
to receive the appropriate academic,
technological, physical, social and emotional
support to effectively engage in Distance
Learning.
Engagement
• Ensuring that students are encouraged, supported
and monitored for ongoing participation and
connection to the academic and social element of
their coursework so that Distance Learning is an
opportunity for a robust and dynamic educational
experience.
Health and Safety
• Ensure student and staff safety at all times.
• Ensure students are in an environment that
fosters optimal physical and mental well being.
• Follow directives and direction from Public Health
Overview of the key dates and the response efforts from MVLA, the California Department of Education and the Santa Clara County Public Health Department.
3/3: After beginning proactive regular updates on the District’s Novel Coronavirus response in February, MVLA
establishes Coronavirus Responsewebpage. The section was later renamed School Closure Resources to reflect directives from the State and County to close schools.
3/9: Santa Clara County Public Health (CPH) issues order to cancel mass gatherings of 1,000+.
3/13: CPH imposes mandatory moratorium on gatherings of 100+ and conditional moratorium on gatherings of between
35-100 persons. Governor Gavin Newsom issues Executive Order N-26-20, ensuring state funding for schools even in event of physical closure.
316: CPH issues order to Shelter in Place.
3/17: In coordination with the Department of Health and Human Services, the California Department of Education (CDE)
releases guidance on distance learning, child nutrition, and childcare.
3/19: Governor Newsom issues a stay at home order for the entire state.
3/20: CDE releases special education guidance to support students with disabilities.
March 2020
April 2020
4/1: CDE releases guidance on graduation and grading requirements. Superintendent Thurmond announces Senate Bill (SB) 117 funding is available to school districts.4/2: The California State Board of Education, CDE, California State University, University of California, California
Community Colleges, and the Association of Independent California Colleges and Universities issue a joint statement to waive entrance requirements for college-bound seniors and juniors.
4/3: MVLA distributes Wi-Fi ‘hotspots’ to students; the hotspots were purchased with funds from the MVLA High School
Foundation to help support distance learning and close digital divide.
4/9: Superintendent Thurmond establishes ad hoc committees to meet the most urgent needs for students: loss of
learning, closing the achievement gap, supply, and distance learning.
4/13: MVLA launches Phase II of its Distance Learning Plan and sets framework for reopening taskforce.
4/29: Superintendent Thurmond establishes a reopening schools task force comprised of educational partners, labor and
union leaders, legislative partners, and educators. CPH revises Shelter in Place and orders extension through May 31, 2020.
3/23: MVLA launches Phase I of its Distance Learning Plan, serving as a bridge to Spring Break. All students without
laptops are provided Chromebooks; arrangements are made with internet providers to provide free internet for families without access at home. Hotspots are ordered.
3/31: State Superintendent of Public Instruction Tony Thurmond asks all schools in California to consider closing physical
campuses through the end of the 2019-2020 school year to ensure the safety of students and staff. CPH issues order to continue Sheltering in Place.
March 2020
6/1: Updated County of Santa Clara Health Officer Order allows reopening of in-store retail, outdoor dining, and childcare
and summer programs for all children.
6/5: Updated County of Santa Clara Health Officer Order keeps key restrictions in place, requiring people to stay in their
homes except when engaging in essential or now-allowed activities; list of additional businesses permitted to re-open is expanded.
6/8: CDE issues its “Stronger Together: AGuidebook for the Safe Reopening of California’s Public Schools.” 6/12: Small group parent meeting held to gather input on reopening and redesign plans.
6/22: Athletic and ExtraCurricular restrictions implemented.
June 2020
May 2020
5/4: MVLA formally establishes Reopening and Recovery Task Force to develop various scenarios for 2020-2021 schoolyear, identify needs associated with each scenario, and begin to assemble content area subgroups to problem-solve and advise the Task Force. The advisory groups begin meeting weekly.
5/7: CPH extends Bay Area Health Orders.
5/7: CPH amends Health Officer Order allowing retail business to open for curbside pick-up.
Distance Learning
Phased In Return/
Hybrid
Full Return With
Protocols
What Needs To
Be Done Now
What Needs To
Be Done Prior To
August
What Needs To
Be Done When
School Starts
District Teachers Association (DTA) Exec. Board
Dave Campbell, President, Mountain View HS
Arantxa Arriada, First Vice President, Los Altos HS
Kristen Cárdenas, Second Vice President
Marciano Gutiérrez, Treasurer
Sarah Alvarado, Secretary
DTA Negotiations Team
Todd Wangsness, Contract Manager
Felitia Hancock
Craig Seran
California School Employees Association (CSEA)
Representative
Joanna Plymale
Facilitator
Joy Hellman
Superintendent and Cabinet
Nellie Meyer, Superintendent
Leyla Benson, Assoc. Supt., Personnel Services
Mike Mathiesen, Assoc. Supt., Business Services
Margarita Navarro, Assoc. Supt., Educational
Services
Administrative Leadership
David Grissom, Principal, Mountain View HS
Brenda Harris, Director, MVLA Adult Education
Bill Pierce, Principal, Alta Vista HS
Wynne Satterwhite, Principal, Los Altos HS
William Blair, Wellness Coordinator
Special Education
Kristen Hardy, Director
Report Coordination
Michelle Bissonnette
Student Support/Training Teacher Support/Training Curriculum, Instruction and Assessment Special Education Counseling/ Therapeutic Services Technology /Facilities Alta Vista HS/ Alternative Education Lynne Ewald Sarah Alvarado Ariele Wildwind Caitlin Hannon Julie Yick Jyoti Reid Kirk Jennings Maria Hoerni Maria Vallado Nancy Rafati Roger Migdow Shelley Smith Susan Lamarche Suzanne Woolfolk Student Rep LA Student Rep MV Teri Faught Amy Vargas Anna Linde Danie Robledo Darren Dressen Derek Miyahara Kim Rogers Matthew McClellan Megan Sibley Michael Moul Nathan Bowen Shawn Rosales Galen Rosenberg Kate Strasser Adam Anderson Jeff Panos Lisa Cardellini Margaret Bennett Michelle Bissonnette Paige Price Paul McHenry Rachael Roach Robert Barker Sarah Block Stephen Hine Huong Vo Sumita Gosala Erica Starks** Amy O'Hayer Dani Parsons Diane Esparza Drew Rathjen Hortencia Halstead Nicolas Betancur Nicole Kopels Tim Farrell Therapeutic William Blair Kristin Castillo Amrita Bassi Anita Towner Catherine Zuniga Josune Sullivan Counseling Perla Pasallo Marti McGuirk Ariel Rojas Carol Johnson Jessica Yazdani Mariela Ho Mary Donahue Nicolas Betancur Ryan Carter Bob Fishtrom Sophia Caramagno Andrea De Francesca Carla Gomez Chris Avila Daniella Quiñones Gordon Jack Julie Corzine Jill Denny Joanna Plymale Joe Johnson Marcey Winawer Michelle Noeth Mike Messner Rick Esparza Scott Murray Seth Tasman
Terri Salsman de Rodriguex
Bill Pierce Brenda Harris AVHS Staff Jennifer Lewis Julie Vo Marciano Gutierrez Student Rep AV
Do Now
• Identify student and staff technology needs and order new equipment (i.e. Chromebooks,
laptops, internet hotspots) - completed April, 2020.
• Identify personal protective equipment (PPE) and facility cleaning needs and protocols,
according to Centers for Disease Control (CDC) and Santa Clara County guidelines, and
order supplies - completed April, 2020.
Do Before
School
Opens
• Receive and distribute technology equipment to students and staff. All items ordered;
distribution in July/August, 2020.
• Configure new software platforms and support staff training – June/July/August, 2020.
• Clean campus facilities and install any necessary safety equipment – July/August, 2020.
• Receive and distribute appropriate PPE to school sites – July/August, 2020.
Do When
School
Begins
• Provide tech support - both for hardware and software
• Regular required cleaning of facilities and replenishment of PPE supplies
Do Now
• Identify needs & prioritize (what supports do we need to add for specific students)• Is extra staff needed to provide supports for our vulnerable families?
• Communicate with teachers, students, and parents - one location for communication • Decide on Tech Platform/Learning Management System
• Design a plan and location for students to study, takes tests, and access 1:1 support • Create opportunities for students to make up credits
Do Before
School
Opens
• Establish consistent systematic approach to Distance Learning o Slate, testing, grading, attendance
• Distance Learning training for teachers
o Best practices, creating classroom culture, incorporating social emotional learning (SEL) • Create Student Code of Conduct for Distance Learning
• Create training videos for students and parents
• Research and provide training for best practices for creating school culture during Distance Learning
• Create form for students to complete when they need assistance (academic, mental health, food, shelter, etc.)
Do When
School
Begins
• Lessons on how to be a successful student during Distance Learning
• Clear expectations about when students’ day begin and participation needed • Small advisory groups to help support students
• Book and computer check-out and training (based on plan designed during summer)
Do Now
• Identify needs & prioritize (what supports do we need to add for specific students)• Communicate with teachers, student, and parents - one location for communication o What does hybrid learning mean/look like?
• Decide on Tech Platform/Learning Management System • Evaluate staffing and staff responsibilities.
o How are we enforcing social distancing guidelines when students are not in class? • Create schedule for classes and use of facilities
Do Before
School
Opens
• Create procedures
o Temperature monitoring, restrooms, sanitizing classroom, pathways, etc. • Create Student Code of Conduct
o Include social distancing, wearing of masks, washing hands, staying home when ill • Establish consistent systematic approach to Distance Learning
o Slate, testing, grading, attendance • Distance Learning Training for teachers
o Best practices, creating classroom culture, Incorporating SEL • Create training videos for students and parents
Do When
School
Begins
• Have a plan for what to do if a new Shelter-in-Place order is issued • Limit visitors to campus to help maintain safety and health protocols
o Food service, regulate use of public spaces to maintain social distancing
Do Now
• Use collected data to determine best practices• Develop differentiated s•ervice delivery models to meet student's learning needs
Do Before
School
Opens
• Communication with families and students o IEP Decisions
o Training on Technology and LMS • Assessment Protocols
• Significant Disproportionality Study - understand the chronic over-representation of Hispanic students as Learning Disabled
Do When
School
Begins
• Develop systems of support that address gaps in educational access and instructional experiences
• Prioritize special education students to return to in-person instruction • Continue to monitor student access and progress to refine programming
Do Now
• Assign designated time to assess student performance and needs• Secure permission to use a critical needs model to address most immediate student needs • Create workflow chart to acknowledge above described processes that also lets stakeholders
know when other routine meetings will occur
• Create referral system of human resources support in order to provide tier-1 support and then a streamlined process for getting students the appropriate interventions or assistance required.
Do Before
School
Opens
• With administrative endorsement and communication to families, utilize critical needs model to determine priorities for counseling services during distance learning
• In collaboration with admin and other essential staff members, identify students who were not engaged in distance learning in Spring 2020
• Schedule and develop delivery systems for annual meetings, workshops, parent presentations
Do When
School
Begins
• Continue preservice days for counselors to review and assess student needs
• Deliver counseling curriculum (senior appointments, parent presentations, letters of recommendation information, etc.)
• Maintain ability to adjust to critical needs as they arise
Do Now
Social Emotional Learning (SEL) Support • Providing resources to students and staffo imSparked pilot for spring and summer 2020 (online videos by topic) o Virtual Calming Room
o Friday Positivity Refine the Referral Process • Access for students
• Teachers ability to refer
• Explore online in-person referral form • Triaging care
Remote Risk Assessment and Safety Plan Training • Include School Counselors
Do Before
School
Opens
Prepare for the additional therapeutic services needed • Exploring capacity for services
Do When
School
Begins
Provide strategic support with continued distance appointments and referral systems
Do Now
• Identify hand-off protocols and referral process for appropriate student support services• Refine process for long-term absences
Do
Before
School
Opens
• Remote risk assessment and safety plan training
• On-boarding training and orientation for new clinicians
• Define virtual Postvention ProtocolDetermine Special Education Minutes in IEPs • Define Clinician Schedules / Therapist of the Day Model for Equity
Do
When
School
Begins
• Prepare for the additional therapeutic services as needed
• Share Social Emotional Learning (SEL) resources with staff, students, and families
Do Now
• Refine process for long-term absencesDo
Before
School
Opens
• Determine Special Education minutes in Individualized Education Plans (IEPs) • Define clinician schedules / therapist-of- the-day model for equity
Do
When
School
Begins
• Refine processes and protocols
Do Now
• Communicate learning loss of students (skills and standards) to the next level up• Assess teachers’ professiona• l learning needs
• Finalize and communicate the Professional Learning Plan for distance learning • Develop training modules for summer professional learning
• Decide on the structure for professional learning at the start of the 2020-21 schoolcalendar • Embed equity in all aspects for our decisions, products and framework
Do
Before
School
Opens
• Norms and expectations:
o Refine and standardize the slates
o Set and communication Zoom expectations • Provide time for collaboration (for course teams) • Provide professional learning opportunities on:
o Variety of distance learning topics (instruction, community building, assessment, grading, group work, working with diverse learners)
o Learning Management System (LMS)
• Embed equity in all aspects for our decisions, products and framework
Do
When
School
Begins
• Build in time for ongoing professional learning in weekly bell schedule for 2020-21 • Provide time for collaboration (for course teams, departments and committees) • Creates a variety of ways to implement Distance Learning
• Embed equity in all aspects for our decisions, products and framework
Do Now
• Design a more flexible Distance Learning system for students• Ensure all students have a chromebook and working, reliable internet • Provide for the mental and emotional health of our students
• Build sense of community with and between students • Increase and maintain the motivation of students
Do
Before
School
Opens
• Identify and procure appropriate licenses for technology/curriculum across subject areas
• Create a system to quickly ascertain the tech needs of our current and new students in the fall • Create a menu of ideas for ‘regular wellness check-ins for small groups and class meetings • Create incentives for participation in community building/mental and emotional well-being
activities
• Brainstorm best ways to implement Self Determination Theory classes
Do
When
School
Begins
• Implement a more flexible Distance Learning system
• Implement a system to quickly ascertain the tech needs of our current and new students
• Implement a menu of ideas for ‘regular wellness check-ins for small groups and class meetings
• Implement incentives for participation in community building/mental and emotional well-being activities • Implement Self Determination Theory into DL classes
Do Now
• Getting everyone on google classroom and/or zoom• Providing teachers with professional development (PD) resources and tech support to implement Distance Learning
• Assess additional tech, PD and curricular support needs • Provide time to collaborate and plan with other instructors
• Piloting remote testing options (English as a Second Language (ESL) Zoom placement, Career Technology Education (CTE) online orientations, General Equivalency Diploma (GED) and remote testing)
• Transition data collection and reporting procedures to fully remote process (if possible)
• Identify vulnerable populations in each core program who have little to no access to technology
• Find ways to keep students connected and engaged with their teachers and classroom communities
Do
Before
School
Opens
• Explore online tutoring especially for high need areas
• Summer Tutoring: CTE, GED, ESL Writing - ask teachers to identify students who would be
interested in tutoring (target transitioning ESL students), Who are the tutors? Recruit online tutors internally.
• Provide curricular support for ESL (new material being developed), identify what students need to participate in online learning.
• create resource sheets that provide guidance on what technology to purchase (specs) low cost options, wifi options
• Explore possibility of preliminary tech workshops for students to access online learning • Provide support for teachers (PD, tech support)
• Pilot some curricular options this summer or early fall
Do
Before
School
Opens
(Continued)
• Be more in compliance with attendance guidelines (consistent synchronous/ asynchronous) • Work on first EL Civics Unit
• Pilot remote testing/placement options • Continue expanding marketing ideas
• Scheduling - plan on regular opening date August 24 for students, teachers return 8/17 (reserve that week for PD, online in-service)
• Modified schedule with online office hours
• Compensation for hours based on online office hours and live instructional time on Zoom
• Clear communication/messaging to students via multiple channels, but keeping in mind digital divide • Reach out to NOVA, LinkedIn, Next Door, Facebook
• Communicate to all Adult School staff through email; broader newsletter for all stakeholders • Schoolwide Town Hall via Zoom to share info on tentative plans and gather input
Do
When
School
Begins
• Build in ongoing professional development and training for teachers on weekly/bi-weekly basis • Create a variety of ways to collect data that supports teachers to specifically understand who and
how they are accessing and growing DL
• Continue full DL (synchronous & asynchronous) in all Core programs including Older Adults & Fee-based with limited in-person testing situations
• Implement Online placement testing through Zoom for ESL, ASE and CTE
• Embed equity in all aspects of planning and decision-making, address the needs of most vulnerable populations with little or no access to technology, prioritize small groups for in-person instruction • May need hybrid/blended model for lowest levels of ESL, Healthcare skills and some ASE
• Required federal CASAS testing may need to be distance-administered with limitations for ESL
Do Now
• Identify the essential content standards and skills for student learning in 2020-21• Identify the instructional practices that are most effective in distance learning for every content area • Identify the assessment and grading practices that are best suited for distance learning
• Identify the instructional materials for teachers (digital and print) • Develop Professional Learning Plan
Do Before
School
Opens
• Decide the structure for delivering distance teaching and learning, including a bell schedule • Develop course information sheets that reflect student learning outcomes and expectations for
distance learning
• Provide professional learning opportunities on various aspects of distance learning
Do When
School
Begins
• Communicate expectations for student learning and distribute course information sheets to families and students
• Continue to provide professional learning opportunities on various aspects of distance learning • Survey staff, students and families on the implementation of distance learning
Do Now
• Protect the health and safety for staff and students at all stages of reopening. • Institute ongoing communication• Implement accountability review systems to ensure all expectations are honored. • Review and implement weekly Public Health Department updates
Do Before
School
Opens
• Reorganize staff responsibilities for those whose daily activities have changed due to distance learning. (Provide more support and communication and connections to students of concern.) • Provide relevant parent education to ensure community wide understanding of the purpose and
expectations of our distance learning systems.
• Collect and use data at least twice per quarter to assess fidelity and success to inform needed modifications and support.
• Clarify final Public Health guidance • Provide PPE
• Support method of instruction
Do When
School
Begins
• Reorganize staff responsibilities for those whose daily activities have changed due to distance learning. (Provide more support and communication and connections to students of concern.)
• Provide relevant parent education to ensure community wide understanding of the purpose and expectations of our distance learning systems.
• Collect and use data at least twice per quarter to assess fidelity and success to inform needed modifications and support.
Monday Tues/Thurs: Odd Periods Wed/Fri: Even Periods
• Teacher Training
• Staff / Department Meeting time • 3:00pm: Slates Posted
Tutorial Center Open
Student Work Day (recommended schedule for students to use to do independent work for their classes): • 1st period 9:30-10:00 • 2nd period 10:10-10:40 • 3rd period 10:50-11:20 • 4th period 11:30-12:00 • 5th period 1:00-1:30 • 6th period 1:40-2:10 • 7th period 2:20-2:50
Course Team Time: 8:30-9:15
Course Team Time: 8:30-9:15
1: 9:30-10:30 Office Hours/Tutorial: 9:30-10:30
3: 10:45-11:45 2: 10:45-11:45 Lunch Break Lunch Break 5: 12:45-1:45 4: 12:45-1:45
7: 2:00-3:00 6: 2:00-3:00
Mon/Thurs: Odd Periods Wednesday Tues/Fri: Even Periods
Course Team Time: 8:30-9:15 Teacher Training & Collaboration Day • Staff / Department Meeting time
• PD opportunities available 1:00-2:00 & 2:30-3:30 • 3:00pm: Slates Posted
Tutorial Center Open
Student Work Day (recommended schedule for students to use to do independent work for their classes): • 1st period 9:30-10:00 • 2nd period 10:10-10:40 • 3rd period 10:50-11:20 • 4th period 11:30-12:00 • 5th period 1:00-1:30 • 6th period 1:40-2:10 • 7th period 2:20-2:50
Enrichment opportunities for students: • 12:00-1:00 speaker series
• 3:00-4:00 breakout sessions based on speaker series
Course Team Time: 8:30-9:15
1: 9:30-10:45 Office Hours/Tutorial:
9:30-10:45
3: 11:00-12:15 2: 11:00-12:15
Lunch Break Lunch Break
5: 1:05-2:20 4: 1:05-2:20
7: 2:30-3:45 6: 2:30-3:45
Monday - A Tuesday - A Wednesday Thursday - B Friday - B Professional Time
8:00 - 9:00
Professional Time 8:00 - 9:00
No students or staff on campus: • Deep Clean of campus
• Teacher PD & Training Day
Student Work Day:
• 1st period 9:30-10:00 • 2nd period 10:10-10:40 • 3rd period 10:50-11:20 • 4th period 11:30-12:00 • 5th period 1:00-1:30 • 6th period 1:40-2:10 • 7th period 2:20-2:50
Enrichment opportunities for students: • 12:00-1:00 speaker • 3:00-4:00 breakout sessions Professional Time 8:00 - 9:00 Professional Time 8:00 - 9:00 1 - 9:15 - 10:30 2 - 9:15 - 10:30 1 - 9:15 - 10:30 2 - 9:15 - 10:30 3 - 10:50 - 12:05 4 - 10:50 - 12:05 3 - 10:50 - 12:05 4 - 10:50 - 12:05
Lunch Lunch Lunch Lunch
5 - 12:55 - 2:10 6 - 12:55 - 2:10 5 - 12:55 - 2:10 6 - 12:55 - 2:10
7 - 2:25 - 3:40 Course Teams / Teacher Work Time
7 - 2:25 - 3:40 Course Teams / Teacher Work Time
Monday - A Tuesday - B Wednesday - C Thursday -DL odd Friday -DL even 1 8:30-9:10 1 8:30-9:10 1 8:30-9:10 Professional Time 8:00 - 9:00 Professional Time 8:00 - 9:00 2 9:20-10:00 2 9:20-10:00 2 9:20-10:00 1 - 9:15 - 10:30 2 - 9:15 - 10:30 3 10:20-11:00 3 10:20-11:00 3 10:20-11:00 3 - 10:45 - 12:00 4 - 10:45 - 12:00 4 11:10-11:50 4 11:10-11:50 4 11:10-11:50 Lunch Break Lunch Break
Lunch Lunch Lunch 5 - 12:55 - 2:10 6 - 12:55 - 2:10 5 12:45-1:25 5 12:45-1:25 5 12:45-1:25 7 - 2:25 - 3:40
Monday - A Tuesday - B Wednesday - C Thursday - D Friday -Student / Teacher Professional Development 1 8:30-9:10 1 8:30-9:10 1 8:30-9:10 1 8:30-9:10 No students or staff on campus:
• Deep Clean of campus • Teacher PD & Training Day Student Work Day:
o 1st period 9:30-10:00 o 2nd period 10:10-10:40 o 3rd period 10:50-11:20 o 4th period 11:30-12:00 o 5th period 1:00-1:30 o 6th period 1:40-2:10 o 7th period 2:20-2:50
Enrichment opportunities for students: • 12:00-1:00 speaker • 3:00-4:00 breakout sessions 2 9:20-10:00 2 9:20-10:00 2 9:20-10:00 2 9:20-10:00 3 10:20-11:00 3 10:20-11:00 3 10:20-11:00 3 10:20-11:00 4 11:10-11:50 4 11:10-11:50 4 11:10-11:50 4 11:10-11:50
Lunch Lunch Lunch Lunch 5 12:45-1:25 5 12:45-1:25 5 12:45-1:25 5 12:45-1:25
Space &
Transitions
There are no “typical” room sizes. They vary from 720 to 960 SF. We are still in the process of mapping out different classroom capacity based on social distancing guidelines.
• 96 MVHS classrooms • 96 LAHS classrooms • 10 AVHS classrooms
Entry and exit to the classroom
Transitions between classes and breaks
Health &
Safety
Cleaning protocols for classrooms and shared spaces CDC guidelines and protocols
Availability of needed supplies
Not all student or staff can/will attend on-campus learning
Possibilities
Using current health/safety protocols we are mapping out different classroom configurations for on-campus learning. Should consideration be giving toCritical Learners
Students with Tech Issues Lab-Based Courses
•
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