Learning Continuity and Attendance Plan Template (2020–21)
The instructions for completing the Learning Continuity and Attendance Plan is available at
Local Educational Agency (LEA) Name Contact Name and Title Email and Phone
Bennett Valley Union School District Sue Field, Ed.D Superintendent
[email protected] 707 542-2201
General Information
[A description of the impact the COVID-19 pandemic has had on the LEA and its community.]
The COVID-19 pandemic closed schools in California from March through the end of the 2019-20 school year. In anticipation of the closure, we sent students home with two weeks worth of work on March 13 for the two weeks following Spring Break. The week of March 16 was Spring Break which we used to negotiate MOUs and prepare for Distance Learning. Students returned (virtually) from Spring Break on March 23. They had two weeks to working on the packets they were given which teachers were trained and prepared for Distance Learning which began on April 6. Distance learning lasted through the end of the school year. We prepared most of the summer for four possible return to school models-- a blended learning/hybrid model with 6' social distancing (which we expected to use to begin the school year), a fully distance learning model, a full return model with 4' social distancing required, and an option to the on-campus models, our Supported Home Learning program. On July 17, Governor Newsom announced that districts in counties on the "watch list" (recently revised to be in the red or purple zones on the 4 tiered color system) would need to begin school in Distance learning. We quickly pivoted our efforts to flesh out our much more robust distance learning plan called our Digital Learning Academy. All students will begin with our Digital Learning
Academy. We will pivot to our blended learning/hybrid model after the first trimester or later if Sonoma County is still in the purple or red zones on the four tiered system. As of August 24, the County is expected to be on distance learning through December 2020.
Stakeholder Engagement
[A description of the efforts made to solicit stakeholder feedback.]
Parents were given a survey in June to solicit their reflective feedback on Distance Learning that took place from March-May. Our task force, made up of teachers, administrators, and staff members (many of whom are also parents) used this input in the design of our Return to School Plan which detailed the safety protocols and instructional plans for the four models. Our task force worked throughout the summer to design the plans. Meetings were held with grade level team leaders, the special education and intervention teams, and classified employees throughout the process to solicit input and reactions as the plans developed. Parents were surveyed to determine their interests in returning to school vs continuing in a home option. A parent Q and A was developed and parents were invited to Zoom school board meetings. Once the Return to School Plan was developed and discussed at a zoom board meeting on July 15, a public input and comment period was
was significant public and employee participation at both meetings. MOU's were developed with both unions that detailed related working conditions and safety protocols. Information from all of these documents was used to develop the Learning Continuity and Attendance Plan which essentially supports the Return to School Plan.
Timeline:
Return to School Plan
June -July 22: The Return to School Task force developed the plan over many meetings July 8: Board Meeting Discussion: Return to School Plan
July 15: Board Meeting: First reading of Return to School Plan July 15: The plan was sent to parents and posted on the website July 15-22: Public Comment Period for Return to School Plan July 22: Board approval of Return to School Plan
MOU's
MOUs were negotiated with both unions in July Learning Continuity and Attendance Plan
The Bennett Valley Teachers Association and the Classified School Employees Association received the draft of the plan on August 28. The Parent Advisory/School Site Council received the plan on August 28. They met to review and approve the Learning Continuity and Attendance plan on September 1, 2020.
The ELAC designated two parent members and one staff member of the Site Council/Parent Advisory to represent them. The members were present at the September 1 meeting.
The Board hearing was held on September 9, 2020
The ELAC met to review/approve the plan on September 14, 2020 The Board approved the plan on September 16, 2020
[A description of the options provided for remote participation in public meetings and public hearings.]
Zoom links have been provided for all of the remote board meetings and meetings have been well attended. In addition, members of the public have used our google form and Survey Monkey questionnaires, emails, and phone calls to express their input.
[A summary of the feedback provided by specific stakeholder groups.]
On the reflective survey regarding last spring's distance learning, many parents appreciated the efforts of the teachers but most really wanted their children back at school. Several helpful comments were made to make distance learning more robust. Many requested more Zoom instruction which we have incorporated into the plan. The main issues parents mentioned were difficulties in sustaining their child's
been in the form of questions regarding implementation details for distance learning for 2020-21. Some have asked questions regarding attendance, grading, and other aspects of the plan which we have addressed in Eblast newsletters. Parents of younger children have worried about the amount of screen time and have asked for additional paper/pencil instruction which we are providing.
[A description of the aspects of the Learning Continuity and Attendance Plan that were influenced by specific stakeholder input.] The main aspects influenced were these:
1) Time with live daily interaction of the teacher--many parents wanted much more instruction by the teacher--the 2020-21 plan has daily class meetings, daily live whole group instruction via zoom, and small group instruction and daily office hours where parents and students can ask questions.
2) People appreciated the support of the intervention team, special ed team, tech support, and counselor--we have kept that in the plan. 3) Parents wanted a balance between screen time and paper pencil tasks and teachers noticed a drop in handwriting. For 20-21,the TK-K teams particularly, as well as other grade levels are providing more paper pencil instruction in their planning with pick up and drop off days for work.
4) Grading--many parents wanted us to return to normal grading as they found that motivational to their children. (We had done more of pass-fail model in the spring.) We returned to normal grading for 2020-21 with drop off days/procedures for students to turn in paper and pencil assignments safely.
Continuity of Learning
In-Person Instructional Offerings
[A description of the actions the LEA will take to offer classroom-based instruction whenever possible, particularly for students who have experienced significant learning loss due to school closures in the 2019–2020 school year or are at a greater risk of experiencing learning loss due to future school closures.]
Should we return to in-person instruction, all employees have taken the COVID 19 training module provided by RESIG through Target
Solutions and significant protocols to keep people healthy are included in our Return to Work Plan and have been communicated extensively to all staff.
Many of the actions and expenses below are needed for both the distance days of the hybrid model and the distance learning model. The costs are included in one of the two sections, the one that most requires this action. The costs are summarized in the "Additional Actions" section.
Actions Related to In-Person Instructional Offerings [additional rows and actions may be added as necessary]
Description Total Funds Contributing
Edmentum: Exact Path Pilot: We are piloting Exact Path--a diagnostic assessment and intervention in Reading, Language Arts and Math. This program is needed for both Distance Learning and when a return to campus is possible. The intervention/extension is an
adaptable, and the online program and is particularly effective with English Learners and struggling students, but is also effective for those needing additional challenge.
$5,000 X Yes
We added a class at Strawberry to reduce the class sizes in 4th-6th grades to 25 or fewer so that when we are able to return with 4' social distancing, we can accommodate a return of all students. This will provide in-person learning and a smaller adult:student ratio that is effective for greater support and personalization of the instruction for all students and particularly
English Learners, students with special needs, and low income students. It is also effective for Distance Learning.
$80,107 X Yes
We have provided no cost child supervision to the children of our district employees who are district students so the employees can devote themselves to to the students--This program is used during distance learning and will be needed also for the distance days in hybrid learning. This action has the following benefits for all students: 1) It allows teachers to devote
themselves more fully and without interruption to meeting the needs of their students while their children are appropriately supervised. 2) It frees up child care slots previously used by the children of employees in the onsite YMCA run child care centers. 3) It continues the employment of district classified employees who were slated to be laid off during distance learning (e.g yard duty supervisors)
Description Total Funds Contributing We have continued Lexia software for reading fluency development in K-3 and for Strawberry
special needs students (it was slated to be cut). This will be used for both in person, hybrid, and distance learning. Cost is listed in Distance Learning section
X Yes
We have purchased air purifiers for each classroom and work space for work on campus and
for when we return to campus $5,395.50 X No
We have retained the positions of several classified special education paraprofessionals during distance learning so that they can provide push-in 1:1 and small group zoom and phone support for students with special needs. This will be needed during distance learning and during the distance days in the hybrid model. The cost is displayed in the Distance Learning section
X Yes
Computers: We distributed over 400 computers to families who needed them. They will be needed for both the hybrid (for distance days) and distance learning. While we used
classroom computers and those from our shared computer carts, the cost estimate is for replacement value. The amount is noted in the distance learning section.
X Yes
PPE: In addition to the PPE provided by the State, we purchased PPE via a group buy. This PPE is for our eventual return to campus
6,337.22 X No
Zearn: We were going to go to the free version of Zearn but needed the more robust paid version for distance learning. It will be needed both for Hybrid and Distance Learning--The amount represents the total cost if all grade levels require the paid version of Zearn. Some grade levels have indicated that the free version may work for them
5,000 X Yes
Zoom: We purchased the professional version of Zoom. Zoom is needed for both the
distance learning and hybrid since teachers will check in with their students on their distance days. The amount represents the total cost if all grade levels require the paid version of Zoom. Some grade levels have indicated that the free version may work for them.
Description Total Funds Contributing
We have added to the paraprofessional support of our intervention teams (iTeam at Yulupa; Fast Lane at Strawberry) The amount shown does not include the teachers but does include the paraprofessionals that work under the teachers to support EL, low income, foster,
homeless, and other struggling students. This is needed in both the distance and hybrid models. The amount is noted in the distance learning section.
X Yes
We have added time to our EL paraprofessionals to enable them to conduct ELPAC testing
and serve students. This is needed in both the distance and hybrid models. 8,413.71 X Yes
Tech Support: We have added to the Tech Support needed for families and staff. This is
need in the distance and hybrid models. 3,659.34 X Yes
We have a teacher returning from leave in November who will work with our special education teachers to support Special Education students and English learners. This will be needed for both in-person and distance learning. The cost includes salary and benefits
106,969 X Yes
Distance Learning Program
Continuity of Instruction
[A description of how the LEA will provide continuity of instruction during the school year to ensure pupils have access to a full curriculum of substantially similar quality regardless of the method of delivery, including the LEA’s plan for curriculum and instructional resources that will ensure instructional continuity for pupils if a transition between in-person instruction and distance learning is necessary.]
Continuity of Instruction--Themes: Clear expectations
Flexible instructional strategies
Assessment to guide instruction and progress monitoring Access to support and intervention
Access to our comprehensive curriculum which includes instruction in the arts, physical education, library and technology skills development Models/Methods of Delivery:
Digital Learning Academy: Due to the 7/17/20 Governor's Order prohibiting schools in counties on the state's Covid 19 Watch List from opening in person, the Bennett Valley Union School District is starting the 2020-21 school year in our fully distance model, our Digital Learning Academy through the end of the first trimester or longer depending on the state of the pandemic when the Board reevaluates the situation in October. (The County Superintendent and Public Health Officer issued a joint statement on 8/24/20 suggesting that Distance Learning could be required through December 2020). The Reopening Task Force has designed a comprehensive Digital Learning Academy for all students which includes daily student contact with the teacher. All teachers will be provided with extensive training on delivery of online lessons as well as how to effectively engage learners at home. Each class will work together as one cohesive group with daily lessons both recorded and in person with the teacher. Instructional time may be live with a teacher or a recorded lesson from the class teacher or a teacher from another class. The grade level curriculum will continue with standards based lessons, with the support of online learning
platforms such as Zearn for Math, Edmentum's Exact Path for diagnostic assessment and intervention/extension on state standards in Math, English Language Arts and Reading, Lexia (K-3) and for 4th-6th, Reading Eggspress and Readworks to support reading fluency and
comprehension. In addition, social emotional learning activities and strong teacher support helps students achieve and stay connected in the distance learning platform. During this time students will receive grades and feedback just as if they were in the physical classroom. Students will also continue to receive lessons from specialists teachers such as library and computer lab. We will also offer a variety of supports for students who may struggle with areas of the curriculum. The Digital Learning Academy is designed also to pivot reasonably easily to one of our on campus models, and for families who want to continue with distance learning after our return to campus, it also pivots well with the Supported Home Option.
Blended Learning/Hybrid Model: Once a return to school is deemed safe by Public Health experts, and while a 6’ distancing is required (6’distancing does not allow us to accommodate all students in a classroom at a time) we will return to school with a blended learning/hybrid model. We will blend In-Class Learning with Home Learning. Students will be separated into groups and approximately half of the class will attend school on campus at a time. There will be a Monday/Tuesday group and a Thursday/Friday group to accommodate deep cleaning between groups. There will also be a distance learning component during which classroom learning will be continued at home with a set schedule and support provided. Students with special needs may be scheduled more than two days per week.
Full Return Model: When the Public Health Department states that it is safe to go to a 4’ social distancing, we will be able to welcome all students back to campus. We have staffed to reduce class sizes at Strawberry enough to accommodate all students in a 4’ distancing model. All recommended cleaning protocols will be used.
and/or SeeSaw. Students work 100% at home. Parents serve as learning coaches for their children. Parents must commit to their child(ren) staying in this program for the entire first trimester. At the end of each trimester, parents can choose to have their child(ren) return to the Blended Learning model or remain on the Supported Home Study program. When schools are cleared for a full reopening, these students may also return if they desire.
Grading and Assessments for all Models
There are multiple ways to assess student progress and understanding of grade and subject level content. These may include content exams, projects, presentations, and performance tasks, among other things. Performance
tasks may be described as multi-step academic exercises that allow students to demonstrate the application, synthesis, creativity, etc., with content knowledge in a real and/or imagined context. Performance tasks are
often accompanied by rubrics that allow for levels of performance and subtle differences in assessment feedback to students. In hybrid and distance learning, certain types of assessments such as performance tasks may be used more than others. Assessments may serve both formative and summative purposes, providing teachers the necessary information to make instructional decisions and supporting students in receiving feedback to adjust the demonstration of learning.
Access to Devices and Connectivity
[A description of how the LEA will ensure access to devices and connectivity for all pupils to support distance learning.] INSTRUCTIONAL TECHNOLOGY
Themes:
Ensure technology access for all students
Provide technology support for students and families Offer consistency with online platforms
Bennett Valley Union School District is committed to integrating high quality digital instructional materials to enable and enhance student learning by providing a variety of activities that include options for in-depth learning through authentic problem solving and experiences, and utilizing best practices that improve access to learning for all participants. A survey to staff about common applications and platforms used for the upcoming school year resulted in their selection of Google Classroom and/or Seesaw. Other software applications that are commonly used include Zoom for video conferencing. Additional software will be approved through Teaching and Learning for use.
Teachers will use several effective strategies to continue student learning of state standards including a “flipped classroom” (i.e., A model of learning where students receive remotely the directions and assignments, materials, and readings/videos prior to in-person instruction.) When students are on campus, learning is active and provides engaging and robust opportunities for students to practice and demonstrate their learning.
Technology support is given via zoom by our Tech department.
Pupil Participation and Progress
[A description of how the LEA will assess pupil progress through live contacts and synchronous instructional minutes, and a description of how the LEA will measure participation and time value of pupil work.]
Attendance: Teachers will take attendance daily. In distance learning, Zoom instruction, on line platforms, work production, participation and communication count for attendance.
Engagement: Teachers will log daily student engagement for live-in person/zoom synchronous instruction, phone participation, online
asynchronous and work assessment on a weekly engagement form. The instructional schedule will include the required number of academic minutes daily which, with the ARIES grade book, will show the time value of pupil work.
Instructional Schedule--
Distance Learning: Each grade level will have a consistent schedule that generally adheres to this example: 8:30-9 Morning Meeting
9:00-9:45 Independent Reading and Response 9:45-10:15 Virtual Lesson
10:15-10:35 Break
10:35-11:05 Small Group Instruction/intervention 11:05-12:00 Independent Work
12:00-1:00 Break
1:00-1:30 Independent Work
1:30-2:00 Movement, PE, Exercise
2:00-2:30 Catch up time for unfinished work or optional extensions
Blended Learning/Hybrid: Each grade level will have a consistent schedule that generally adheres to this example:
Half the class will be on campus Mondays and Tuesdays. The other half on Thursdays and Fridays. Wednesday will be a deep cleaning day on campus and a whole class distance day for students.
On Campus--Hybrid Model
Soft Start: Students come to class once they pass the temperature and covid symptom check. 8:30 Morning Meeting
11:50 Academic Block 3 12:30 Lunch Lunch 1:10 Closing/Pack Up 1:30 Dismissal
1:45 The Teacher will support students who are at home on their distance days with small group instruction and drop in support 2:30 Teacher Planning/Team/Staff Meetings
STUDENTS AT HOME--Once we return to campus, parents with immunocompromised children or other issues will have the option of continuing at home instruction using our Supported Home Option which is an enhanced version of independent study
8:30 Optional Morning Meeting via Zoom with the class on campus
9-1:50 Zearn/ Math Fact Practice/Writing/Social Studies (SS)/Science (S) extensions/ Reading Assignments/Specials Zearn/ Math Fact Practice/ Writing/SS/S
extensions/ Reading Assignments/Specials
1:45-2:30 Group B Zooms: The Teacher will support students who are at home with small group instruction and drop in support
Distance Learning Professional Development
[A description of the professional development and resources that will be provided to staff to support the distance learning program, including technological support.]
August Training:
County Training: Many teachers took the DISRUPT training to learn best practices in Distance Learning in July and August and are sharing the learning with colleagues. Others are taking the Disrupt training now as the County started a new offering of the training in September. Social Emotional Learning--Effective practices for SEL in Distance Learning
Edmentum Training: Diagnostic assessment and intervention support in Distance Learning SeeSaw: Effective practices for using SeeSaw in TK-1
Google Classroom: Effective practices for using Google Classroom in 2nd-6th (online, optional--many teachers have been using Google Classroom)
Zoom: Effective practices using zoom (online, optional--teachers have been using zoom. This training is also offered to classified staff who will be supporting student via zoom). 1:1 training on use of dual monitors was also given to teachers.
Optional Training: Online training platforms have been provided in areas of interest
Staff Roles and Responsibilities
[A description of the new roles and responsibilities of affected staff as a result of COVID-19.]
The roles of the teachers have not changed much but the working conditions have changed. The teachers need to be able to provide Standards Based Instruction in several learning models using zoom, online platforms and other innovations in addition to their more typical instructional practices in the on campus models. They also need to screen students for Covid 19 on the way into class, taking temperatures, symptom checks, and ensuring mask wearing.
The roles of several classified employees are changing during distance learning. Yard duties and other personnel in positions that are not needed when students are not at school and those who typically work with student in person have been assigned to a variety of positions including push in support for struggling students, child supervision (Employee's children), monitoring copy machines so they are used by only one person, food distribution, materials distribution, enhanced cleaning.
Supports for Pupils with Unique Needs
[A description of the additional supports the LEA will provide during distance learning to assist pupils with unique needs, including English learners, pupils with exceptional needs served across the full continuum of placements, pupils in foster care, and pupils who are experiencing homelessness.]
The COVID-19 pandemic has highlighted the many ways in which public schools strengthen the fabric of community life and provide a safety net for our most vulnerable students. Each and every student deserves to learn in a supportive environment where they can thrive, and it is our mission to continue to provide an environment, in any instructional model, for our students to flourish.
English Learners: According to the California Department of Education’s Stronger Together guidebook, English learners will need additional support to rebalance and refocus on the task of learning and being productive in the school community with the goal to achieve the same rigorous grade-level academic language standards that are expected from all students within a reasonable period of time. To accomplish these goals, all English learners must receive a comprehensive program of both designated and integrated English language development (ELD) instruction targeted to their proficiency level, and appropriate academic instruction in a language acquisition program.
The California English Learner Roadmap Policy, Principle One addresses the need to embrace our English learners as assets to our schools and community and Principle Two the need to provide meaningful access to a full standards-based and relevant curriculum through
Designated and Integrated ELD language instruction services that are required to be provided to all English learner students regardless of grade and proficiency level.
more than two proficiency levels, aligned to the 2012 California English Language Development Standards, focused on communicative purposes, not discrete grammar instruction, address the speaking, listening, reading, and writing.
The English Learner (EL) Specialist will support the implementation of the English Language Development program to ensure English learners meet appropriate language acquisition proficiency levels, ensuring academic goals are met as determined by English Language Proficiency Assessment for California (ELPAC) and academic expectations of Bennett Valley Schools.
ELPAC
The English Language Proficiency Assessments for California (ELPAC) is the mandated state test for determining English language proficiency. Two separate tests, the Initial ELPAC and the Summative ELPAC, serve two different purposes. The Initial ELPAC assesses students that the Home Language Survey identifies as a possible English learner. This assessment will be given within the first thirty (30) days of a student's enrollment in a California school. If students are not present (physically) in school at the beginning of the 2020-2021 school year and the Initial ELPAC cannot be administered, the student must receive EL services until the student can be assessed and their English language proficiency can be determined. At Rapid Registration, we provided all EL parents the EL program designation forms which essentially carried over their EL status and program determination into 2020-21 so the parents could give us permission to serve the students until formal assessment is again available.
For those students who completed the Summative ELPAC testing in 2019–2020, BVUSD will use the results from the 2019–2020 Summative ELPAC to determine reclassification eligibility. For those students who did not complete testing in the spring of 2019–2020, an optional fall Summative ELPAC window will be open and available between August 20–October 30, 2020.
Special Education: To every extent possible, we will meet the elements of the child's Individualized Educational Plan (IEP). During the Spring, addendum IEPs were held virtually with the parents of students in special education to determine the ways to provide IEP designated services to meet student IEP goals remotely. As each scheduled IEP is addressed, an emergency services plan will also be completed detailing support to be provided in the distance model for each special education student. We will offer additional small group and individual tutoring as needed via zoom. It is also possible that we will apply for a State waiver to serve some special needs students on campus, if approved. Once in the hybrid model, special education students will be invited to campus more than twice per week so that they may have their special education services also in person.
Foster and Homeless Youth: In addition to our iTeam and Fast Lane intervention services, computers and instructional materials provided, and services provided to low income students, the needs of Foster and Homeless students are addressed by their teachers and in
collaboration with the County liaison for specific needs.
Many of the actions and expensed related to Distance Learning are also needed for our on campus, in person hybrid learning model. Please refer to the in-person section for details. The costs are noted in only one of the two sections.
Actions related to the Distance Learning Program [additional rows and actions may be added as necessary]
Description Total Funds Contributing
Technology for Teachers for better instructional zooms--lap tops, dual monitors, document cameras, webcams, etc.
46,413.39 X No
Diagnostic assessment: We are implementing Edmentum's Exact Path to provide a
diagnostic assessment and treatment to diagnose learning gaps and fill them. This program is needed for both the Distance and person options and the cost is included in the in-person section
X Yes
We have provided no cost child supervision to the children of our district employees who are district students so the employees can devote themselves to to the students--This program is used during distance learning and for the distance days in hybrid learning (cost was noted in the in person section)
X Yes
We have continued Lexia software for fluency development in K-3 (it was slated to be cut). This will be used for both in person, hybrid, and distance learning
10,900 X Yes
We have purchased air purifiers for each classroom and work space for work on campus (both for COVID and the August wildfires) and for when we return to campus (Cost was also noted in the in-person section)
X No
Computers: We distributed over 400 computers to families who needed them. They will be needed for both the hybrid and distance learning. We repurposed many of our classroom computers for this purpose but to repurchase them when we return to campus, will cost about $400 per computer. We needed additional laptop chargers as well ($1,273)
161,273 X Yes
Zearn Math: We were going to go to the free version of Zearn but needed the more robust paid version for distance learning. It will be needed both for Hybrid and Distance Learning. The amount was also noted in the in-person section
Description Total Funds Contributing Zoom: We purchased the professional version of Zoom. Zoom is needed for both the
distance learning and hybrid since teachers will check in with their students on their distance days. The amount was also noted in the in-person section.
X Yes
Instructional Supplies: We distributed bags of instructional materials and supplies to each
family for Distance Learning 774.11 X Yes
We have retained the positions of several classified special education paraprofessionals during distance learning including many of the instructional 1:1 paraprofessionals so that they can provide push-in 1:1 and small group zoom and phone support for students with special needs. This will be needed during distance learning and during the distance days in the hybrid model.
130,443.06 X Yes
We have added to the paraprofessional support of our intervention teams (iTeam at Yulupa; Fast Lane at Strawberry) The amount shown does not include the teachers but does include the paraprofessionals that work under the teachers to support EL, low income, foster,
homeless, and other struggling students. This is needed in both the distance and hybrid models
8,138.66 X Yes
SeeSaw was purchased for TK -1st grade as an alternate to Google Classroom as it is friendlier for the youngest students.
2,475 X No
Copying: We have increased the amount of copy clerk time so teachers get the materials they need and we don't have multiple people touching the copiers. This is needed while COVID 19 continues in our community.
X No
We have a teacher returning from leave in November who will work with our special education teachers to support Special Education students and English learners. This will be needed for both in-person and distance learning. The cost is noted in the in-person section of this report
Description Total Funds Contributing
Pupil Learning Loss
[A description of how the LEA will address pupil learning loss that results from COVID-19 during the 2019–2020 and 2020–21 school years, including how the LEA will assess pupils to measure learning status, particularly in the areas of English language arts, English language development, and mathematics.]
Students were assessed at the beginning of the school year to determine any learning gaps. The district assessments will be administered three times per year to display student progress and learning gaps.
District Assessments:
Edmentum/Exact Path--English Language Arts, Math, and Reading Assessment PELI--Transitional Kindergarten
Dibels--Reading fluency assessment (grades K-2 and struggling students) Star Reading-Reading comprehension assessment (Grades 3-6)
ELPAC: New EL students were assessed to determine their English fluency, reading, writing, listening and speaking levels. Teacher provided assessments were also given.
Instruction is provided to help all students work toward mastery of state standards for their grade level.
Support will be given by classroom teachers, intervention team members, special ed team members, and the school counselor
The principal will initiate the tiered reengagement process for students who miss at least 60% of instruction. This process is designed to support students in being fully engaged in their learning.
Pupil Learning Loss Strategies
[A description of the actions and strategies the LEA will use to address learning loss and accelerate learning progress for pupils, as needed, including how these strategies differ for pupils who are English learners; low-income; foster youth; pupils with exceptional needs; and pupils experiencing homelessness.]
Teachers are providing zoom community building social/emotional lessons daily as well as daily academic lessons via zoom. In addition, teachers provide daily small group instruction. SeeSaw (grades Tk-1) and Google Classroom (2nd-6th) are used to provide the academic work content to students. Various adaptive online platforms are used including Edmentum, Lexia, Reading Eggspress, ReadWorks, Zearn, and Khan Academy
English Learners: ELD is provided and integrated into the daily lesson. In addition to the teachers' daily office hours when students can get 1:1 support from their teachers, EL students may also be supported by our intervention teams in small groups or individually. Counseling and nursing support are provided as needed.
Low Income: Computers, lunches, and classroom materials are provided to low income students. In addition to the teachers' daily office hours when students can get 1:1 support from their teachers, low income students may also be supported by our intervention teams in small groups or individually. Counseling is also provided as needed. Nursing support is also provided as needed
Foster Youth: Computers, lunches, and classroom materials are provided to foster students. In addition to the teachers' daily office hours when students can get 1:1 support from their teachers, foster students may also be supported by our intervention teams in small groups or individually. Counseling is also provided as needed. Nursing support is also provided as needed
Pupils with exceptional needs: Computers, lunches, and classroom materials are provided to students with exceptional needs. In addition to the teachers' daily office hours when students can get 1:1 support from their teachers, special needs students are also be supported by their special education teachers in small groups or individually and get special support with 1:1 paraprofessional support via zoom. Counseling is also provided as needed. Nursing support is also provided as needed
Pupils experiencing homelessness: Computers, lunches, and classroom materials are provided to homeless students. In addition to the teachers' daily office hours when students can get 1:1 support from their teachers, homeless students may also be supported by our intervention teams in small groups or individually. Also, the County Office of Education has a liaison that provides other needed support to homeless students. Counseling is also provided as needed. Nursing support is also provided as needed
Effectiveness of Implemented Pupil Learning Loss Strategies
[A description of how the effectiveness of the services or supports provided to address learning loss will be measured.]
Actions to Address Pupil Learning Loss [additional rows and actions may be added as necessary]
Description Total Funds Contributing
Edmentum Exact Path Assessment/Intervention (Amount noted in in-person section) X Yes
Push in support - We have retained the positions of several classified special education paraprofessionals during distance learning so that they can provide push-in 1:1 and small group zoom and phone support for students with special needs. This will be needed during distance learning and during the distance days in the hybrid model. The amount is noted in Distance section
X Yes
Intervention Support: iTeam (Yulupa) and Fast Lane (Strawberry): Our interventionists and their paraprofessionals analyze student assessment data and support students to remediate learning gaps via small group and individual zoom meetings. The amount of the additional paraprofessional support is listed in the Distance Learning section
X Yes
Counseling support: Our school counselor and primary intervention support paraprofessional address student social/emotional needs via individual zoom meetings and zoom play therapy (for younger children). This support addresses the trauma these students experience and help mitigate its effects on student learning.
$58,628.26 X Yes
We have retained the positions of several classified special education paraprofessionals during distance learning including many of the instructional 1:1 paraprofessionals so that they can provide push-in 1:1 and small group zoom and phone support for students with special needs. This will be needed during distance learning and during the distance days in the hybrid model. The amount is listed in the Distance Learning section
Mental Health and Social and Emotional Well-Being
[A description of how the LEA will monitor and support mental health and social and emotional well-being of pupils and staff during the school year, including the professional development and resources that will be provided to pupils and staff to address trauma and other impacts of COVID-19 on the school community.]
In an effort to support our students and families, we have consistent and impactful social-emotional learning (SEL) practices built into the school day. This coming school year, we will have a district-wide theme to support
our philosophy with SEL: Emotions Matter! BVUSD believes that physical, emotional and social wellness are inseparable and are necessary for students to engage in formal learning.
BVUSD Goals and Objectives:
#1: Support staff social-emotional needs as we transition into hybrid learning
#2: Build relationships, social-emotional skills, and classroom community for our students and families
#3: Provide resources, guidance, and support for teachers to integrate and implement SEL practices during this new transition. Social-Emotional Skills
Social-Emotional Learning is the ability to identify and manage emotions, express empathy, form healthy relationships, make responsible decisions and cope with stress.
Our Programs
We endeavor to maintain an inclusive and positive school culture. RULER and Toolbox offer explicit instruction and provide students the tools they need to be a fully functioning part of the school community.
The Anchors Tools of Emotional Intelligence are evidence-based tools designed to develop and enhance emotional intelligence. RULER includes four primary tools: Charter, Mood Meter, Meta-Moment, and Blueprint
All classes will have a daily check in meeting to address student social emotional issues, build a positive classroom community, and to help teachers determine students in need of more intervention or counseling support.
Professional Development: In August, all teachers and instructional classified staff members received training to help them integrate SEL into their distance learning. Each month, the SEL team will follow up with additional implementation support.
Support Provided:
In Distance Learning, each day there is a check in during which an SEL lesson or group community building activity is given.
Counseling support: Our school counselor and primary intervention support paraprofessional address student social/emotional needs via individual zoom meetings and zoom play therapy (for younger children)
Pupil and Family Engagement and Outreach
[A description of pupil engagement and outreach, including the procedures for tiered reengagement strategies for pupils who are absent from distance learning and how the LEA will provide outreach to pupils and their parents or guardians, including in languages other than English, when pupils are not meeting compulsory education requirements, or if the LEA determines the pupil is not engaging in instruction and is at risk of learning loss.]
Teachers will take attendance as required by AB 98 and any other state or federal mandates. In addition, teachers will use the weekly engagement form to note all of the ways students are engaged in synchronous and asynchronous learning. A pupil who does not participate in distance learning on a school day shall be documented as absent for that school day. Students who are absent from home learning for more than three school days or 60 percent of the instructional days in a school week, shall be subject to a tiered reengagement process.
Reengagement Process Tier 1
The automated messaging system will make daily phone calls for each day a student is marked absent by the teacher. Teachers or the attendance clerk will attempt to make contact with the student and parent.
Attendance information will be available for parents through the Student Information Portal. Tier 2
Students that are deemed 60% absent from the hybrid model or distance learning will be reported to the school site attendance clerk and school principal.
As part of the re-engagement strategy, the school site principal will attempt to reach out and determine the cause for the absence and will: Ensure that communication with the parent is working, phone dialer, emails, and internet access;
Determine if there is a breakdown in communication and make any corrections; and
Determine if the lack of participation is due to a lack of access and the site will take the necessary steps to ensure the issue is resolved. The parents will be informed that continued absences from distance learning could include:
A conference with the principal;
Other forms of support will also be discussed such as additional time needed, emotional or mental health supports, and potential greater academic supports and interventions; and
If the re-engagement strategies in Tiers 1 & 2 fail to improve distance learning attendance then a follow-up Student Attendance Review Board meeting will be held,
The school administrator may develop an Attendance Plan that includes: Teacher engagement
Both reward and consequences for further attendance;
Review of the family circumstance for outside connection with health and social service Make a recommendation to transitioning the student to full in-person learning.
Outreach will be conducted in English and Spanish as needed.
School Nutrition
[A description of how the LEA will provide nutritionally adequate meals for all pupils, including those students who are eligible for free or reduced-price meals, when pupils are participating in both in-person instruction and distance learning, as applicable.]
We are providing grab and go lunches for curbside pick up twice per week at one of our schools during distance learning and daily at both schools once we are back on campus for either the blended learning/hybrid model or the full return to school model. Those eligible for free or reduced cost lunches and those who purchase lunches may collect two lunches each Monday and three lunches each Friday during distance learning. Once back on campus, lunches will return to normal and be provided daily. Parents who still want to keep their children home via our Supported Learning Option will be able to pick up a lunch at their child's home school.
Additional Actions to Implement the Learning Continuity Plan [additional rows
and actions may be added as necessary]
Section Description Total Funds Contributing
Stakeholder Engagement We have engaged stakeholders in the development of our Return to Work plan and this report as noted in the
Stakeholder Engagement section of this plan
Section Description Total Funds Contributing In-Person Instructional
Offerings
Should we be able to go back on campus for a hybrid model or full return to campus model, we have put into place the following as described in the in-person section:
1) Adding a teacher at Strawberry to achieve a 22:1 staffing ratio at Yulupa for TK-3 and a 25:1 staffing ratio at Strawberry to permit 4' distancing when allowable and to decrease the teacher:student ratio to give students additional attention during distance and hybrid learning.
2) Significant PPE and procedures for social distancing and the implementation of a CDC and Public Health guidance Many of the Distance learning actions and services are also needed for a return to campus model, particularly for the hybrid.
91,839.72 X Yes
Distance Learning Program We have enhanced the technology for teachers to ensure more effective instruction via zoom (dual monitors, webcams, etc.)
We have provided tech support to families and staff
We have distributed computers to those who need them. (The amount shown does not include the $160,000 estimated
replacement value of computers distributed.)
We have trained teachers in distance learning practices We have developed a protocol for keeping staff working on campus safe
Section Description Total Funds Contributing We have purchased assessment, remediation, and extension
software and online platforms
Pupil Learning Loss We have purchased diagnostic assessment and trained teachers in their use
We have provided 1:1 and small group support for struggling students, EL students, students with disabilities, foster, low income and homeless students
151,992.89 X Yes
Mental Health and Social and Emotional Well-Being
We have trained teachers on integrating SEL into instruction daily.
We have a counselor and primary intervention therapy paraprofessional providing services in small groups and 1:1 via zoom
130,000 X Yes
Pupil Engagement and Outreach
We have developed a tiered reengagement process to provide support to students and families who have missed 60% of instruction
We have added some additional nursing services for low income, EL, foster, and homeless students.
4,000 X Yes
School Nutrition School lunches are provided in all of our models--Cost is
Section Description Total Funds Contributing
N/A Copying Costs: We want as few people as possible at the
copiers for safety
38,457.32 X No
N/A Child supervision for the children of employees has been
provided so that the teachers and other instructional staff members can fully devote themselves to their students during instructional time.
67,381.65 X No
Increased or Improved Services for Foster Youth, English Learners, and
Low-Income Students
Percentage to Increase or Improve Services Increased Apportionment based on the Enrollment of Foster Youth, English Learners, and Low-Income students
5.57%% 445,900
Required Descriptions
[For the actions being provided to an entire school, or across the entire school district or county office of education (COE), an explanation of (1) how the needs of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in meeting the needs of these students.]
ENGLISH LEARNERS
goals, all English learners must receive a comprehensive program of both designated and integrated English language development (ELD) instruction targeted to their proficiency level, and appropriate academic instruction in a language acquisition program.
The California English Learner Roadmap
Principle One addresses the need to embrace our English learners as assets to our schools and community
Principle Two addresses the need to provide meaningful access to a full standards-based and relevant curriculum through Designated and Integrated ELD language instruction services that are required to be provided to all English learner students regardless of grade and proficiency level.
The Bennett Valley EL Master Plan states that all English learners shall be provided with a minimum of 30 minutes a day of Designated ELD instruction by a certificated staff member. This Designated ELD instruction shall be targeted at EL proficiency levels with groupings of not more than two proficiency levels, aligned to the 2012 California English Language Development Standards, focused on communicative purposes, not discrete grammar instruction, which address the speaking, listening, reading and writing skills of English learners and enable them to reach proficiency in all academic areas.
The English Learner (EL) Specialists support the implementation of the English Language Development program to ensure English learners meet appropriate language acquisition proficiency levels, ensuring academic goals are met as determined by English Language Proficiency Assessment for California (ELPAC) and local assessments, and that students are supported in meeting the academic
expectations of Bennett Valley Schools.
We have added certificated and classified support in both small group and individual zooms for English learners for distance learning and once we pivot to the hybrid model.
ELPAC
The English Language Proficiency Assessments for California (ELPAC) is the mandated state test for determining English language proficiency. Two separate tests, the Initial ELPAC and the Summative ELPAC, serve two different purposes. The Initial ELPAC assesses students that the Home Language Survey identifies as a possible English learner. This assessment will be given within the first thirty (30) days of a student's enrollment in a California school. If students are not present (physically) in school at the beginning of the 2020-2021 school year and the Initial ELPAC cannot be administered, the student must receive EL services until the student can be assessed and their English language proficiency can be determined.
For those students who completed the Summative ELPAC testing in 2019–2020, BVUSD will use the results from the 2019–2020
Summative ELPAC to determine reclassification eligibility. For those students who did not complete testing in the spring of 2019–2020, an optional fall Summative ELPAC window will be open and available between August 20–October 30, 2020.
ELAC
parents with advance notice of the meeting time, agenda, and teleconferencing information. All school sites continue to hold these meetings and cover the mandated topics.
Low Income Students
Low income students, foster and English learners are the first to receive the intervention support of our iTeam (Yulupa) and our Fast Lane (Strawberry) intervention support teams. Low income students will also receive free or reduced priced lunches as eligible, as well as free or low cost bus passes when school resumes on campus. (Since we have a joint powers authority with several other districts for
transportation, there are still transportation costs even while we are not transporting students.
Diagnostic and Intervention Support--Edmentum: The Edmentum diagnostic assessment and instruction works in tandem with Reading Eggspress to determine the learning levels in English language arts, reading and math and to provide personalized on-line intervention that goes with the Reading Eggspress program to develop English language proficiency and reading and math skills for English learners, foster youth, low income students.
[A description of how services for foster youth, English learners, and low-income students are being increased or improved by the percentage required.]
Our required amount for proportionality is $445,900 which is down from the amount in 2019-20 which was $459,835 due to a slight decrease in this subgroup.
Services for foster youth, English Learners, and low income students were increased by the required 5.57% percentage via the following actions:
Zoom push in services to support learning from certificated and classified staff members in small group and individual groupings Enhanced assessment and remediation of gaps in learning services
Free Reduced Lunch Distribution Additional nursing services Additional counseling services
Play therapy via zoom for TK-2nd grade students as needed
Assessment and remediation support via small group and individual zoom meetings during distance learning Computer distribution and tech support
Teacher training
