Subcommittee Recommendations DRAFT Priority Color Codes A = Immediate B = Prior to Start of School C = Within First 90 days of School D = Longer term/Aspirational R= Rejected Committee CBO Engagement CBO Engagement CBO Engagement CBO Engagement Recommendation Establish community-based remote learning centers where students can complete their remote learning activities in a safe, supervised environment. Promote the local Early Learning Resource Center (ELRC) offices and Trying Together find childcare website(www.find.alleghenychildcare.org) and Provider website(www.providers.alleghenychildcare.org). Priority A = Immediate A Have all district schools complete an asset map in order to identify what community-based organizational supports are being provided / available and what service gaps need to be addressed within their school community. The asset map should also identify communityC = Within First 90 days of based organizations capacity, virtual services offered, in-person / onsite services offered, demographics served, and other vital service School details. The district should seek out and partner with communitybased organizations that specialize in asset mapping. They should also leverage best practices from the Community School strategy and the guidance of the Out-Of-School Time Office. Develop an engagement and resource coordination strategy that allows for seamless communication between approved PPS partner organizations and school administrator, teachers, student services staff, and paraprofessionals. The strategy will allow district schools to leverage community-based organization support within the classroom and out-of-school time. Utilizing best practices from the national Coalition for Community Schools the following options should be considered when developing the engagement and resource coordination strategy. These options can be implemented in a remote and blended reopening model. The development of a leadership team and/or designate an existing team that serves as a liaison between approved PPS partners organizations and school-based staff. Team members should include a combination of school administrators, student services staff, teachers, paraprofessionals, and approved PPS partners. The team's primary responsibility is to strategize and create a plan of action that ensures services provided are aligned, enhance, and support classroom learning. Additionally, the team should ensure the appropriate services are in place to address non-academic needs of students and families. The designation of a teacher per grade band to server as a liaison for Page 1 of 46 C Subcommittee Recommendations DRAFT approved PPS partners organizations. This will allow for teachers and PPS partners to strategize on how to best support students within and outside the classroom. Including aligning services provided to the curriculum, classroom assignments and projects. This will allow approved partners to creatively enhance and reinforce content learned in the classroom through STEAM, arts, social justice, recreation, and other enrichment areas. The designation of a student services staff member(s) and/or paraprofessional(s)s to serve as liaisons for approved PPS partners. This will allow for approved partners to provide updates on services provided, school representatives to communicate specific school community needs, and collaborative planning to ensure the school community’s academic and non-academic needs are being met. Monthly PPS partner meeting with all community-based organizations currently providing services to students and families of the school. Meeting participants should include a combination of school administrators, student services staff, teachers, paraprofessionals, and other key stakeholders. The meeting will provide an opportunity for PPS partners to report on services provided, school representatives to communicate specific school community needs, and collaborative planning to ensure the school community’s academic and non-academic needs are being met. Taking into consideration the social unrest in our country; PPS should seek out and partner with community-based organizations that have expertise in addressing the impact of social injustice among students. Additionally, PPS partners and school communities should collaborate to provide seamless support, services, and leaning in the area of social justice. This expertise of the Equity Office, Student Voice, and Student Envoy should be leveraged as well. Partnership consideration may include but are not limited to the following. CBO Engagement Development of a shared social justice focus area for all approved PPS partners and district schools. The focus area can be incorporated into classroom assignments, out-of-school time programming, project-based learning opportunities, and other identified means. C PPS partners can provide social justice activities and/or projects that are linked to subject areas covered within the classrooms. PPS partners can supplement learning in the classroom by providing students with books with a social justice focus. The books provided can be used for book clubs, reading celebrations, and other identified means. CBO Engagement Facilitate district schools partnering with approved PPS partners in the area of social-emotional learning (SEL). This will allow for PPS partners to develop shared SEL language and best practices with their school community. Partnership consideration may include but are not limited to the following. Page 2 of 46 C Subcommittee Recommendations DRAFT The district providing training to approved PPS partners on the their SEL strategies. District schools seeking out Community-based organizations to provide SEL training to school-based staff. Including best practices to utilize with students within the school community. PPS partners across the district implementing a SEL model that calls for the administering of a simple SEL assessment with students in their programs. Ideally, the assessment would be link to the districts SEL strategy. This will allow for partners and school-based staff to coordinate the appropriate supports for students. CBO Engagement CBO Engagement CBO Engagement CBO Engagement CBO Engagement Hold quarterly conferences specifically focused on the success and progress of individual students and outline specific next steps on what will best help each child. Include teachers, families, and OST partners who work closely with the student as an “All In” approach to holistically consider the strengths, successes, and areas of focus to collectively establish plans and goals for each youth. Ensure that student voice is included in each conversation. (Aligned with Phase 3 initiative of Student Success Plans in Theme 1 of the PPS Strategic Plan) Consider platforms for having this information aggregated online (model from System 1-2-3) or strategies from student-led conferences. Provide regular “District 101” sessions for approved District OST partners so that they are abreast of how to connect and direct families to critical services and opportunities as needs arise, e.g. mental health services, resources related to PSE needs, magnet opportunities, etc. Establish regular feedback channels for approved District OST partners to share back to District and school staff to inform adjustments and improvements moving forward. Ask for information in advance in order to focus real-time meetings problem solving. Establish a mechanism for the sharing of best practices among District OST partners, especially from school leaders and teachers who see success with partnerships in their building. Put out a monthly call for submissions and highlight examples to spread successful strategies across the District. Prioritize approved District OST partner access to PPS buildings to safely serve students in person and to continue to provide live programming while following all health and safety regulations and best practices. Facilitate connecting students and families to approved District OST partners virtually, when needed, by emphasizing the importance of continuing school-based programming, e.g. mentoring, in a remote environment. When necessary, facilitate processes to get materials into the hands of students and families, e.g. distribution of books via Grab & Go locations. Approve building permits and make plans for partners to utilize designated space(s) within buildings, especially K-5 and K-8 schools. Page 3 of 46 C C C C C Subcommittee Recommendations DRAFT CBO Engagement CBO Engagement CBO Engagement CBO Engagement CBO Engagement As necessary, establish clear guidance and requirements for partners to follow with respect to limiting the number of unique staff coming into each building and ensure strict processes for knowing who is in which buildings at all times, to facilitate contact tracing. Development of a Building Usage Plan for each district school. This is a best practice of the Community Schools strategy Establish best practices for remote tutoring; consider establishing a cadre of community-based tutors (including CBO staff, University students, PPS alumni, Pittsburgh Promise graduates, high achieving PPS high school students, members of the community, etc.) and provide high level guidelines and overviews for these individuals to work 1:1 with a student or family to support academic success. Ensure that staff from approved District OST partners can access and utilize the District’s learning management system and are trained in how to support students and families with use. Ensure that all PPS students and families have library cards and are aware of the variety of resources and services available through the library system e.g. host live info sessions or share out videos. Highlight alignment of CLP resources to PPS curriculum & assignments. Consider building in OST partner provided enrichment in to students’ schedules, to provide engaging opportunities to students and allow for more flexibility in scheduling of core academics. Prioritize student voice and choice in the selection of offerings, so that children are exploring something of interest to them. Provide enough technology and lessons to childcare staff on how to support remote instruction with children so that when children are in childcare virtual learning can continue. C C C D D CBO Engagement Provide a survey to parents asking what type of care they will need if school opens back as a blended model. AM Care Only PM Care Only Full Day care Part Day Care (i.e. 2 day or 3 days) Transportation needed (Yes/No) DONE CBO Engagement Utilize the Cityspan provider data management system as the primary means to store, track, and report on services provided by approved PPS partners. Cityspan will allow partners to manage and share their service data with school-based staff ensuring seamless communication and resource coordination. The system tracks program services areas, rosters, service activities, program attendance, and other program details. Cityspan also allows approved PPS partners access to grades, attendance, standardized test scores, and other student details base on the PPS data sharing agreement with approved partners. Additionally, Cityspan will allow for the flexibility for resources coordination among partners and school-based staff in a remote and blended reopening model. IN PROCESS Page 4 of 46 Subcommittee Recommendations DRAFT CBO Engagement CBO Engagement CBO Engagement Hold regular engagement sessions for approved District OST partners to receive high level information on the District’s overall goals for students, e.g. reading on grade level by 3rd grade, access to Algebra, etc as well as to receive information from the District on our current strategies and approaches, e.g. SEL, trauma-informed care, or the equity plan so that we can assure alignment of effort towards student success. (this reflects an extension of the presentations currently provided at the quarterly OST partner meetings facilitated by Tylor Hart) Ensure that approved District OST partners have access to detailed student level data for the children they are serving Current academic performance - Lexile level, math performance level, mastery of specific standards or eligible content IEP/ELL status, including strategies from the IEP at a glance and accommodations students receive in school Information about student assignments - what has been assigned, what has been submitted, and what is outstanding. Provide targeted and structured training opportunities for approved District OST partners to engage in sessions focused on student data privacy and FERPA, and how to interpret and act upon the information that is shared. Train interested partners in the curriculum and standards for the grade level(s) of students that they serve, so that they can provide effective instructional support. Inform families so that they understand how community partners can best serve their child when they have this data, and can make an informed choice about whether or not to grant access. Consider assigning PPS paraprofessionals or other staff to District CBO sites that are serving students, to increase organizations’ capacity to serve students (if physical space allows). IN PROCESS NEED ADDITIONAL INFORMATION NEED ADDITIONAL INFORMATION CBO Engagement ELRC partner with PPS to utilize Early Learning Engagement Specialist to work with PPS families to directly inform families about what childcare programs are in their area and what services they have to offer. NEED ADDITIONAL INFORMATION Educ Supports Create a specialized ‘Educational Supports’ team in each of the schools to continuously monitor, address and support vulnerable students’ and families’ needs. Structure a support system where every single adult in the building has a group of students of whom they’re responsible for keeping track, talking 1-1 regularly, building relationships with families, identifying resources of support, etc. A = Immediate Priority A: Apply compassionate, responsive and trauma-informed approaches to undesirable behavior that involve preventative supports with an understanding that it will take time for students to be learning new expectations; avoid using disciplinary measures to Educ Supports respond to safety concerns--PRIORITY D i.e., eliminate suspensions for all non-violent offenses and shift discipline to a model aimed at reconnecting students to learning when they have become disconnected for whatever reason (See NYU Steinhardt). A Establish procedures for holding IEP and 504 meetings with parents so that teams can identify individual student needs, including schedule, location, type of supports, and any additional A Educ Supports Page 5 of 46 Subcommittee Recommendations DRAFT accommodations. These conversations to identify individualized needs should begin before school starts and a framework for prioritizing which meetings are scheduled first should be developed in advance. Establish procedures for assessing individual students’ current needs - which may be greater or different than they were before school Educ Supports closures - and identifying, calculating, and agreeing on an individualized plan to provide compensatory education where appropriate. A Establish alternate safety measures for students with disabilities who (due to their disability) are unable to keep a mask on or remain 6’ Educ Supports from others at all times. Examples might include podding (keeping a small group of students together for the entire day with little to no contact with others). A Ensure all staff have access to Personal Protective Equipment, with special attention to staff who must assist students with personal care Educ Supports such as nurses, personal care assistants, therapists providing hands on therapy, etc. Students who we know were unsuccessful (needs to be defined) in Educ Supports the spring should be prioritized to return for in-person instruction, if that is their preference. (Without sacrificing all students' needs) Educ Supports Educ Supports Educ Supports Educ Supports For ELL’s, cameras must be enabled to see words, gestures, etc. Make available or purchase devices that allow touch screen (iPads/Chromebooks) for students with special needs who cannot navigate keyboards. Work with field offices to review the school population to determine and address changes due to COVID-19 including relocation of housing insecure populations which will have implications for class makeup, school enrollment, support services, etc. (external organizations must be involved) Partner with city facilities (libraries, recreation centers, underutilized PPS buildings) to conduct meetings and evaluations. Every single household needs confirmed access to functioning Educ Supports technology and uninterrupted Wi-Fi services, along with ongoing tech support, by the start of the school year. Any disciplinary referral and referral for special education services should be scrutinized with heightened attention as this time of crisis Educ Supports also creates an open door for the influence of biases in judging student behavior, communication style, presentation of emotion, etc. Curriculum and format needs to be adaptable (asynchronous/ Educ Supports synchronous/one-to-one instruction; video chats & calls; use of manipulatives) Educ Supports For EL families, District documents should be translated quickly, fully, and accurately. If there is logistical information that is time sensitive, consider other means of delivery such as social media, text, video Page 6 of 46 A A A A A NEEDS MORE INFORMATION A = Immediate (1:1 device access for students, and working with partners to address internet access) B = Prior to Start B B Subcommittee Recommendations DRAFT translations and programs to get important messages out quickly and ensure ELs and their families are not left behind. Provide teachers with training on how to provide engaging & Educ Supports challenging virtual instruction and how to make accommodations and modifications so that federal guidelines are followed. Improve communication with hard-to-reach families by using multiple methods of outreach (phone calls, texts, WhatsApp, social media, fliers, school- and community-based platforms) with a priority on personal methods. As the first point of contact, leverage the existing Educ Supports touchpoints staff and community members have with families by ensuring they receive a bulletin of information that they can share with families (i.e., central place or notification system that regularly outlines FYI’s and FAQs about current and future happenings in the District). B B Parents can be offered face-to-face PD on the LMS to be used in Fall. B = Prior to Start (Face-toPPS can offer multiple, smaller group demonstrations while still face will be contingent on maintaining social distancing. social distancing abilities) Provide students with proactive strategies, social stories, modeling of Educ Supports rituals and routines, movement/brain breaks, and manipulatives that B/C can be sent home or safely shared at different times of the year. Educ Supports Educ Supports Equip families and caretakers with the knowledge and resources to support remote learning. Keep caregivers engaged and informed by providing remote learning guides, webinars, and social distance professional learning; engaging them through programs like Springboard. B/C Work with state agencies to support counseling, mental health, etc. recognizing that students’ needs in this area are largely going to be C = Within First 90 days of Educ Supports greater and beyond those who already have them as related services School in their IEP. For students who need an additional layer of mental/emotional Educ Supports support, provide individualized touchpoints with a personal advocate C to make them feel connected to their schools. Educ Supports Create a repository or bank of resources and ideas for teachers (and caregivers) to access throughout. Possible use of local university Education students (pre-student teaching) to assist PPS teachers in delivery of synchronous instruction (colleges will be working under similar rules - not able to Educ Supports have 100% in person instruction - this affords them a place for students to go outside of their classrooms and gain educational experiences in the unique time) At the elementary level, principals should consider having staff loop to the next grade with their students (wherever possible) to preserve Educ Supports continuity of relationship. This will require some support for staff to build capacity on the content of the curriculum for a grade they may not have taught before or in some time. (See NYU Steinhardt) Disaggregate data on engagement (behavioral, cognitive, affective) in Educ Supports technology-enhanced learning environments with heightened attention to our most vulnerable student populations. Page 7 of 46 C D = Longer Term/Aspirational D D Subcommittee Recommendations DRAFT The District needs an approved ESL curriculum for all grade levels and all subject areas, including for sheltered ELLs. This could be a free-standing curriculum specifically for ELLs or a curriculum with Educ Supports embedded ESL adaptations. Hands-on English for K-1 and Champion of Ideas for 6-12 should be explored for distance learning from Ballard-Tighe. Survey stakeholders for a comprehensive LMS/CMS that is used district-wide to support students, parents, administrators, etc. Consider which translation tools can be integrated to work directly Educ Supports with our LMS. Provide SPED teachers with alternative online programs that students in regional classrooms could be taught to use independently. Dedicated video devices to capture the live instruction for the at-home Educ Supports students each day. Possible use of empty classrooms in buildings that are NOT the students’ home building - to help ensure face-to-face instruction for identified populations (ESL, PSE, etc) Create a "COVID" code of conduct or guidebook that is user-friendly for students and caregivers - but one that helps promote shared expectations and supports for meeting them, not punitive responses to students who understandably are going to be continued to be Educ Supports challenged by schools reopening. Be proactive about sending out expectations and rules ahead of time to the students, letting them know what will look different and what will be expected of them, in turn, easing anxiety and preventing behaviors due to maladjustment. Educ Supports Improve the survey method to gather feedback from ALL stakeholders (students, parents, teachers, administrators) with specialized attention Educ Supports to vulnerable subgroups and underrepresented groups from which to base our decisions. Maslow before Bloom - Instead of testing students immediately upon their return to school, focus on creating learning environments that Educ Supports feel both physically and psychologically safe for students (and adults)-i.e., reopen with one or more healing practices in place (restorative circles, mindfulness, advisories, etc.). Rejected Rejected Rejected Rejected Rejected Rejected - without better definition this is not a recommendation it is a statement about the lack of responses which is a problem inherent to opinion surveys R & A - this is already underway - this also makes the tacit presumption that you cannot assess students needs we have to do both - without an assessment of current status in curriculum Facilities Ready Limit Occupancy: Encourage enrollment in Pittsburgh Online Academy and/or create 100% Virtual option for the student’s assigned school. A = Immediate Facilities Ready Scheduling: Implement a Partial Occupancy schedule: ½ Student Body on Monday Tuesday, 1/2 on Thursday Friday. Alternate: ½ MTH, ½ Tu-F A Facilities Ready Scheduling: Keep family units on the same schedule throughout all grade levels. A Page 8 of 46 Subcommittee Recommendations DRAFT Facilities Ready Facilities Ready Facilities Ready Facilities Ready Facilities Ready Facilities Ready Facilities Ready Facilities Ready Facilities Ready Facilities Ready Facilities Ready Building Occupancy: Provide school principals with a safe occupancy toolkit with guidelines on maximum recommended occupancy for classrooms, cafeterias, auditoriums and other building areas. Toolkit will also include recommendations for queuing and separation of traffic in hallways and stairwells. Screening and isolation areas will be identified. Quarantine contagious students: Identify a location outside of the Nurse’s office that can be used to isolate sick children until they can be picked up. (Requires plan to ensure student is not left alone and PPE/social distancing is enforced.) Screens: Provide transparent screens or dividers at main office counters, library counters, cafeterias, workstations, lab stations and other areas where social distancing cannot be maintained. Provide a screen for every classroom for student-teacher one to one conversations. PSE Central Schools: Pioneer, Conroy and OCA: Operate on 4 day/week schedule with guidelines for occupancy under social distancing and enhanced PPE and cleaning protocols PSE City Connections: Evaluate each site individually for occupancy under health and safety guidelines and adjust programming as needed. Provide additional cleaning supplies and regular disinfection by district staff. Early Childhood Schedule: A/B schedule to match district. Keep family units on the same schedule. Early Childhood Arrival: Stagger arrival and dismissal times to limit numbers on site at any one time. Shared Materials and Equipment: Limit sharing of equipment and material to greatest extent possible. Student materials should be kept in separate bins, cubbies, or lockers. Shared materials should be cleaned between each use. Arts Instruction: Provide and stock Music and Art carts for teachers to push into classrooms. Art room tables may need dividers. Musical instruments will not be shared. CTE: Provide hands-on instruction on in-school days. Lab occupancy under guidelines and will require additional screens, PPE, and cleaning supplies Physical Education: Provide under state guidelines. Limit sharing of equipment. Gymnasium and Locker Room occupancy under guidelines. Facilities Ready Facilities Ready Hand Sanitizers: Provide additional hand sanitizer stations throughout the schools. Hand washing: Provide additional hand soap and paper towel dispensers in restrooms and other sinks for enhanced hygiene. Facilities Ready Daily Cleaning: Provide additional cleaning and disinfection throughout the school day. Page 9 of 46 A A A A A A A A A A A A A A Subcommittee Recommendations DRAFT Facilities Ready Safety/Cleaning Stations: Provide safety and cleaning stations throughout the buildings with a supply of cleaning materials that can be accessed by teachers and staff to immediately address any needs. A Facilities Ready Water Coolers: Block off bubblers at water coolers. Bottle fillers to remain in operation. Provide one water bottle to each student in backto-school packet. A Facilities Ready Facilities Ready HVAC Maintenance: Ensure proper operation of all ventilation equipment. HVAC Supplies: Ensure adequate supply of replacement filters and change filters more frequently. Facilities Ready HVAC Operations: Perform “flushing” of supply and exhaust air systems for minimum of 2 hours before and after occupancy. Student Movement: Limit student movement to maximum extent practical. Have students remain in the classroom and the teachers rotate in and out. Facilities Ready Facilities Ready Classroom Doors: Leave doors open where it is safe to do so to reduce touch points and increase natural ventilation. Not possible in all buildings due to fire code. Natural Ventilation: Open windows in moderate weather where it is safe to do so. Monitor weather, humidity, and allergen levels. Facilities Ready Gifted Center: Operate as 100% remote learning. Program can be held on a non-brick and mortar day. Facilities Ready Facilities Ready Facilities Ready Instruction Instruction Instruction Instruction Instruction Instruction Athletics: Limit grandstand and bleacher occupancy per state & PIAA guidelines. Provide PPE and cleaning supplies to coaches and trainers. Outdoor spaces: Encourage use of outdoor areas for classes and activities when and where it is safe to do so. Provide a schedule for every child that details how they participate daily. When remote, the schedule should mirror the regular school day as closely as possible. Ensure the District uses one platform at all schools (Teams, Google, Schoology, etc.) Conduct a needs assessment of unfinished learning to guide instruction. Determine how the unfinished learning needs assessment can be used to guide the creation of courses for contents that do not sequentially such as (Algebra - Geometry or Biology - Chemistry) that provide students with the opportunity to have instruction in the content that they missed due to Covid 19. Determine how the Unfinished Learning needs assessment will be used to guide instruction in grades where the content is systematic such as reading or math at the K-8 level? Current Curricular Resources: Leverage all district-purchased materials and online resources for formative and summative assessments Page 10 of 46 A A A B B B B B B = Prior Start (weather permitting) A = Immediate A A A A A Subcommittee Recommendations DRAFT Instruction Instruction Additional PreK recommendations a. Make every learning activity optional to avoid penalizing students if their caretakers face competing demands. b. Continue school routines and traditions virtually to provide a sense of normalcy for children. c. Encourage teachers to schedule face-to-face check-ins with each student at least twice per week. d. Actively solicit feedback from caretakers to better understand how A = Immediate (aspects of to support them and their children. recommendation may be e. Select a more PreK friendly platform that is more age appropriate. rejected) f. Ensure that PreK students are not on a screen for more than an hour a day for students ages 2-5. This hour should be broken-up into chunks from 8AM-2PM. g. Ensure that parents and guardians have access to training to provide remote learning to their student. h. Ensure students and teachers have the instructional supplies needed for learning (e.g. manipulatives, pencils, etc). Students need to have their own- not to be shared- for use at home and in school. A = Immediate (but in Ensure Equity in the recommendations and ensure they are conjunction with CDC consistent across all schools. guidelines) Instruction Provide EC (PreK & K) students with a mix of developmentally appropriate hands-on materials & activities as well as engaging iPad apps (technology-based materials) for review and practice. See attachment for specific materials and iPad app suggestions/recommendations. Instruction EC students (Pre-K & K): Assessments should be completed one-onone either in-person or virtually so teachers can collect accurate data on students’ individual strengths and areas of growth. These assessments should be done during the first three days of school to allow teachers to gain the information they need prior to starting A = Immediate (to confirm instruction. Ongoing assessment should be done through observation what this looks like) and monitoring of student work as to not cause additional stress. Middle and end of year individual assessments can be scheduled in the same manner if we are still in a COVID-19 situation. MAP can also be administered to Kindergarten students. Instruction Baseline Assessments/Data: Baseline assessment data is needed for all grade levels and content areas – students will need to be A = Immediate (to confirm assessed differently, appropriate to the content, grade level. How that what this looks like) will be accomplished in a hybrid or blended environment is TBD. A growth mindset is imperative. Instruction Teaching and Learning Expectations -Schedules for learning, including hours in class, on computer -Class times for all content areas A = Immediate (to confirm -Completing classwork, homework, and submitting work what this looks like) -Assessments and grading, keeping tests secure to prevent cheating (video monitoring?) Instruction Move student start date to after Labor Day to allow time for teacher and student training, and for schools to rearrange furniture and hang signage to accommodate social distancing. Page 11 of 46 A = Immediate (for K-2) A= has already been decided Subcommittee Recommendations DRAFT Instruction Instruction should occur in a blended model of in-person and online A= Immediate Instruction All testing should occur on the e Learning days in order to maximize in-person instructional time. A= Immediate - will need to work through PreK and K Teachers will follow a scope and sequence with professional autonomy as they did in a traditional setting. A= Immediate (Scope and Sequence and/or unit maps are available and should be used to guide the creation and delivery of lessons) Instruction Instruction Instruction Instruction Instruction Instruction Instruction Instruction Provide professional development to school-based staff on the e A= to the platform selected learning components and Microsoft Teams. Ensure special education and general education teachers have time to collaborate to design lessons that meet students’ IEP B = Prior to Start requirements. Ensure paraprofessionals, special educations, and general education teachers have time to collaborate to design lessons that meet students’ and IEP goals. Provide students with clear expectations for both learning and behavior. Dedicate instructional time, in class, teaching students how to access and use online tools. When designing lessons, teachers need to specify the online tools that students need to use to successfully complete the assignment. Students need access to “how-to” videos so they can review as they complete the assignment. Provide packets or books/workbooks for younger students (PreK-2) to use during online instruction. Ensure students have access to school-based IT support and a mechanism to prioritize students’ calls into IT support system. Provide feedback system that relays information to child’s teacher of the technology problem, so the student is not penalized for missing a deadline. B B B B B Instruction Provide parents and students with a list of free resources through Clever that PPS has already purchased and to which students have access. B Instruction Maintain ‘stable grouping’ within classrooms when using breakout groups B = Prior to Start (In person)/C = Within first 90 days (online) Instruction Define the term ‘Collaboratively’ and counter with “Cooperative” to ensure teachers and principals have one understanding of the term to prevent from using interchangeably. (especially if it’s a Building Block). B/D Instruction Revise Grading Guidelines to include a portion for e learning and online participation. This will be a large portion of student work and a graded component will increase accountability to the learning. - In order to increase engagement and buy-in during remote learning, we believe that grade weights should reflect the importance of B Page 12 of 46 Subcommittee Recommendations DRAFT students participating in online instructional, collaboration, and discussions. We believe that completing assignments should weigh more heavily than testing if we are trying to get more students to participate in learning. Instruction Instruction Instruction Instruction Instruction Instruction Instruction Instruction Provide resources and manipulatives for students to use when home. Purchase additional manipulatives for safe classroom use limiting sharing of materials. B Ensure that special education paraprofessionals, work under the direction of special education and general education teachers so the C = Within First 90 days of paraprofessional is prepared to work effectively with students in a School one-to-one or small group setting. Paraprofessionals will support students with the development of behavioral and academic skills. Ensure school-based staff meet regularly to follow the MTSS C guidelines. Ensure active student engagement during classroom instruction. Students should not be passive during class time and to the greatest extent possible students should be engaged in hands-on learning using, Visible Thinking and SOS strategies. Utilize small group and individual instruction in the classroom to the greatest extent possible. Empower teachers to self-select the reflection and metacognition strategies/activities recommended. Utilize videos to enhance instruction so students have continual access to the content. - Give teachers and/or academic coaches the opportunity to record model lessons or components of model lessons that are specifically aligned to PPS curriculum. These videos should be housed in a common area, creating a library of video resources for all teachers. Model lessons should incorporate best practices as outlined above (learner-centered, collaborative and interactive, metacognitive awareness, increased flexibility, immediate feedback, and multimodal content.) - Recording model lessons would be a new work duty for teachers and/or academic coaches. As such, these duties should be outlined and agreed upon between the district and the PFT. Use mini lessons to teach collaborative skills(model collaborative language, encourage collaborative behaviors). Promote language of collaboration ( use classmates names, show respect for ideas, positively frame, request rather than demand, give group members specific feedback) C C C C C Instruction Align checkpoints and assessments to essential skills, concepts, and standards for each grade level and content area. C Instruction Teach students how to use OneDrive C Instruction Ensure lessons that are designed to include opening, work-timeclose structure for each lesson, and incorporate opportunities to access prior knowledge, address misconceptions, utilize formative assessment and consolidate learning. C Page 13 of 46 Subcommittee Recommendations DRAFT Instruction Implement Visible Thinking Routines Visible Thinking Routines are instructional tools that can be used in many ways. In order to engage students and make discussions meaningful, VTR can be implemented on a regular basis. They can help students think about a topic at the beginning of class, dig deeper into topics, teach students to assert and argue a stance, be open about their learning on a topic, reflect on lessons, consider new ideas and arguments, etc. They are effective tools to use across curricula and content areas. Implementing VTR into regular practice may increase interest in lessons and create a sense of accountability since all students will be expected to participate. They can also be used formatively to understand students’ interest in lessons and comprehension of them. C/D Instruction Utilize a co-teaching model across the district for students who choose to attend school in a blended model of in-person and online. One teacher will run the in person portion, the other will manage the online portion and online assessments. This will allow teachers who cannot work in person due to health conditions to continue to teach online and will reduce the needs for subs. It will also allow the in person teacher to focus their time and efforts on the students in front of them in order to meet their educational needs. D = Longer Term/Aspirational Instruction Instruction Instruction Instruction Instruction Utilize public television to deliver lessons and key messages to students, parent and community members. Use simulated experiences whenever possible, i.e.: labs, field trips, job shadowing, mock interviews, etc. Performance-based assessments: create or use PBAs that have already been developed for assessing student growth Monitoring Mastery: Guidelines or checkpoints will need to be established and/or updated if they already exist to ensure that students are progressing during the school year, regardless of whether students are in a face-to-face or remote environment; feedback is critical – teachers need to schedule time to provide feedback Online Assessment Tools: use online tools (e.g. Nearpod, Kahoot, Quizlet, etc.) to create purposeful formative assessments and implement regularly. This doesn’t necessarily mean that everything will be put into the gradebook; use data to inform instruction and to grow students toward mastery and learning goals. D D D D D Instruction Continue the use of teachers’ online office hours for students. D = Longer term/Aspirational (K-5, K8) B = Prior to Start (6-8, 6-12, 9-12) Instruction Empower teachers to self-select the research and exploration resources in Clever and that are outlined in our Teacher Tools document. Rejected Instruction Consider using zoom for breakout rooms that would encourage collaboration Rejected Instruction Collaborate with whiteboard Rejected Page 14 of 46 Subcommittee Recommendations DRAFT Instruction Collaborate with padlet Rejected Adopt Google Classroom for PreK – 3rd Grade as the learning platform because it is more developmentally appropriate for young learners. Instruction Instruction Instruction Instruction Instruction In our research, discussion with colleagues in other districts around Pittsburgh and beyond, and with some of our own experience with Google Classroom as parents, it is obvious that this program is preferable for our younger learners and their parents. It is much more user friendly and is meant for instructional purposes. Specific Tools for Instructional Use:Padlet -During class discussions (in person and remotely) students may individually post questions to the Padlet discussion board. These student generated questions may be answered directly on the discussion board or through conversation in the classroom. -Using the timeline discussion board (in person or remotely), students can chart plot elements, historical events, sequential steps in a process, etc. Students may also use the timeline discussion board to study character transformations, evolution, societal shifts, etc. -In small groups (in person or remotely) students can use a Padlet board to create presentations, report findings for essential/driving questions, identify claims and defend those claims with research and textual evidence, etc. Teacher may assign topics or student groups could create their own. Specific Tools for Instructional Use: Google Forms https://www.google.com/forms/about/ -Allows users to create simple Reading Quizzes and Class Surveys -These quizzes/surveys can be shared with students by link or email or posted on Teams -The service offers a variety of question types, a customizable point system, and allows teachers get feedback Pros - simple and easy to use • easy to access, edit, and share with other instructors • familiar interface for many students • detailed quantitative metrics and customizable grading mechanism • accepts all kinds of characters Cons - no specific classroom grouping mechanism or account system o so instructors must ask students to self-identify as part of the quiz Specific Tools for Instructional Use: Formative Assessment, Six Ways: -Number: Get a numbers-only response to a question, and see the range of students’ answers; Draggable: Have a student drag a dot, pin, or other marker; Multiple Choice: Quickly assess students’ understanding; Text: Let students write a long or short text response to your prompt; Web: Give students a website, and let them explore; Drawing: Give students a canvas, a set of drawing tools, and unleash their creativity; As part of our effort to support the global community of educators, here is our quick start guide translated in 10 languages. Arabic, Chinese Simplified, Chinese Traditional, English, French, Hindi, Italian, Japanese, SpanishES, SpanishMX Specific Tools for Instructional Use: Pear Deck: https://www.peardeck.com/ Page 15 of 46 Rejected Rejected - This functionality needs to be explored in the identified LMS Rejected - This functionality needs to be explored in the identified LMS Rejected - This functionality needs to be explored in the identified LMS Rejected - This functionality needs to be Subcommittee Recommendations DRAFT Instruction Instruction Instruction Instruction McKinney Vento/Foster Care -Pear Deck Slides help you engage every student in every seat and give formative assessments, no matter what grade or subject you teach. Pear Deck supports an interactive and community-focused classroom that helps students build confidence and comprehension. -You can make Pear Deck Slides within PowerPoint Online or Google Slides. But instead of simply presenting informational slides, Pear Deck makes your slides interactive so every student can respond to your questions or prompts right on their own screens. Add the prompts, questions, images, etc. you want students to see, using the editing tools in either program to fully customize the slides. -Pear Deck uses a Wifi connection to allow you to present and collect responses from students in real time. If you have access to the internet and the proper devices, you and your students can work through a Pear Deck lesson anywhere. -We’re pleased to announce the beta launch of our integration with Immersive Reader! This feature is just one step in our journey to build products with greater accessibility and enable all students to experience powerful learning moments. Specific Tools for Instructional Use: Quizlet quizlet.com -Allows users to study terms in a variety of formats, including flashcards, fill-in, audio, games -The teacher can post the quizlet link directly on Teams and the student doesn’t need an account -If student has account/joins teacher’s “quizlet class”, teachers can view what student has studied Pros – easy for students to use, variety, competition, all kinds of characters can be used, including chemistry/physics symbols Cons- mostly good for studying terms explored in the identified LMS Rejected - This functionality needs to be explored in the identified LMS Rejected - This functionality needs to be Collaborate using Flipgrid explored in the identified LMS Repurpose half-days so that time can be used at the beginning of the Rejected (Have already school year and then build in school-based vacation days for staff and adjusted beginning of year students during the school year. schedule for training) Rethink response methods in the classroom: gallery walks, collaborative work with roles Ic. Creation of a Pandemic Response Team at the District level (A Pandemic Team at the School Level is recommended under Academic Success). (NOTE: Several of these items below are already done by others within the district.)This team could review best practices and work to create a comprehensive procedure that would assist with identification, school access and support for academic success This could include the creation of checklists that would be completed for all students that are identified as experiencing homelessness and Foster Care “Best Interest Determination”. Checklists would include things such as: referral made to SAP; homeless form completed and uploaded into system; teachers notified of homeless student status; assessed for basic needs, etc. As we move into the school year, this Pandemic response team could be Page 16 of 46 R = Rejected A = Immediate Subcommittee Recommendations DRAFT called upon to assist with difficult cases (long delays in transportation, students not engaging in remote learning, best interest, etc.) This will address the issue of not having enough McKinney Vento staff to adequately address all of the needs, without needing to allocate additional dollars. It is essentially strengthening the current system and adding more manpower collaboratively moving forward. Other examples include but, are not limited to how the SAP team operates, and is positioned to support students experiencing homelessness, and/or who are in foster care/CYF, creating a positive culture for students to succeed via research based frameworksRestorative Practice, Positive Behavior Intervention and Supports (PBIS), Student Envoy, etc. McKinney Vento/Foster Care Teach students how to use one drive B Ie. Equity of Services for all students in foster care and students experiencing homelessness. Each decision we make should involve one simple question: “How will this impact our most vulnerable populations?” They are the case study, the barometer, from which we navigate the space. We must always make decisions based on an equity lens for students experiencing homelessness and those in foster care. Employing equitable frameworks and practices should be implemented for all students, specifically students from historically marginalized backgrounds, including but not limited to students of color, students experiencing homelessness, and in foster care. McKinney Vento/Foster Care In order to interrogate and dismantle systems, practices, and mindsets that perpetuate disparities and racism in the educational system, all stakeholders, including educators and administrators must consistently and intentionally keep diversity, inclusion, equity at the forefront. Provide support to schools to implement research-based systems and frameworks, such PBIS, Restorative Practices, Efficacy, etc. (This is currently in place-Learning Environment Specialist, etc.) Strategies and supports in implementation of these systems and frameworks should be provided for both settings: online, and in the traditional brick and mortar. This will not only support the equity of services for all students, but also strengthen the equity, and academic support for students experiencing homelessness and in foster care. Incorporating relevant and engaging curriculum and instruction to Page 17 of 46 B Subcommittee Recommendations DRAFT students. The content should be enriched to meet the diverse learning needs. For instance, best practices may be employed such as culturally -sustaining pedagogy, rethinking scheduling, and implementing support systems that are structured within the school (See Pandemic Team, or others, check in check out, mentoring, etc.) McKinney Vento/Foster Care McKinney Vento/Foster Care McKinney Vento/Foster Care Professional development is essential. Providing professional learning opportunities that isolates race, racism, and create the space for educators and administrators, etc. to engage in positive and productive interracial dialogue may build and strengthen their capacity and ability to employ equitable systems and practices. For example, this may include, racial bias and diversity training, Beyond Diversity(in place), and other professional learning opportunities that uses a critical race in education lens. With the uprising of racial tension, and unrest that has implicated the nation, it is crucial that educators and those who are on the front lines of education are equipped to not only engage in interracial dialogue, but also effectively and equitably implement the research-based frameworks and systems. Ia. All school staff will be trained on McKinney Vento legislation to include information regarding common signs of homelessness, immediate enrollment, removal of barriers, etc. With the high rates of unemployment within the area, it is anticipated that when the eviction moratorium is lifted, we will see an increase in students experiencing C = Within First 90 days of homelessness. If the district is operating in a virtual environment, it School will be even more difficult to screen and recognize homeless status for students. By training all staff through targeted trainings, there will be additional individuals that will come into contact with families that will now have the ability to recognize signs of homelessness. Ib. Mandatory training for administrative staff including but not limited to assistant superintendents, principals, social workers, counselors, school nurses, enrollment personnel and teachers. The training would focus on provisions in the Every Student Succeeds Act (ESSA), the effects of foster care on youth including frequent moves, trauma, psychosomatic ailments, and school outcomes. The goal for this training would be for these staff members to better understand the laws protecting students in foster care, needs and experiences of youth in foster care, especially during the COVID-19 pandemic. IIa. Transportation (This is essentially a recommendation to find a way to transport McKinney Vento students) Pittsburgh Public Transportation policies, such as putting youth in 6th grade on PAT busses across district lines should be re-examined so that youth can either actually get to school (bus routes and times make sense for school hours) or students who have been identified as our most at-risk students have a safe and reliable way to school. Students should not be given a bus pass if it is not developmentally appropriate. The Best Interest Decision can inform this decision. With the need to social distance on school busses, it is anticipated Page 18 of 46 C A = Immediate Subcommittee Recommendations DRAFT that transportation will become an even bigger barrier in the coming school year. There should be a creation of a flexible immediate transportation model to assist students while they are waiting on other forms of transportation. This could include connect cards being given to the school social workers and budgets established for each building to allow money to be added to the cards. This could include gas cards to be given to families that either have the ability to do the transport or have someone that could transport in the interim. This will allow students a faster return to the classroom. Additionally, the AIU ECYEH program will continue to work with the district to assist with immediate transportation; however, the need exceeds the ECYEH Program’s budget capacity. IIb. Technology (internet access/equipment)-Prioritize homeless/foster care students McKinney Vento/Foster Care McKinney Vento/Foster Care McKinney Vento/Foster Care McKinney Vento/Foster Care McKinney Vento/Foster Care Students should be given immediate access to technology resources upon identification of homeless status or placement in foster care. This would include a device (assumption being the district will be 1 to 1 to start the school year), as well as wifi through mobile hotspots. Due to the highly mobile status of students experiencing homelessness and the frequent moves in foster care providers, continuous access to the internet and devices will help students to stay connected wherever they land. B *Funds are also available through the CARES Act to address technology concerns. IId. Instructional Packet/Technology Distribution Budget for sending youth materials through the mail if they cannot reach a school to pick up materials B Homeless and Foster Care Liaison, school personnel and CYF case workers will work collaboratively to ensure that families receive packets/laptops/food etc. IIf. Food/School Meals Recommendations to provide food to those students during remote learning. Continue to work with provider agencies to pick up food from schools on days that students are not in the building B If the plan is for a blended model, food needs should be taken into account. Make the blended model half weeks versus alternate weeks in the building so that students will not go a week without food and basic necessities. IIIa. Continuity of Education remaining in school of origin unless geographically impossible or against the wish of the family B IIIb. Request additional emergency contacts for students who are experiencing homelessness and out of home placement through CYF so there is a larger support system (i.e. social worker, kids voice, B Page 19 of 46 Subcommittee Recommendations DRAFT partnering agency, shelters, case worker, etc). Inform school building of any court orders and education decision maker. McKinney Vento/Foster Care Planning for: IIId. Attendance If a student is absent for three consecutive days (per the teacher), a referral would be made to the pandemic team to ensure safety and well-being of the student. B McKinney Vento/Foster Care Planning for: IIIe. Pandemic Team-School Based -Students experiencing homelessness should be automatically referred to the SAP program to allow for additional support throughout the homeless episode. Under McKinney Vento, schools have a responsibility to refer students experiencing homelessness to needed resources including medical, dental, mental health, housing, and resources to meet basic needs. The SAP program would provide students experiencing homelessness with an added level of support that could be especially critical during times of remote learning. -District liaison may cultivate and maintain relationships with community partners and resources for schools, and families, etc. Having a building plan with an up to date list of active partners that can support students in a remote or blended scenario. -The pandemic team/task force would support schools (for both virtually, and traditional settings) they would support the identification, school access/stability, and academic success of the students experiencing homelessness, and/or who are in foster care/CYF. -District Liaison or pandemic team will support with communication to school based team member/contact person, etc. -Additional responsibilities include but are not limited to supporting training, and development for staff and families. B McKinney Vento/Foster Care IIc. Dissemination of Information and materials to families: Increased support via online community for each student to maintain contact and quickly learn about new living situations, academic obstacles, etc. Meerkat Village would include Educational Decision C = Within First 90 days of Maker, Student, School Staff, Any Service Providers, and Important School People in the Student's Life as chosen by the family/student (Neighbors, Behavioral Health Support/Service Coordinator, Member of Faith Community, Foster Care staff, etc.) IIe. District Website Advertise updating students’ night time addresses on the school website and social media pages (ex: “Where does your student lay their head at night? Update us now…” with a link) McKinney Vento/Foster Care McKinney Vento/Foster Care C Have more frequent updates on web page with resources. With the high rates of unemployment within the area, it is anticipated that when the eviction moratorium is lifted, we will see an increase in students experiencing homelessness. And these individuals may not be aware of the resources available to them. IIIc. Tutoring/Learning Supports Additional academic support for students and caregivers when physically away from their teachers. Students and families often need tutoring or additional instructional time to understand academic Page 20 of 46 C Subcommittee Recommendations DRAFT content and assignments. Provide online tutoring and learning support services Caregivers and families will utilize the PPS “Let’s Talk” platform to communicate help and assistance. IIIf. Goal plan with older youth or families of younger youth with what they want to see accomplished for the year. Let them determine their own successes for the year/remainder of the year. Connect with individual McKinney Vento/Foster Care Mental Health/Tr guidance plans for young people, the IEP transition planning and the college/career service providers inside of school buildings. Even more important for identification to be on solid ground so planning in the school buildings can include the child/family team outside of the building. The plans should coordinate with each other. Universal Screening is established to identify students at-risk and in need of universal, targeted, and intensive levels of support. Mental Health/Tr Ensure all efforts to engage and communicate with families are culturally responsive. Ensure all written and oral communications are available in easily accessible formats and multiple languages; translation services can be made available upon request. Mental Health/Tr Mental Health/Tr Recommended universal screener for students to help identify students in need of Tier 2/3 targeted and intensive level interventions. Employee Assistance Programs are easily accessible to staff needing confidential access to mental health supports. Mental Health/Tr Services are easily delivered and transfer between through b/m, distance learning, and blended delivery models. All service delivery models assume that students/staff will participate in all three models throughout the 20/21 academic year. Mental Health/Tr Mental Health/Tr Students and staff have access to school-based mental and behavioral health services through direct / synchronous provisions. Planning for: Student Assistance Programs (SAP) operate consistently between distance learning, b/m, and blended service delivery models. Meetings happen consistently with school-based providers and needs are staffed and planned for through b/m, distance learning, and blended service delivery. (Either in-person or through telehealth supports coordination) D = Longer Term/Aspirational A = Immediate A A B B B B Mental Health/Tr Planning: Schools will create space to discuss individual student needs with school-based mental health providers across all service delivery models (b/m, distance learning, and blended models). B Mental Health/Tr Individual schools planning for students and staff to return following COVID-19 closures must prioritize efforts to address social and emotional learning and mental and behavioral health needs. Equally important is ensuring staff feel their physical and mental health needs are supported. Districts should ensure all policies or B Page 21 of 46 Subcommittee Recommendations DRAFT recommendations are culturally sensitive and ensure equity and access for all youth. Mental Health/Tr Mental Health/Tr Schedule proactive meeting with Community Crisis Providers (CACTIS/Re:solve) Administration to plan for increased need. Utilize district equity staff members and connect with community equity organizations to develop a plan for staff and students to address issues of race and equity given the current events and political uncertainty. Mental Health/Tr Self-Care components should be included in PD for teachers and school personnel Mental Health/Tr Review of inventory of materials in place, service providers, ensuring evidence based of selected interventions Recommendation to embed Culturally Responsiveness during reopening Ex. Culturally sensitive conversations Mental Health/Tr B B B B B Mental Health/Tr School-Based Mental Health Professionals (School Counselors, School Social Workers, School Psychologists) are easily accessible B = Prior to Start (Schoolto students and families through multiple modalities. Service providers based) C = Within first 90 and resources are easily accessible to families, students, teachers, days of school (external staff, and community members in their preferred method of providers) communication. Mental Health/Tr Mental health professionals, teachers, and staff are informed and supported in implementation of best practices through Social C = Within First 90 days of Emotional Learning (SEL) during the return to learning from COVID School closures. Time and space are provided to specifically target this work. Mental Health/Tr Mental Health/Tr Staff, Community, and Families have access to participate in Youth Mental Health First Aid and Adult Mental Health First Aid training to support students experience mental/behavioral health needs and in response to trauma. Assessment and Support for Students Experiencing Racism – ACES Checklist, and Supports Coordinated Specifically Designated to this Work C C Mental Health/Tr Mental Health/Tr Begin to identify and share Increased Opportunities for Mental Health First Aid Training for all school staff. Prevention, Intervention, and Postvention materials and supports for schools to utilize during any school-based/community-based crisis Mental Health/Tr Recommend implementing Youth Risk Survey; used school specific and school district data and embed information in addressing trauma—for high school students; recommended by CDC; C Mental Health/Tr Professional Development is available district-wide prior to the school year to support staff in implementation of school-based behavioral/mental health supports between distance learning, B/M, and blended service delivery models. This professional development will need to be rolled out district-wide for equity in service delivery across all schools. C Page 22 of 46 C C Subcommittee Recommendations DRAFT Recognize the potential for and provide some prof learning related higher rates of certain adverse childhood experiences (ACES) and/or stressors during school closures, and underreporting of those stressors, that may put students at higher risk of trauma. These may include: Mental Health/Tr ● Parental substance use and abuse ● Exposure to violence ● Child maltreatment ● Homelessness (and general worsening of poverty and economic gaps) ● Financial/food/occupational/housing insecurity ● Mental health issues or exacerbation of underlying issues ● Grief/loss that could not be processed (either personal or affecting the entire school community) ■ Recognize stigma and racism that may occur as a result of COVID19, including: ● Asian American students and staff ● African American students and staff who were targeted due to wearing masks in public ● Students and families with no access to health care or who experienced detainment ● Those who became sick or tested positive for COVID-19 ● Those who have a family member who became sick or tested positive for COVID-19 ● Those with allergies or respiratory illnesses that may result in coughing or sneezing C Professional Development: Trauma is embedded in SEL and PBIS in Tier I Mental Health/Tr Continue implementation of the Changing Minds Curriculum C Alignment of the PBIS Framework and Trauma Informed Classrooms/Trauma Sensitive Schools Embed PD for Trauma with the PBIS training The committee for mental health and trauma submits the following recommendations to best support students as we re-open this fall: Mental Health/Tr Fully commit to staff training that serves our most vulnerable populations. Prior to or within the first year of teaching, all teachers must go through trainings on: Race equity / Beyond Diversity Supporting LGBTQ students and the Trans policy Supporting English language learners Restorative Practice Supporting students impacted by trauma Page 23 of 46 D = Longer Term/Aspirational Subcommittee Recommendations DRAFT Mental Health/Tr Mental Health/Tr Mental Health/Tr Furthermore, school staff must commit fully to better understanding the needs of these vulnerable and disenfranchised communities and the tools available to support them. Relevant trainings will be available for principals to schedule according to the needs of their staff. Schools will individually meet and plan around resource mapping. There are many programs, interventions, services, and resources available that can support student well-being and the development of positive school culture and climate. Before adopting new programs or substantially changing current practices, school teams will need to review and consider school-based programs and resources that are already in place. Resource mapping is a strategy for identifying and analyzing the programs, people, services, and other resources that currently exist in schools. This information can help school teams better assess the needs and to make informed decisions about where to focus change efforts. Each School Identify Crisis Team D D Identify Districtwide Process for Crisis Teams (Across Model) Create a peer support/community advisory period for students to build community with students to improve connections that will ultimately help in the event of crisis and sustain equity within the school. Create a District multi- disciplinary team of a cross section of stakeholders within the District to address continuity in PBIS, SEL, Equity, and Trauma It is recommended that the Early Childhood Classrooms located in schools other than the ECC Centers (Chartiers, Crescent and Spring Garden) serve all meals in the cafeterias or have breakfast only in the Nutr/Food Serv classrooms and lunch in the cafeterias to require less extensive clean up due to excessive spills and major after meal clean up that will be difficult to perform in a classroom. Recommendations for breakfast meal service: Grab’N Go: (Cold Meal): Breakfast in the classroom Mental Health/Tr D D A = Immediate Grab’N Go: (Cold Meal): Breakfast served from carts upon entry into the building. Nutr/Food Serv Grab’N Go: (cold Meal): Breakfast served from carts set at designated stations throughout the building. A All of the above for breakfast w/the option of the younger grades or designated grades being served either cold or hot meals in the cafeteria. Recommendations for lunch meal service: Grab’N Go: (Cold Meal): Lunch in the classroom. Nutr/Food Serv A Grab’N Go: (Cold Meal): Lunch served from carts upon exiting the building after attending an A.M. Half Day. Page 24 of 46 Subcommittee Recommendations DRAFT Grab’N Go: (Cold Meal): Lunch served from carts set at designated stations throughout the building. All of the above for lunch w/the option of the younger grades or designated grades being served hot or cold lunch meals in the cafeteria. Lunch: (Hot Meal): Served in the cafeteria with proper social distancing over multiple meal periods. Recommendation in the event the Food Service Center has to be closed due to a confirmed COVID-19 case of one of the staff in that location. Facilities has the capability to deep clean and re-open the facility in 24 hours. Central kitchen schools would receive meals from other schools during that closure period. Since meals are delivered a day early, most schools would be covered during that time, using pre-packaged Nutr/Food Serv food (whatever was on-hand). A Transportation would be notified to pick up from the schools that would be providing meals to other schools. This would have to be coordinated by the Food Service Supervisory Staff. Nutr/Food Serv Nutr/Food Serv Operations Operations Operations Operations Operations Arrangements will be made to ensure that students with special needs receive the required meals. This will be continued during the closure. If students do not eat on the cafeterias, it is recommended that teachers and/or assigned school staff remain in the classrooms during meal periods. There will not be enough Food Service Staff to monitor meal periods and ensure that tables are sanitized. They will be transporting meals to the various classrooms and assisting with garbage collection after meal service. It is recommended that all table and counter surfaces where meals are being served be properly cleaned and sanitized before and after each meal service. Leverage Schoology, with a Microsoft Teams integration, as the uniform LMS for students and teachers for the upcoming school year. Develop a comprehensive training plan to support teachers, students, parents, and district staff in the use of the LMS. Engage C&I staff members in training to ensure they are able to leverage the functionality of the LMS when creating content for teachers and students. Adopt and Adhere to approved list of online programs, applications, software – Supported Software Listing (OIT-020) Establish Technology Purchase Review Committee to review all technology purchases to ensure security, privacy, and alignment with district priorities and budget Page 25 of 46 A A A = Immediate A A A A Subcommittee Recommendations DRAFT Operations Establish process to manage Supported Software Listing (OIT-020) adding tools, assessing tools for effectiveness and use, and retiring tools A Operations Designate a Privacy Officer responsible for ensuring best practices related to ensuring student and staff data privacy and communicating with parents A Operations Operations Operations Operations Operations Operations Operations Operations Operations Operations Operations Operations Review collaborating applications for use in Schoology, such as Google Drive, OneDrive, Khan Academy, Discovery Education, etc. Apply for the Flexible Instructional Day Program by the Sept. 1, 2020 deadline A review needs to take place of aftercare and community program capabilities to support students while in a hybrid learning model. To help support or students that are English Language Learners, creating a remote learning dictionary that is translated to help students and teachers bridge language and IT gap, i.e. the Arabic phrase for mute microphone The Curriculum and Instruction department should survey teachers to determine and prioritize where more PD and support is needed for modifications to online learning. Any school creations and/or reconfigurations (i.e. adding grade levels) must be submitted to PDE by July 31, 2020. 100% Online Instruction Option for Families should be made available and a survey be made ASAP to quantify Use a single district wide hybrid model instead of multiple hybrid models (special exceptions for online academy and special schools) 2 Blended Learning Scenarios surfaced as the best – AA/BB & AB/AB. The AA/BB model had slightly higher support because of the 2 consecutive day. See the Report and Reject Ideas section for more details. The recommended hybrid scenarios split cohorts into halves and the week in halves. The remaining 5th day can be at the beginning of the week, in the middle of the 2 cohorts, or at the end of the week to support 2 consecutive in-person days. Maximizing in-person support time for priority students to use as an extra day for in-person learning Additional attendance codes should be created. For example, a present type of code for students successfully logged in while athome, an absence code for students not logged in while at home. Additional progress report and report card comments need to be created for online learning feedback A A A A A A A A A A A A Operations Majority (62%) said that no courses should be removed from curriculum offerings. A Operations During the discussion of 2 cohort models, there was a recommendation to have a 3rd cohort that does attend all week for self-contained classes that meet the social distancing recommendations while at capacity, i.e. some regional classrooms, smaller K-5 schools, small EL classes A = Immediate (not necessarily adopting all recommendations, but prioritizing these decisions) Page 26 of 46 Subcommittee Recommendations DRAFT Operations Operations Operations Operations Operations PPE Health PPE Health PPE Health PPE Health Additional transition time between classes will need to adjust bell schedules. Retain all course offerings, regardless of school calendar and instructional delivery model. Budget for and determine how to fund refresh of devices required for 1 to 1 ratio. Estimated cost of 3.8 million. This cost is needed to ensure that student and staff devices are replaced and updated at the rate necessary to support the educational needs required for a synchronous learning model and/or a remote learning environment. Create a Data Stakeholder Advisory Council that includes parents, teachers, and privacy experts to provide input and oversee student and staff data collection, governance, and disclosure Assess technology costs of supporting synchronous learning models. These costs will likely include hardware and devices such as cameras and microphones in classrooms. During COVID have an all building staff start time so staff can be screened and ready to assist in student intake Recommend a Board Policy for staff to wear masks Employee Relations to develop protocol for staff who do not adhere to Board Policy on wearing a mask Ideally all locations should operate as unified as possible with limited designated entrances, hand sanitizer at every entrance, signage at the limited entrances about PPE use and PPE available throughout the building B = Prior to Start B D = Longer Term/Aspirational D D A = Immediate A A A PPE Health Create an alternate schedule for students to alternate days in school to limit student interactions and crowded hallways A PPE Health Moving teachers from room to room instead of moving children to reduce interactions A PPE Health Ideally all locations should operate as unified as possible with limited designated entrances, hand sanitizer at every entrance, signage at the limited entrances about PPE use and PPE available throughout the building A PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health Art class would have enough materials to limit students sharing and art teachers cleaning materials that must be shared Students and teachers have personal supply kits at their desks to avoid sharing Option to have lunches in the cafeteria if social distancing is feasible Teachers have option to eat in classrooms or go to staff lounge if social distancing or scheduling times is feasible Library teacher would have cart to travel to classrooms, upon return books would be set aside for 3-5 days to ensure they are not contaminated Early childhood children cannot go anywhere in the school buildings without an adult, it is the law Page 27 of 46 A A A A A A Subcommittee Recommendations DRAFT PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health Staging screening area, someone assigned to meet children, take temperatures and record on class list—this same protocol would apply for Early Intervention students who are bused Recommend masks for early childhood students, but write protocol for those who are unable Early childhood runners would walk the students from entrance to classrooms to meet teachers Protocol for parents who are escorting students to school, and who need to enter the building—masks, temperature check and locations allowed in school Develop system to tag materials that have been used so they are cleaned before another student uses them If a student comes to school with symptoms, sent home with parent to follow up with PCP for a return to school note or wait 14 days to return to school Mid-day illness-student sent to the isolation room and parents called. Develop protocol for this and for staff member who accompanies the child in isolation Provide staff in isolation rooms a kit with face shield, gown, mask and gloves District to develop a COVID19 parent handbook so rules and day to day operations are explained District to develop a COVID19 video to show parents how schools will operate Late student arrivals-go through main entrance and go to the security desk or designated space for temperature check and screening A A A A A A A A A A A PPE Health Staff will radio that student arrived late and is on their way to class— no notes now because of exchange and risk of transmission—staff reinforce social distancing on way to classroom A PPE Health Mandatory hand washing before and after lunch break A PPE Health Lunches should be staggered and marked for seating adhering to social distancing A PPE Health PPE Health PPE Health PPE Health PPE Health Speech therapy could be provided in speech room depending on ventilation and space, District may need some rooms reassigned to maintain CDC standards. Students would need escorted to each session by therapists Itinerant staff would report to admin offices at start of each day for screening and temperature check before going out to schools All itinerant staff must provide supervisors with daily schedule so location is known All IEP meetings should be conducted using Microsoft Teams as well as all staff meetings and department meetings Parents should not be permitted to congregate during pick up at end of school day or after practices-establish a designated pickup area Page 28 of 46 A A A A A Subcommittee Recommendations DRAFT PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health Prior to any space being used all facilities need to address a full list of occupant capacity per room Include pandemic in 2020-2021 school crisis plan and utilize the crisis teams to assist with intake Create a line for students that have completed the online screening the night before so they can move directly to temperature check, and have a second line for students who need to be screened before entering with the survey questions Set up the isolation space as close to the building entry point as possible If possible, make specific stairwells one direction up or one direction down to avoid congestion and maintain distancing Protocol for when there is a plumbing issue or no water in the building—portable water stations for hand washing? Grab and go breakfast available on a cart for students to take to their classrooms to eat Lunch in the cafeteria possible options guidelines if the county stays in green max occupancy is 250 occupants separated 6ft apart wearing masks, facilities will need to share their measurements of spaces to see if we can do this. Clearly marked seats to sit in and not to sit in to prevent no face to face contact. Staggered arrival of lunch periods. Tables are cleaned according to CDC guidelines. Limiting the choices of lunch options. Second option in the classroom – yellow faze, meals can be distributed by staff once correctly temped by food service, food service can prep, cook and document that meals for food service protocols. Assigned members to pick up and help deliver meals to rooms. If we only have 1 employee in a building trying to deliver meals would be very time consuming and difficult not sure how that might look, considering union contracts and the teachers having free lunch period. Question included in the screening about the lunch options, the teacher could ID the students and their food option to help expedite throughout the day. Third scenario moving into half days – grab and go breakfast cart could also be used for lunch. Prepackaging all bags to prevent students from touching all items. Protocol for students who are disrupting class—who is notified and where are the children to go for additional supports A A A A A A A A A A A PPE Health Add protocols to existing fire drills and lockdown procedures to ensure students and staff are safe during emergencies that arise while in school while social distancing measures are in place A PPE Health Appoint a point person at each school entrance for screening issues A (need to determine who is eligible to perform this work) PPE Health Create an online screening for families and staff to complete the night before or early morning before school day so only have to take temperature at intake A (Possibly Reject) Page 29 of 46 Subcommittee Recommendations DRAFT PPE Health Prior to student arrival, have the daily screening survey rosters for staff at intake to monitor student arrival A (Possibly Reject) PPE Health Parents to receive training about and how to complete the screening survey online A ((Possibly Reject)– Needs More Information) PPE Health Speech therapist would have to wipe down area after every session A (protected work issue) PPE Health Staff who have initial temperature check of 100.5 or above to sit for 10 minutes if elevated and rescreen before being sent home A (should apply for students as well) PPE Health PPE Health One entrance for students to use and one entrance for staff to us (feasible) or use multiple entrances. One for students who ride the bus, one for walkers, or grade level based on the building COVID19 staff training once plan is developed so the District is unified in the day to day operations B = Prior to Start B PPE Health Encourage students to bring reusable water bottles so there is not drinking from water fountains B PPE Health Create traffic patterns in the hallways to keep people spaced apart B PPE Health Have regular announcements over the PA System and signs reminding students and staff about mask wearing, hand washing and keeping safe distances B PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health Discontinue play practices, or develop a social distancing protocol to allow drama to continue with less students participating at a time Conduct bathroom breaks at set times to adhere to social distancing and develop a protocol to coordinate emergency bathroom visits Protocol for periodic bathroom cleaning during the school day Art, music and library would come to the classroom to students to limit hall congestion PE classes having as many outside as possible, focusing on physical fitness so there is no sharing of equipment such as bats and balls and jump ropes Students go outside for recess but adhere to social distancing guidelines while outside Dismissal-keep children in classroom until bus arrives, making announcements about the bus arrival and then have the students leave classroom by classroom B B B B B B B PPE Health Staggered dismissal time with students who are bused dismissed first, then walkers B PPE Health Recommend not giving students lockers during this time so only bring to school what is absolutely necessary for the day B PPE Health Staff assigned to monitor bathrooms so no students are congregating B PPE Health PPE Health Students and staff should limit their elevator usage and only have two people at a time on the elevator to ensure distancing Any practices after school would need to be dismissed at staggered times and follow hallway protocols for distancing Page 30 of 46 B B Subcommittee Recommendations DRAFT PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health PPE Health SEL SEL SEL Identify very small groups with designated areas for any changing needs for practices (before and after practices), will need monitored by staff Practices should occur outside if possible and masks should be used when necessary Parent training could also address the APP as well as the hard paper screening form. Parents might not complete or respond online, it might also need a backup to complete at the location of the school on arrival. Recommend clear backpacks to have expedited screening at the entrances so people are not lumped together Create an online protocol for staff to sign in electronically to avoid congregating in the front office Possibility of giving books to students to take home and read from closed schools if there is any inventory remaining Students could chose lunch option they want the night before as part of screening survey 2020-21 Implement lessons from ReThink Ed. Presenting a lesson a week with focused around the CASEL competencies. Create a communication plan from District that acknowledges the critical role that SEL plans in the success of our students: -Highlight District’s dedication to implementing SEL best practices -Act to remove anxiety about academic performance and to allow for and prioritize the healing and belonging that will foster academic achievement. -Emphasize importance of SEL for PPS staff, students, and families -Draw connection between academic success and SEL -Clearly communicate re-entry short-term recovery, and long-term plans with all stakeholders -Ensure that short- and long-term plans are strongly aligned with Equity Plan and other District initiatives -Provide organizational chart for “where to turn” for support. Addressing Physical and Psychological Safety: Improve and prioritize measures of school climate and conditions: - Rebalance, prioritize, accountability and resources for the 20202021 school year to provide greater weight to school climate and lower weight to test scores - Clearly define expectations for using masks and other safety precautions; include in school-wide positive behavior expectations and school-wide lesson plans - PBIS lesson plans include habits or systems as well as other healthy hygiene - Allow for collaboration with school nurses and other health related professionals who can support Staff-needs: -Establish a system wide approach to address secondary trauma/compassion fatigue -Self-care is incorporated in school-wide culture Page 31 of 46 B B B D = Longer Term/Aspirational D D D (possibly reject) A (Pending contract renewal) B = Prior to Start B Subcommittee Recommendations DRAFT Discipline: -Focus and prioritize positive and effective discipline practices within a multi-tiered system of support (p.9) (i.e Restorative Practices, PBIS) SEL House the primary coordination and organization of SEL in one centralized department: Student Support Services, for efficient integration but with shared ownership: -Student Support Services identified as lead department that organizes and coordinates SEL work. -Create District SEL Multi-Disciplinary Team for continuity of support led and guided by Assistant Superintendent and Director(s) -Identify highly qualified and diverse staff to lead and support SEL implementation and support -SEL Multi-disciplinary Team responsibilities: see additional recommendations B SEL Develop a Scope and Sequence for ReThink Ed and this school year. B SEL SEL SEL 1. Implement EAP communications plan -Schedule times for Employee Relations to visit school’s/work sites for staff meetings (virtual or in person) to review the resources available through EAP. Visits should highlight the 6 free counseling sessions that are available to ALL employees and their family members. B -Have HR team include EAP information in email signature -Continue webinar series through EAP and send out email blast with information for participating 2. Have the EAP one-pager summary of services available on the employee wellness website (mentioned above). Plan and provide district wide professional development in SEL: -Ensure adequate time is devoted in PD to cover these trainings -Ensure that SEL PD connects and aligns to existing initiatives (Explicit SEL PD, PBIS, RP, Mindfulness, etc.) -Train staff in explicit curriculum that is grounded in equity -What is SEL? -SEL through a lens of equity - Foster Equity, Cultural Competence, and Cultural Responsiveness learning opportunities for adults with PD - Provide professional learning focused on secondary B trauma/compassion fatigue and adult self-care - Open learning sessions to all stakeholders including community partners - Delivery model should include: 1. District-wide 2. On-site delivery a. School-wide b. Coaching/support model 3. Virtual Prioritize Embedding SEL across School Settings within DistrictWide/School Wide Scheduling to Embed SEL across School Settings. C = Within First 90 days of This could include: School -Create year-long advisory periods or homerooms that allow for student check-ins (High-school and or elementary) This applies to Page 32 of 46 Subcommittee Recommendations DRAFT SEL SEL SEL SEL SEL virtual, hybrid and traditional models. -Add an additional section for SEL in Heath and Wellness -Use RTI/Intervention periods at the elementary level for explicit SEL lessons and or check-in relationship building opportunities (Adult to adult; student to student) -Hold adult PLCs focused on secondary trauma/compassion fatigue, SEL, and self-care -Utilize student clubs or recess to reinforce and support health and well-being Utilize the developed scope and sequence to ensure ALL content areas are integrating specific SEL practices and/or lessons into their learning. This should be specific and intentional. -Develop a plan to ensure that following the foundational learning it is integrated into ALL learning contents i.e. bi-weekly or monthly theme. PD to connect/integrate SEL practices into learning Utilize the CASEL return to school protocol for the first 30 days of school Schools should offer dedicated time (that is accessible to parents) to support families with SEL needs. Example: Provide a mindfulness session weekly to families. School Wellness Night/s. Use the subset of the Panorama student survey questions on student well-being with students to provide acuity for needed supports and services for students in grades 3-5. Focus on Tier I mental wellness while also ensuring support for students with greater needs. -Mental wellness partners should be a focus for all students, not just those identified as needing additional support from external community providers. Utilize existing Mental Health Providers (I.e. school guidance counselors, school social workers, SAP teams) to integrate mental wellness into all parts of the school day.  -Tap the expertise and capacity of community providers who can act as consultant’s and offer support strategies for implementing this change. Ensure that staff are aware of behavioral health services for children. C C C C C SEL Assess needs and resources and ensure that external providers and CBO partners are providing culturally relevant support. Ensure that we are approaching this work through a lens of equity. -Categorize trauma support & related needs to share with providers -Strengthen collaboration between schools, the equity dept and service providers to provide culturally relevant support for students -Ensure that all stakeholders, not just the equity department, have an explicit focus on equity in all areas. A lens on equity must be streamlined throughout all programs C/D SEL Develop a formal, documented and shared Implementation Plan that is thoughtful, well planned out, and strongly aligned with Equity Plan in other District initiatives -Short term* -Long Term D = Longer Term/Aspirational Page 33 of 46 Subcommittee Recommendations DRAFT *Recommendations are embedded within this document but finalized based on needs assessment. SEL SEL SEL SEL SEL SEL 1. Determine/Develop District SEL/Wellness Team/Committee -Develop Goals and Initiatives – This could be the Healthy Schools Team -Ensure ALL needed parties are part of the Committee/Team -Ensure all specific areas are represented and present. These may include: Student Support Services – Nurses, Counselors, Food Services, C&I – Health and PE, HR –Communications, Employee Relations, Benefits, Building leadership- Assistant Sup, etc. 2. Identify one or more school districts or school officials who have the authority and responsibility to ensure each school complies with the policy. Per CDC – mininum requirement of Wellness Policy https://www.cdc.gov/healthyschools/npao/wellness.htm 1. Establish and ensure each school has a functioning school wellness team in place, per PPS School Wellness Policy and 2. Designate one or more school wellness leads to organize and run meetings and establish school SEL and wellness goals, attend and collaborate with district Wellness team, ensure that the resources and supports provided by the district level are implemented at the school level to help students and staff. 1. Ensure teams continue to monitor, assess, and modify SEL and Wellness goals and initiatives at both the school and district level. 2. Continue to provide supports and opportunities for SEL and wellness for students, staff, and parents. Dedicate Time for SEL Instruction in the Master Schedule: Explicit SEL instruction may occur during a dedicated class period, such as advisory, stand alone, or as part of regularly set-aside time during another class, such as the first 30 minutes of Monday homeroom. Schools have found many ways to schedule SEL instruction, such as: -Adding SEL to the 6 day wheel in K-5 and an advisory period in 6-12 -Utilize a specific person, i.e. teacher, librarian, etc. as the weekly instructor Further research SEL programs to better determine long-term curriculum and scope and sequence throughout the district. i.e. Second Step, SEE Learning, Sanford Harmony, or a combination Consider how classrooms will move through SEL lessons: -If all teachers move through lessons at the same pace, they can coplan areas for integration and support one another. This approach also makes it easier for administrators or an SEL coach to provide support. Similarly, in some schools teachers and out-of-school-time staff coordinate lessons and activities so that afterschool experiences reinforce school day learning and vice versa. -When making decisions about how to find time and structure explicit SEL opportunities, solicit input from teachers and out-of-school-time staff to ensure that the final decision will be helpful and well-received by your professional staff. Take a vote at a staff meeting, send out a survey, or use a discussion protocol to make a decision. Page 34 of 46 D D D D D D Subcommittee Recommendations DRAFT SEL -Note: A school’s efforts at SEL are more likely to succeed if you consistently make space to discuss SEL implementation. Grade-level team meetings are an excellent time to support reflection, inquiry, and collaboration among teachers. -Monthly Themes tied to staff meetings and PD, PLCs First 30-Days of School Launch Daily Dedicated SEL Class -Begin with co-construction of procedures and protocols to embed CASEL 3- Signature Practices across the school day -Establish Student Advisory Council to work with Wellness Team D Every school and department should prioritize dedicated professional development or meeting time to focus on adult SEL. SEL Specifically, employees should be provided with time to complete the “Educator Resilience and Trauma-Informed Self-Care SelfAssessment and Planning Tool” OR the “Adult SEL SelfAssessment”. Both of these tools allow adults to assess their current state and make a plan of action for the future. D Utilize the adult SEL content within ReThink Ed and/or other SEL practices to ensure a continual focus on employee wellbeing. Align adult SEL content with the student scope and sequence. SEL 1.Continued Professional Learning that addresses: - Deepen Learning with attention to the charge/evidence of cultural bias SEL curriculum and programs - Examine and evaluate those already in use. - Present district-wide core curriculum K-12 (TBD) - Identify Building Teams Reconfigure-recharge Wellness Team 2.Ensuring that new staff and ALL staff continue to receive professional learning 3.Ensure that SEL trainings extend past the teachers, administrators, and counselors and provide strategies and supports for security officers, office staff, maintenance, etc. 4.Professional Learning Opportunities for parents and community members D SEL Update District Wellness Website to ensure: - Clickable from Our Community (blast out to all staff) – currently only accessible by using search - EAP Benefits and Supports - Wellness Team updated - Update owner/recipients for the Wellness Email (and ensure specific, intentional people receive inquiries for this email) - Develop and post supports for Staff, Parents, and Students in regard to SEL and Wellness - Develop and post Wellness and SEL events for Staff, Parents, and Students and utilize the Wellness Calendar -Provide employees with a monthly SEL calendar that has daily SEL/Wellness activities. This should come from D Page 35 of 46 Subcommittee Recommendations DRAFT wellness@pghschools.org (or something similar) so that employee’s immediately know it is a wellness announcement/resource. SEL Send out an employee wellness survey to ALL staff to gauge interest/needs and take action on responses. Survey will ask employees to rank interest in different wellness activities as well as inventory what employees feel they need to support their mental health during this time. D SEL -Provide and/or require PD led by the Office of Equity for community providers to ensure a culturally responsive delivery model that addresses the specific SEL needs of our student population based on data provided at the school level.  -Provide and/or require PD for community partners that ensures best practices are employed to meet the district’s goals for fostering an equitable, positive student culture, e.g. training in restorative practice, PBIS, mindfulness, culturally responsive practices, trauma informed care, etc. -Establish clear goals and expectations for community programming to ensure that student growth is measured in the areas of need identified in the data provided by each school.  D Ensure appropriate human resources are dedicated to this work: - Identify or hire a centrally assigned District Coordinator or SEL Director to lead the multi-disciplinary team - Create an SEL Project Manager position hired at district level to provide support to school point person SEL - Identify a point person at each building for disseminating information facilitating supplemental and turn around training with modified schedule -Consider individual on existing teams for streamlining work – PBIS, wellness team, Community in Schools rep. Team suggests not a building admin for this role -Provide this person with extra planning time. Suggesting two periods for the week and/or compensated for lack/loss of prep -Communicate with district staff who will provide support for SEL implementation D - Ensure coordination across multiple departments (see 1st recommendation) -Alignment with existing teams – wellness teams - Adhere to national recommendations for Health-Care professionals: School Psychologists ratio: 1:500 students School Counselors: 1:250 students School Social Workers: 1:250 Ratio of school nurses 1:750* *Note: this ratio was recommended prior to Covid-19 and district may consider a lower ratio. SEL Ensure access to Mental Health Professionals and School Nurses: -Monitoring frequency of students visiting nurse -Consider virtual visits or phone calls to the school nurse for non- Page 36 of 46 D Subcommittee Recommendations DRAFT emergency visits -Students receive a nurse pass that includes emotions/self-care if they identify they need to take the time to do that (incorporated in Tier 2 CICO intervention) -Adhere to national recommendations for Health-Care professionals: School Psychologists ratio: 1:500 students School Counselors: 1:250 students School Social Workers: 1:250 Ratio of school nurses 1:750* *Note: this ratio was recommended prior to Covid-19 and district may consider a lower ratio. SEL SEL 1. Conduct a District needs assessment on stress and traumas experienced by PPS staff, students, and families during school closings -Identify and address the stress and traumas that PPS staff have experienced during school closings. -Survey/Needs assessment (How has this impacting you? What do you need to be successful?) -Identify and address the stress and traumas that students and families have experienced during school closings. -Survey/Needs assessment (How has this impacting you? What do you need to be successful?) -Develop a referral system for individuals (staff, students and families) who need targeted support. -Develop a system for individuals (staff, students, and families) to request support 2. Hold regular in-formal check-ins with staff, students, and families Choose Data Collection and Tracking Tools - Select data sources to appropriately assess Progress monitoring and progress review throughout the year. -PULSE (Long term consideration) -Panorama (Short term) -YRBS Rejected Rejected SEL Host virtual back-to-school meetings Rejected SEL - OUT OF SCOPE Schools should develop a communications plan, with parent input, and buy-in that keeps parents up to date and assures student safety during the reopening of schools. Correspondence to families could use the following methods: -Parent Bulletins -Updates in Teams -Dojo -Social Media -Personal Calls -PTO -PSCC Content could include: -Survey of Needs/Concerns -COVID updates -Technology Support -Instructional Packet Support Rejected Page 37 of 46 Subcommittee Recommendations DRAFT -Remote teaching advice -Community Resources -Strategies for supporting children through COVID -Activities to engage children while at home Transportation is recommending A/B: Blended Schedule: Group A Transportation attends Mon/Tues full day, work remotely Wed - Fri. Group B attends Thurs/Fri full day, work remotely Mon - Wed. Transportation is recommending to compile with the existing walk zones for schools where there are no found certified hazards? (This Transportation will create additional space on buses for social distancing) Colfax, Faison, South Hills, King, Allegheny Recommending that families are asked if they will need transportation service for 2020-2021 school year. Would need to be completed by Transportation July 29th. This will provide room on school vehicles for only students riding and not assign students that will not utilize transportation. A = Immediate A A Transportation Recommending that a school base plan be implemented. A Transportation Recommending that each school have a transportation person. A Transportation might need to adjust school vehicle arrival times to assist schools with unloading procedures. Recommending that students are assigned dismissal rooms or have Transportation timed dismissals (remain in their last period until their bus is called) to maintain social distancing. Transportation Transportation is recommending that students wear masks on the bus at all times and sit one student to a seat. Recommending that schools take bus routes into consideration when Transportation splitting up the students. Transportation Transportation is recommending that no alternative PM drop off (daycare) transportation is provided due to capacity issues and for consistency. Recommending that parent(s)/guardian(s) need to sign a student Transportation transportation expectations, to ensure social distancing stays in places on the buses. Recommending that all drivers disinfect in between routes, spot Transportation cleaning of high touch areas during each route, and a full disinfecting daily. Transportation A A B = Prior to Start B B B B Transportation Recommending that all buses should be deep cleaned every other day, unless a known case was found. If a known case is found the school vehicle will be pulled off of the road immediately and deep cleaned. B Transportation Recommending that Gifted Center classes be taught virtually. B Transportation Recommending to move 6th graders at CAPA and middle school students at Sci-Tech to Port Authority, this will provide additional resources to utilize for social distancing for elementary students (grades K-5). D = Longer Term/Aspirational Page 38 of 46 Subcommittee Recommendations DRAFT Transportation Recommending that Executive Cabinet look into paying the bus companies if we would go into Red phase again. Recommending that bus monitors need to be assigned by the school to each bus. If a school staff cannot be assigned as a monitor than a Transportation school can assign a student bus leader. If a student leader cannot be assigned possibly opening this position up to the public. ParFamGROrg Communicate information in a parent-friendly way that is timely and on a regular cadence. a. District communication to all families. - Every Tuesday and Thursday - Weekly b. Implement consistent communications across all schools and District such as 1-page length weekly communication from school principal or FACE coordinator Develop useful communications about the reopening a. Develop a Top 8 List of information parents need to know between now and the beginning of school b. Develop step by step flow charts (How parents can access supports/get questions answered by each school location, access special education and mental health services) c. Develop FAQs that are organized by grade and content so information is easy for families to find and review. d. Letter with each student’s homeroom teacher and how to reach ParFamGROrg their teacher prior to school starting. e. Cheat sheets for parents f. Parent friendly articles on key topics (Will my child be safe? What should my child expect?) g. Develop Communications Protocols above COVID-19 so families know how they will receive information. - What does school look like during green, yellow and red protocols/phases - Partner with Children’s on visuals/protocols for what does sick look like? - COVID19 and reporting cases. ParFamGROrg ParFamGROrg ParFamGROrg Establish virtual environment best practices a. Create Dos and Don’ts for virtual IEP, GIEP and 504 meetings based on parent input b. Create best practices for virtual parent meetings. Duplicate information and resources across all available platforms (information on website, social media, etc.) Increase effective use of email, text messages, video and social media; NOTE: Need to improve ability to capture parent emails Increase two-way engagement opportunities, parent networking and resource sharing. a. Ensure schools, particularly teachers and administrators, have ParFamGROrg multiple communications platforms to effectively reach all families. b. Purchase Remind software (over 1,000 teachers already use the tool) c. Increase awareness of Talking Points among teachers and families. ParFamGROrg Create short but informative content to increase ability to get information out to families faster. a. Utilize easy to read infographics Page 39 of 46 D Rejected A B A B A A A Subcommittee Recommendations DRAFT b. Develop visuals to communicate the level of importance of communications (emojis, numerical code) ParFamGROrg Improve access to information by making sure all content is parentfriendly and can be easily translated. B ParFamGROrg Send mailings for all official information from the District. A ParFamGROrg Be transparent about what decisions are being made at the federal, state, district and school level A ParFamGROrg ParFamGROrg Implement customer service standards with staff expectations of when parents should receive responses. Expand awareness, purpose and use of Peachjar (electronic flyer distribution) B B ParFamGROrg Expand use of Videos to communicate important information A ParFamGROrg Establish a Phone # Parents can call to hear prerecorded messages with a menu of topics. A ParFamGROrg Utilize Public Television and radio programs to reach families C ParFamGROrg Increase use of social media for live parent events and posting of translated information a. Establish way to increase use of translated information on Facebook for non-English speaking families b. Ensure live on Facebook and information posted in relevant c. Hold Facebook Town Halls about the start of school. A Streamline use of robo calls as a communications tool. a. Limit to critical information that needs to be known quickly such as someone testing positive ParFamGROrg b. Utilize community members to record translated messages to ESL families. c. Add quick link in message or phone number to call for more information. A Increase usability of District website. a. Add section or header on the PPS Webpage that changes color, according to the school plan we are following. ParFamGROrg b. Use AI bots on website to help parents easily find information. c. Establish a place on the main website that is easy to find all parent information. B Increase awareness and usefulness of Let’s Talk customer service platform ParFamGROrg a. PUSH Let's Talk on social media, flyers, PPS website. b. Update topic fields in Let’s Talk- parents are more comfortable talking if a topic is mentioned Utilize a grassroots approach to reach District stakeholders within their communities. This will include: a. Being present at events and activities that students and parents ParFamGROrg attend such as PSCC, PTA/PTO, student sporting events, community sporting events and community events. b. Partnering with community-based organizations, religious organizations, local politicians and neighborhood groups to increase Page 40 of 46 B C Subcommittee Recommendations DRAFT the way information is shared. c. Utilizing community newsletters (Hazelwood, squirrel Hill, Brookline, etc.) Offer virtual building tours and events for back to school for all kids and kids transitioning to new schools. ParFamGROrg a. Post online or share with families so they can watch when they are available. Have teachers shared photos or videos of classrooms or host virtual homeroom/class meetings with students and families. ParFamGROrg a. Pictures of key staff people in the school (principal, FACE, social worker, counselor, teacher…get to know people virtually. Establish a Virtual Parent Academy to provide a series of parent trainings based on parent needs with 2-3 developed prior to school starting. a. Outline training series based on the age or grade level of students. b. Utilize Let’s Talk data to draft some topic recommendations in advance of soliciting input. c. Solicit parent input prior to the start of school (survey/focus groups) d. Utilize existing resources and relationships with parents and ParFamGROrg community partners so there is a wide variety of offerings and opportunities. e. Virtual trainings should must be parent vetted and have real examples, key phrases and language for parents to mirror and use with their children. f. Example topics can include: - Oops, my kid can’t focus - What to do if my child is lonely. - How do I keep my child engaged? Establish Parent Support Groups based on parent needs prior to ParFamGROrg school starting. ParFamGROrg Establish support groups for students. Increase supports and engagement of school Family and Community Engagement Coordinators (FACE), Parent, School, Community Councils (PSCC), Parent Teacher Association (PTA) and Parent ParFamGROrg Teacher Organizations (PTO), and Parent Advisory Council (PAC) a. Publish FACE Coordinator for each school b. Create a space for PTA/PTO/PSCCs members to connect Engage partners such as WQED, Fred Rogers Institute and others to ParFamGROrg secure resources for families. Establish protocols and supports that ensure parent meetings occur in all phases (green, yellow and red) ParFamGROrg a. Purchase Parent and Family engagement account for virtual parent engagement opportunities. Implement short but frequent parent surveys. ParFamGROrg a. Use follow up emails after PPS events with short surveys to collect data as the year progresses. Implement Strategies to increase parent participation and ensure ParFamGROrg survey respondents are representative of District demographics on all Page 41 of 46 B B B B C B B A C D Subcommittee Recommendations DRAFT district/school surveys. a. Set a goal of 30% PPS family response rate (national standard). b. Develop plan to manage open-ended questions so character space is not limited. c. Reach out to community organizations to provide a voice for members of the community that are hard to reach. d. Set up tables at school events (sporting events, etc.) to encourage parent survey participation. ParFamGROrg Engage parents on survey design questions. Be transparent about survey data results at the school and districtlevel. a. Results of the polls on a school and district level should be shared ParFamGROrg openly with parents and families at every school-level Parent, School and Community Council (PSCC) meeting and District-level Parent Advisory Council (PAC) meetings. ParFamGROrg ParFamGROrg ParFamGROrg ParFamGROrg Partner with local companies to provide incentives for families to complete the surveys on a school and district-level. Increase ability for all families to access emails a. Email and text surveys links b. Reply by text… instead of a link… c. Automatic opt-in/request to opt out. Note: Need to improve ability to capture parent emails Ensure surveys are available in all languages a. Explore Possip Survey Tool to increase survey access to all families. b. Ensure Possip features are available and if questions can be flexible and make sense. Implement exit poll for parents and families that leave the district and/or their child graduates. C C D C C D Student Engagement Communication and engagement WITH students is essential over the summer and during the back to school time period. Already existing communication channels (written, video and live) such as the weekly Parent Newsletters, PPS social media channels (Facebook, Twitter, Instagram), and the District website/school Discover PPS pages should be used to communicate directly with students, not just families. These communications should be geared towards different grade-levels of students in terms of which channel is used, content of information, and the communication style that is used. B Student Engagement Consider scheduling informal student engagement activities over the summer. When scheduling these events, the goal should be going into the communities of the students we serve vs. asking them to come to us. During these events, students and families could provide informal feedback to district staff, engage with teachers, and as needed provide targeted feedback on plans for reopening. Local businesses could be a great partner for these events. For example, a PPS teacher from South Hills co-owns a Kona Ice truck that could allow for events to strategically be held throughout the city. While discounts could be an incentive, we believe that advertising the event D (Based on current environment) Page 42 of 46 Subcommittee Recommendations DRAFT as an opportunity to talk with District staff would be incentive enough for students and families to attend. Student Engagement Student Engagement Many PPS students are still directly engaged in District led programs such as our summer learning offerings and the summer feeding program. Additionally, many approved out-of-school-time partners are also engaging with students virtually or in-person. Utilize these programs as an opportunity to allow students to provide feedback on this Spring’s remote learning system and future plans for reopening. School-Based In-Person Back to School Events: School-based Back to School Nights should be held in the community rather than asking families to come to schools, when possible and appropriate. 1. Neighborhood schools and magnet schools should host Back to School Nights in conveniently located community-based locations with the feeder pattern or utilizing outside space around their building if the location is centrally located. To ensure appropriate social distancing measures, schools should assign grade-levels and families to specific dates and times to stagger numbers at any given time. FACE Coordinators, PTOs, Community School Site Teams and schoolbased staff should work together to plan a creative and engaging event that provides an opportunity not just for schools to share information, but for students and families to share insight on their recent experiences and provide feedback for reopening schools as well. B B (With Modifications) 2. To ensure appropriate social distancing measures, families should be assigned to specific dates and times to stagger numbers at any given time. Student Engagement School-Based Virtual Back to School Activities: Although Allegheny County is currently in a green phase, many families are not comfortable attending in-person events and many of those in person event could still exceed the 250 participant maximum. Virtual activities should occur in any color phase as a supplement to any in-person activities that might be able to occur. In addition, schools should create videos and/or host live virtual events to help students feel welcome, connected and a sense belonging in their school community. To ensure that these virtual resources are created for every school, specific and appropriate time should be designated during the staff back to school PD dates for these activities to occur. Recommended virtual videos are below: 1. Administration films a school tour video with new procedures, policies, etc. so students understand how school looks different at this time. 2. Individual teachers film an introduction video and tour of their classroom 3. Teams of teachers hosting a “Move Up Day” for students new to the building 4. Former students film testimonials to share their experience in a particular grade 5. School nurse to talk about safety precautions and health needs. Page 43 of 46 B Subcommittee Recommendations DRAFT Student Engagement Student Engagement District Virtual Back to School Activities: Although Allegheny County is currently in a green phase, many families are not comfortable attending in-person events and many of those in person event could still exceed the 250 participant maximum. The district should prioritize to creating an online community for students and to advertise/support school-based efforts to help students feel welcome, connected and a sense belonging as we prepare to reopen schools. Recommended virtual activities are below: 1. Virtual Move Up Days 2. District-wide Back to School Spirit Week 3. Student videos and written newsletters embedded within The Daily Peek and PPS News Break 4. District-wide TicTok video challenges 5. Virtual movie night with recently released movies streamed— different age levels District In-Person Back to School Events: In addition to virtual Back to School activities, the District should host the traditional district back to school event as a drive up event at one location per School Board zone. Families will continue to receive a backpack with school supplies and uniform items plus vouchers for services within that community such as haircuts and other supplemental services. To determine sites and community-based partners for supplemental services, the PPS Community Schools Site teams should be utilized as a planning partner. Use geo-coding to assign families to the location within their School Board zone. To ensure appropriate social distancing measures, families should be assigned to specific dates and times to stagger numbers at any given time. B R Magnet schools can participate in District sponsored Magnet School Meet and Greets at set locations around the city (geographic locations? School board zones?). Each school will be asked to have teachers split up amongst the locations to meet students and families. To ensure appropriate social distancing measures, families should be assigned to specific dates and times to stagger numbers at any given time. Teacher/Staff Engagement Once a week spotlight of schools (celebrate student learning); 2. Develop virtual teacher welcoming packet that shares general information about schooling, favorite hobbies, interesting facts – whatever teachers want to share. 3. Weekly blog that provides teachers with inspirations and innovative practices (Could include articles or videos). C Teacher/Staff Engagement Develop virtual teacher welcoming packet that shares general information about schooling, favorite hobbies, interesting facts – whatever teachers want to share. 3. Weekly blog that provides teachers with inspirations and innovative practices (Could include articles or videos). B Teacher/Staff Engagement Teacher/Staff Engagement Weekly blog that provides teachers with inspirations and innovative practices (Could include articles or videos). Simple Staff Surveys: Gather input from employees via short to the point surveys, specific to role groups when appropriate regularly Page 44 of 46 C C Subcommittee Recommendations DRAFT Teacher/Staff Engagement Teacher/Staff Engagement Teacher/Staff Engagement Teacher/Staff Engagement Teacher/Staff Engagement (monthly and semester) utilizing computer-based programs and/or phone. For example, a short survey should be issued to staff following the first month of reopening specific to their role group. A second survey should also be administered at the end of the each semester. It could be determined this one survey could be used for all staff. Share results of survey in a timely manner. Often staff take surveys and results are not shared. Increase use of Town Hall in partnership with PFT and develop use of Live Stream Events with Dr. Hamlet and Executive Leadership to communicate with the various collective bargaining units (CBU) and Central Office staff to answer questions. 1. Use of Q & A with answers in chat, which can be accessed/updated later as unanswered questions get answers in Teams. Follow up with answers to questions! 2. Invite all CBUs to Town Hall/Live Event or hold events for each CBU. Continue a regular cadence of communications with suggestions below: Staff Communication from Superintendent:Now every Wednesday (If we are going to keep one day be intentional to also include Central Office based information or create a separate Central Office communication). Adjust timing so that staff are getting the communication prior to families to avoid unpreparedness for parent questions. Principal Communication: Be sure to add Early Childhood Building leads to Principal Communication. Often EC in schools have information that stand-alone EC do not. Principal Communication: Be sure to add Early Childhood Building leads to Principal Communication. Often EC in schools have information that stand-alone EC do not. Parent Communication: Ensure staff know what information in the staff update has also been shared with families in the parent and family update. This way staff know they are reinforcing information parents have received. Keep posting online. Send announcements to churches to share with students and families Robocalls: 1. State the important information in the robocall. 2. Remind individuals to opt in to robocalls if they previously opted out. 3. Explore the use of text messaging to replace some robocalls A A A A A Teacher/Staff Strong communications related to expectations for students related to Engagement attendance A Campaign for Accurate Family Information (phone and email); Written District protocol on what is follow up for students who cannot be reach; High priority for teachers A Develop Guiding Principles for All In plan and include one about Care and Grace B . Provide Safety Kit for staff B Develop Weekly safe care email – refer to EAP; C Offer regular wellness and social activities to engage staff during remote work. Survey staff to get input to see what type of C Teacher/Staff Engagement Teacher/Staff Engagement Teacher/Staff Engagement Teacher/Staff Engagement Teacher/Staff Engagement Page 45 of 46 Subcommittee Recommendations DRAFT engagement activities they would like: a) Fitness Activities (Yoga, walking, biking challenges), b) Wellness Seminars, c) Show Care for the Health and Wellness of Staff: Teacher/Staff Engagement Use of Let’s Talk to engage staff questions: 1. Use of categories for FAQs such as health/safety, building accessibility/transportation, etc. 2. Use of FAQ’s to clarify questions that have already asked. Ensure FAQ’s are updated as needed and that it is clear when new information has been added. 3. Spread the word about Let’s Talk to all employees. 4. Provide multiple ways for staff to offer feedback: email address, phone B Teacher/Staff Engagement Increase Use of TEAMS to create learning communities to share best practices across like groups for every grade level/subject area, new teachers, counselors, principals, custodians/maintenance, etc. C Develop a re-entry guidelines and procedures page on the website – includes daily COVID-19 updates and weekly positive notes. 1. Use of Video/Audio Clips/Tutorials (shared through social media, website Teacher/Staff and Daily News): Health measures, Safety measures, Remote Engagement learning tips – i.e. increasing student engagement in Teams, effective ways of contacting/communicating w/students and families, Include trainings for students and parents on remote learning tools-Visual in addition to print; 2. In-person learning tips with social distancing A Central Office and School Site – ongoing collection of data: “Coffee” w/leadership (Supt w/ Principals, Teachers, Facilities Reps; Principals Teacher/Staff w/ Teachers, Support Staf); Focus Groups across schools: Teachers, Engagement Support Staff, Clerical/SDSS Staff, Cafeteria Staff, Custodial Staff, Content Coaches, LES's Utilize multiple channels to communicate and get input: Socail Media, Robocalls, Email (Let's Talk), Letters, PPS Daily Peek, Districtwide Teacher/Staff Text Messaging (Blackboard, Remind), School Signage (School Engagement Cafeteria), School marquees and television monitors, Town Halls/Virtual Meetings, Website If. We recommend changing the name to Students Experiencing Homelessness and Students in Foster Care instead of McKinneyVento and Foster Care Students for the purpose of defining the subcommittee while using student first language. Page 46 of 46 C A D