• REOPENING SCHOOLS TASK FORCE

    Objective: Focus groups identify and address a specific problem, develop strategies, and make recommendations to the Steering Committee.

    PART I: KEY DATES

    STEERING COMMITTEE

    • June 5, 2020
    • June 19, 2020
    • June 26, 2020
    • June 30, 2020 


    TASK FORCE FOCUS GROUP MEETINGS/TIMELINE

    • Meet 2 or 3 times or as much as necessary between June 19 and June 30
    • Presents findings/recommendations to the Board of Education in a Study Session July 9
    • Board Action on Adopted Plan TBD but shortly thereafter July 9 
    • Tentatively set for July 16


    PART II: TASK FORCE FOCUS GROUPS/ACTION/FACILITATOR

    1. Communications and Public Information: Alejandro Cisneros, Coordinator, Family Engagement
    2. Curriculum and Instruction: Emily M. Devor, Ed.D.,Director III, Elementary Education
    3. Business and Operations: Kevin Emenaker, Administrative Services
    4. Student Support Services: Ian Fish, Assistant Director Student Services
    5. Personnel and Risk Management: Bob Presby, Ed.D.,  Assistant Superintendent, HRD
    6. Technology Supports: Michael Willingham, Director of IT
    7. Early Learning/Preschool Support: Francine Ramirez, Elementary Principal.
    8. Policy and Governancee: Sherri Kemp, Ed.D., Assistant Supt, Educational Services


    PART III: Guidance for Task Force Negotiable Items

    Here are some things to keep in mind as you begin your Task Force work in relation to working with our employee associations.  We will be generating recommendations for the steering committee, bargaining teams, and the School Board to consider for implementation.

    Subjects that should not be discussed by the Task Force.  These are items that always need to be bargained.

    1. Wages and benefits
    2. Promotions
    3. Evaluation procedures
    4. Extra stipends, compensation


    Subjects the Task Force may discuss that need to be bargained.  These are items that most likely will require bargaining.

    1. Work hours, workload, responsibilities
    2. Academics, teaching conditions
    3. Personal Protective Equipment
    4. Safety procedures



    If you have questions during your Task Force work, please reach out to Dr. Presby, our AEA, and/or CSEA leadership. There may be additional items and topics that will require agreements between the district and the associations.  We are here to help guide this process to reopen our schools safely for our students and employees.

    PART IV: Two Primary and General Assumptions for All Focus Groups’ Consideration

    1. The impact of the COVID-19 virus in the American educational system is currently the great unknown. The current data suggests that children are likely to be infected with COVID-19 at about the same rate as adults.

    2. COVID-19 is mostly spread by respiratory droplets released when people talk, cough, or sneeze. It is thought that the virus may spread to hands from a contaminated surface and then to the nose or mouth, causing infection. Therefore, personal prevention practices such as handwashing, staying home when sick, and environmental cleaning and disinfection are important principles.


    PART V: Focus Groups

    Communications and Public Information

    FACILITATOR: Alejandro Cisneros, Coordinator, Family Engagement
    Martha Martinez, Director EL Services
    Dr. Ruth Heger, Assistant Director Special Education
    Anabel Nunez, Assistant to the Superintendent
    Erik Ramirez, Assistant Principal, Villegas Middle School
    Kim Rector, AUSD Head Nurse
    Ben Savage-CSEA Member
    Francesca Henry-Arredondo, Student
    Patty Arellano, Parent

    Key Focus Areas

    • Survey’s to our communities to determine needs
    • Including ASL in communication
    • Using graphics and visuals over long narratives


    Assumptions related to Communications and Public Information

    1. Some children/families may choose to argue for their right to not wear protective gear
    2. School districts will make every reasonable effort possible to prevent communicable disease transmission from student-to-student, student-to-staff, and staff-to-staff.
    3. Districts will ensure effective, ongoing, two-way communication between stakeholders related to learning loss, assessment, and measuring student progress in a language they understand.
    4. School districts will engage and support all families, guardians, and/or caregivers in student learning in a language they understand.
    5. School districts will make every effort possible to engage and inform the families/caregivers of foster youth, students experiencing homelessness, migrant youth, children of military families, former court school students, English learners’, and other student groups at higher risk of disconnection.
    6. District will communicate the opening plan, gather input and feedback from students, parents, and staff.
    7. School districts will engage the school-community in the process of making an informed decision from the input and feedback from students, parents, and staff for reopening.
    8. School districts will provide procedural information about school visitations from people external to the organization such as visitors, guests, and volunteers.
    9. School districts will communicate procedures and protocols for intermittent or rolling school closures in the event of public health order.


    Curriculum and Instruction


    FACILITATOR: Dr. Emily M. Devor, Director III, Elementary Education
    Maria Taylor. Instructional Specialist-SPED Representative
    Erin Askier, Coordinator, Assessment
    Carmen Philips, Director, Expanded Learning
    Aaron Huntington, Resource Specialist
    Denise McQuillan, CSEA Rep
    Quyen Nguyen, Director I, Research and Evaluation
    Erika Ontiveros, Parent
    Gerardo Aguilar, Principal
    Tania Cabeza, Principal

    Key Focus Areas

    • Equity
    • Standards-Based Instructional Delivery Models
    • Assessment/Measurement
    • Engagement
    • English Language Learners
    • Expanded Learning


    Assumptions related to Curriculum and Instruction

    1. Students will assemble in groups no larger than the ability to maintain 6 feet of distancing.
    2. Families will want their children at different schools or grade levels to attend at the same time if it’s a blended model.
    3. Families will need after school programs.
    4. Social-emotional learning (SEL) curricula has the greatest impact when delivered by students’ regular teachers.
    5. Professional development may be necessary to support a greater need for student support services (i.e. offers strategies for creating trauma-informed classrooms, restorative practices, etc.)
    6. Helping staff recognize signs and symptoms of emotional or mental distress increases the likelihood of a more-timely intervention. Additional staff supports may need to be made available to improve the overall wellbeing of teachers and staff.
    7. Scheduling options will be provided (hybrid, block, etc.).
    8. Rigor needs to be addressed to support quality instruction.
    9. Students need appropriate assessments to measure both academic and social-emotional needs.
    10. Students need differentiation provided for EL’s, SPED, etc.
    11. Social distancing becomes more difficult as the environment becomes less restrictive and more populated.
    12. Limiting group sizes enhances social distancing capacity.
    13. School districts will assess students’ academic levels and social-emotional needs upon students’ re-entry.
    14. School districts will engage and support families, guardians, and/or caregivers in student learning.
    15. School district will provide a multi-tiered system of support for positive behaviors and interventions within the various instructional models both at school and at home.
    16. School districts will provide designated and integrated ELD for students participating in distance learning or a hybrid or in-person and virtual learning.
    17. School districts will expand alternative education online and distance programs.
    18. School districts will provide adaptive technology devices for students receiving special education services.
    19. School districts must be prepared for intermittent or rolling school closures in the event of public health order.



    Business and Operations


    FACILITATOR: Kevin Emenaker, Administrative Services
    Ralph Duran, Maintenance Manager
    Andy Cruz, Operations Manager
    Eric Holiday, Director, CNS
    Susan Kimura, Program Specialist - SPED
    LaShonda Owens, Director HRD
    Robert Archuleta, Maintenance Worker II
    Dusty Nevatt, CBO
    Jerry Chamberlain, Parent
    David Ferguson, Hillcrest HS, Principal
    Campus Supervisor -AEA & CSEA satisfied with current members on TF
    Head Custodian--AEA & CSEA satisfied with current members on TF

    Key Focus Areas

    • Physical Infrastructure
    • Nutrition Services
    • Transportation
    • Do these items need to be moved?
    • Equity
    • Standards-Based Instructional Delivery Models
    • Assessment/Measurement
    • Engagement


    Assumptions related to Business and Operations

    1. Students will assemble in groups no larger than the ability to maintain 6 feet of distancing.
    2. Students will take temperature before they get on the bus or leave home.
    3. Buses will be being sanitized.
    4. Students will be safely distancing while waiting to board a bus.
    5. Some children may not be able to wear protective gear.
    6. Families will need after school programs.
    7. Food service for students not present will need to continue
    8. Some children/families may choose to argue for their right to not wear protective gear.
    9. Helping staff recognize signs and symptoms of emotional or mental distress increases the likelihood of a more-timely intervention.
    10. Additional staff supports may need to be made available to improve the overall wellbeing of teachers and staff.
    11. School districts will ensure efficiency of mechanical and plumbing systems.
    12. Schools will have a space dedicated to isolate/quarantine staff and students with symptoms.
    13. School districts will have a protocol for confirmed cases of COVID-19.
    14. School districts will ensure Board Policy 5141.22 (a)(b) on preventing communicable disease transmission is updated and is consistent with protocols for COVID.
    15. School districts will provide personal protective equipment.
    16. School districts will enact new procedures for substitutes, mobile employees, parents, visitors, and volunteers visiting campus infrequently.
    17. Schools can anticipate intermittent or rolling school closures.
    18. Schools will have cleaning protocols in place to effectively clean and disinfect when schools and offices and ample access to materials and supplies.
    19. Schools will develop protocols for social distancing before and after school, in high traffic areas, in classrooms, in restrooms, and in recreational areas.


    Student Support Services


    FACILITATOR: Ian Fish, Assistant Director
    Tanya Gillick, Coordinator, Mental Health
    Patricia Ike, Psychologist - Special Education
    Thomas Thornburg, Special Education Assistant
    Justin Esquival, Student
    Sarah Mann, Nurse available to meet on 6/26/2020
    Melody Mendiola, Nurse-available to meet on 6/19 & 6/24
    Eny Medina, Counselor
    Jason Marquez, Principal
    Rakel Engel, Parent

    Key Focus Areas

    • Equity & Access
    • Students Services
    • Engagement


    Assumptions related to Student Support Services

    1. Schools will create an environment that supports social distancing given full in-person instruction.
    2. Some children may not be able to wear protective gear (Special needs, health impairments, etc…)
    3. Some children/families may choose to argue for their right to not wear protective gear.
    4. More students may return to school having experienced adverse life experiences which may impact their behavior in the classroom.
    5. There will be a higher percentage of students needing SEL Support Services.
    6. Schools will need to implement isolation measures
    7. Schools will ensure that foster youth, students experiencing homelessness, migrant youth, children of military families, and former court school students who are eligible for the California state minimum graduation requirements are being identified at enrollment?
    8. School will respond to students who are chronically absent.
    9. School will promote student agency by honoring students’ voices and choices in the new landscape of learning.
    10. Schools will engage and support families, guardians, and/or caregivers in student learning.
    11. Schools will provide a multi-tiered system of support for positive behaviors and interventions within the various instructional models both at school and at home.
    12. School districts will have protocol to ensure students and staff are healthy before returning to school.


    Personnel and Risk Management

    FACILITATOR:  Bob Presby, Assistant Superintendent, HRD
    Certificated TBD
    Sosonja Howard-Mayo, CSEA President
    Amanda Benitez, Benefits Manager
    Brett Heinbuch, Fiscal/Payroll
    Adonna Calderon, Program Manager, Administrative Services
    Laurie Conklin, Campus Supervisor
    Edison Kang, Parent
    Principal- Mary McAllister-Parsons
    Administrator- Craig Shiflett
    Certificated Member- TBD
    School Secretary- TBD

    Key Focus Areas

    • Wages, hours, terms of employment
    • Risk management
    • Communication protocols


    Assumptions related to Personnel and Risk Management

    1. Staff members with underlying conditions or who live with a family member that has an underlying condition may determine they cannot work in-person.
    2. Students are safely distancing while waiting.
    3. Teachers and staff will have child care responsibilities that may conflict with work schedules.
    4. 1:1 aides may be at higher risk.
    5. Face covering and other PPE cannot be required for students.
    6. Education support staff in direct contact with students (unable to socially distance) are considered frontline workers whose jobs are essential and must be provided PPE.
    7. Social-emotional learning (SEL) curricula has the greatest impact when delivered by students’ regular teachers.
    8. Professional development may be necessary to support a greater need for student support services (i.e. offers strategies for creating trauma-informed classrooms, restorative practices, etc..)
    9. Support systems for staff may need to extend beyond typical employee assistance programs.
    10. Helping employees recognize signs and symptoms of emotional or mental distress increases the likelihood of a more-timely intervention.
    11. Additional staff supports may need to be made available to improve the overall wellbeing of teachers and staff.
    12. Improving efficiencies related to mechanical, plumbing, and other infrastructure systems may reduce the transmission of the disease.
    13. School districts will implement isolation/quarantine measures including creating spaces for students/staff with symptoms.
    14. School districts will have a protocol for confirmed cases of COVID-19.
    15. School districts will ensure Board Policy on preventing communicable disease transmission is updated and is consistent with protocols for COVID.
    16. Schools will develop protocols for social distancing before and after school, in high traffic areas, in classrooms, in restrooms, and in recreational areas.
    17. Schools will develop protocols for intensified hand washing protocols/hand sanitizer protocols.
    18. School districts will provide professional learning opportunities and tools to teachers and paraprofessionals focused on meeting the needs of English learners (all at-promise youth) given diverse learning environments.
    19. School districts will establish dates of return for employees.
    20. School districts will enact new procedures for substitutes, mobile employees, parents, visitors, and volunteers visiting campus infrequently.
    21. Schools can anticipate intermittent or rolling school closures.
    22. School districts will take into consideration the immediate challenges related to work environments, observation, and supervision as it pertains to the evaluation of employees.
    23. School districts will implement procedures to provide a safe work environment.
    24. School districts will engage employees in the interactive process (discussion about an employee's disability or underlying health condition) to identify limitations that may affect his or her ability to perform essential job duties.


    Technology Supports

    FACILITATOR:  Michael Willingham, Director of IT
    David Ma, Network Manager
    Paul Oeser, Assistant Principal, McAuliffe/RMK
    Mario Gomez, Systems Integrator
    Brian Gernertt, Computer Tech II
    Tracy Doverspike, Teacher, Stokoe-K-2
    Aldrich Tan, Teacher McAullife-3-5
    Mark Rasmussen, Teacher Loma Vista-6-8
    Matt LaGrass, Special Education Teacher-9-12
    Kaja Stoll, Teacher, Villegas MS
    John Doverspike, Parent
    Rob Schwandt, Assistant Principal
    Ethan Wood, Student

    Key Focus Areas

    • Devices
    • School/Work Environment
    • Professional Development
    • Security and Data Privacy


    Assumptions related to Technology Supports

    1. Some students will choose not to return to face-to-face instruction and request full distance/remote learning: Some students are immunocompromised. Other students may be living at home with high-risk populations.
    2. Limited standardized platforms for students and teachers ensures (technology support) a seamless transition to distance learning in the event of another full closure.
    3. Standardized devices provide for a seamless transition to distance learning in the event of another full closure.
    4. Not all students have access to their own device or Internet connectivity. Not all staff have access to the internet because they may be living in rural areas as well.
    5. Staff will need additional professional development to support the use of technology in and out of the classroom.
    6. Schools will ensure that foster youth, students experiencing homelessness, migrant youth, children of military families, and former court school students and other students at high-risk of disconnection are identified and supported related to devices, connectivity, and access (i.e. upload enrollment documents, access progress reports, etc…)
    7. School districts will collect information and solicit feedback from students, parents, and staff related to devices, connectivity, and support for use.
    8. School districts will provide adaptive technology devices for students receiving special education services.
    9. EdTech Staff/Technology Staff will need professional development related to new platforms or other technologies emerging under current circumstances.


    Early Learning/Preschool Support

    FACILITATOR:  Francine Ramirez, Elementary Principal
    Ardythe Rodriguez Preschool Teacher (Promenade)
    Jennifer McCoy, SLP (Stokoe/ Preschool Assessment)
    Jacque Clark, IBI
    Olivia Hurtado, Teacher, Myra Linn
    Francisco Gonzalez, Principal, Terrace Elem
    Michelene Harris, Parent

    Key Focus Areas

    • Opening Schools
    • Program options
    • Health and safety/facilities
    • Communications with staff and community


    Assumptions related to Early Learning/Preschool Support

    1. Students arrival and departure procedures need to be separate from normal school procedures.
    2. Preschool will be closed in the event of a contamination of COVID-19.
    3. Classrooms will be sanitized for different cohorts of students.
    4. While social distancing and facial coverings demonstrate meaningful reductions in disease spread, the youngest of children do neither of these well. Preschool and primary education programs will devise creative age appropriate solutions to help prevent the spread of COVID-19.
    5. Preschool aged students will be taught appropriate hygiene measures.
    6. School districts will implement diapering and toileting protocols to protect the safety of both students and staff and ensure that proper facilities are used for these activities.
    7. School districts will implement protocols to protect the safety of both students and staff related to washing, feeding, and holding a child.


    Policy and Governance

    FACILITATOR:  Sherri Kemp, Ed.D., Assistant Superintendent, Educational Services
    Georgina Ramirez, Director of Equity and Access
    Lydia Clouthier, Driver/Food Production
    Paulina Nwuba, Director III, Special Ed.
    Kristin Moorehouse, Principal

    Key Focus Areas

    • The Governance Role of the Board
    • Legal Considerations:  Board Policies and Administrative Regulations and items subject to bargaining
    • Community context for reopening
    • Operations of the board and administration in regards to decision making
    • Identifying policy additions or revisions


    Assumptions related to Policy and Governance

    1. School Boards will be provided with key information and data to be utilized as part of the reopening schools decision-making process.
    2. School boards will identify the governance and leadership considerations for reopening related to resources and support needed to reopen in a safe and effective manner.
    3. School board will create or revise board policies that may be needed for reopening schools and offices.
    4. School board are made aware of collective bargaining implications of reopening schools and offices related to health and safety of students and faculty, equity, funding and flexibility, and adaptable, high-quality teaching and learning.
    5. School boards communicate through a variety of processes and platforms to ensure families, guardians, and/or caregivers are engaged in school district business.
    6. School board approve and communicate reopening processes, practices, and procedures including intermittent or rolling school closures.

     

     

REOPENING SCHOOLS TASK FORCE

task Force