2020-08 FINAL Reopening Schools 2020-2021 vBOARD · 2020. 8. 17. · v. Board | August 2020...

Reopening Schools2020-2021

BOARD PRESENTATION

v. Board | August 2020

Contents

Education Evolution Commitments

Safety Plans

Campus Implementation

Trauma-Informed Care, SEL & Racial Equity

Instructional Excellence

Supporting Special Populations

Communication Plan & Next Steps2

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Commitments


Commitments

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1 Safety We are committed to ensuring that all appropriate safety measures are implemented in order to reduce and/or prevent exposure to COVID-19.

2 Trauma-informed CareWe are committed to supporting the social emotional needs of the students. Stakeholders will be trained to be aware and have an understanding of the impacts of trauma induced by COVID-19.

3 Instructional ExcellenceWe are committed to providing a premier urban education to all students through engaging learning models and rigorous instruction while prioritizing student and family safety. Models will value student needs and maintain a focus on increased student achievement

4 Family ChoiceWe are committed to providing high-quality on-campus instruction in the safest manner possible upon re-entry into school and to providing high-quality comprehensive and rigorous distance learning.


Commitments continued

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6 Professional LearningWe are committed to providing professional development for all stakeholders that accounts for operational and safety elements as well as support for high-quality instruction, digital instructional platforms, programs and practices.

7 CommunicationWe are committed to close connections with our school community and families so that two-way communication is established to keep all stakeholders informed.

5 Digital Learning ToolsWe are committed to providing a 1:1 device for every student, as well as internet connectivity options for every household in the district. In addition, we will provide high-quality online software learning tools.


Safety Plans


Maintaining Safety

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v. Board v. Board | August 2020 v. BoardDRAFT DRAFT

Social Distancing

Graphics Packages and Training Resources• 6 foot markers• Posters and signs for protocols• Video modules/trainings for all stakeholders • Updates through multiple platforms: website, social

media, mobile apps,weekly newsletters, email.

Redesigned Spaces• Classrooms• Common spaces

Reimagined Procedures Video• Travel• Interactions

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Cleaning & Sanitizing

Resources:● Backpack sprayer per campus, weekly ● Gallon hand sanitizer with pump outside classroom in

stand● 3 additional gallons per teacher● Disinfecting wipes and spray per classroom for use by

teacher as needed● Individual, refillable student hand sanitizers with hook● Air purifiers for rooms without windows that open● More frequent changing of air filters

Training & Schedules:● Personal hygiene with handwashing● Training videos and reminders● Daily sanitizing of high traffic area● Responsive sanitizing

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Personal Protective Equipment

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Resources:● 3 reusable cloth face masks● 1 face shield per student and staff● 1 plastic storage drawer (Elementary only)● 1 Plexiglas individual guard (Secondary only)● Cafeteria Plexiglass dividers● Disposable gloves ● Disposable masks (in the office for visitors)● N/K 95 Masks (nurse’s office)● Non-contact thermometers

Trainings:● Brief video (each time roster changes & every 9 weeks)● Print material instructions posted throughout

Masks will be worn at all times, with the exception of meals.

ü Social distancing practicesü Cleaning and sanitizing practicesü Use of personal protective equipment

(PPE)ü Implementation of screening practicesü Implementation of protocols


Screening & Mitigation

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DISTANCE LEARNING ● Based on county recommendation, students

identified as close contact will quarantine● Distance learning continues

CONSULTATION & COMMUNICATION04

● Nurse contacts principal and health department ● Laserfiche report completed, seating charts reviewed● Parents of students within 6 ft for more than 15

minutes notified, privacy protected

SANITATION03 ● Class moved to a designated space, classroom and any other areas sanitized

ASSESSMENT02● Those with symptoms report to the nurse for

assessment and isolation● Parent contact and pick up

SCREENING01● Staff self-screen daily● Students self-screen daily● Temperature checks at bus and campus

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Campus Implementation


Leader Professional Development & Planning

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Week of July 20-24All Campus LeadersComprehensive PD Review of Operations, Safety & Organization within Evolution Handbook

Week of July 27-July 31All Campus LeadersNetwork Planning with Executive Directors for Re-entry Plans and Implementation of Safety Measures

Week of Aug 3-7PrincipalsVirtual Learning Sessions focused on Tools necessary for ensuring Instructional Excellence in virtual world

Weeks of Aug 10-14 & Aug 17-21Campus TeamsPlanning for Implementation of Instructional Models and Teacher Professional Development


Safety Protocols & Organizational Redesign

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Curb-to-Classroom Return-to-School Playbook Link

Forty-three ElementsExamples:

• Arrival and Dismissal• Hallway Transitions• Lunch• Social/Emotional Supports• Instructional Considerations

https://docs.google.com/spreadsheets/d/1VgvZ5XL54B09EW21JzVQMpftrUl-Lhn4AQxUQP-delk/edit?ts=5f31cda2

Trauma Informed Care,

SEL & Racial Equity


Comprehensive, Integrated Approach

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Dallas ISD is committed to ensuring the physical and emotional wellbeing of students. By offering a continuum of support during all instructional models, the District promotes the health, safety, and education of all students.

Social-Emotional Learning Counseling Services Mental Health Services

all targeted

Racial Equity

# students served


Equity and SEL

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Three Culture Priorities “IN THE MOMENT” Guidance

Intentionally aligning SEL, counseling, and mental health systems around key priorities implemented in service of equity.

Healthy Relationship Building

Safe & Welcoming Environment

Self Care

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Responding IN THE MOMENT to encounters of racism and/or microaggressions:

● Breathe● Affirm the recipient of the harmful act or speech,

affirming their truth● Inquire: ask questions to get more information● Assess the appropriateness of timing for Courageous

Conversations● Intervene: create space of physical & psychological

safety● Avoid suggestions and sharing your own experience● Follow-up and check-in as needed


Ten Classroom Considerations Regarding Race

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1Recognize that students may have questionsregarding racism and be prepared to discuss current and historical events

Be aware of students’ racial trauma

Encourage students to be brave and talk about their experiences

Explain that everyone has implicit, unconscious biases, and microaggressions

Discuss the impact of unintended harm. Good intentions do not outweigh consequences

Focus on change, not blame or shame

Model inclusive behavior

Ensure that curriculum includes diversity and alternative voices

Consider any adverse impact and reaction students may have prior to planning lessons and discussion topics

Differentiate instruction to accommodate different learning styles

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InstructionalExcellence


TEA’s Two Remote Learning Options

Remote Asynchronous

Remote Synchronous

Two-way, real-time/live, virtual instruction between teachers and students when students are not on campus. In this method, the required amount of instructional time is scheduled each day, and funding is generated when attendance is recorded daily at a locally selected snapshot time.

Instruction that does not require having the instructor and student engaged at the same time. In this method, students learn from instruction that is not necessarily being delivered in-person or in real time.

*Edited for brevity in some cases. Bold text based on Dallas ISD emphasis and may differ from TEAs bolding. THe TEA options are for students who opt-out of on-campus instruction.

Dallas ISD will useRemote Asynchronous.

Why we chose Remote Asynchronous

• Flexibility, provides the most daily flexibility for teachers & students

• Funding, only option that provides full funding for all grades PreK to 12

• Function, allows for both synchronous and asynchronous learning, at the District’s discretion

Options

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TEA Requirements | Instructional Schedules

RequirementsRemote Asynchronous

• Teacher interaction with students is predictable, sufficient to support schedule.

• Teacher availability for students (e.g. office hours schedule) is planned in advance, predictable, sufficient for student progress, clearly defined, and published in the student syllabus.

• Students can access instructional support from teachers when needed, direct instruction is delivered by teachers, and students know how and when they can interact with their teachers.

• Students are provided clear means to engage with academic material on a daily basis.

• Student IEPs are followed regardless of learning environment.

• Student academic work ensures engagement that is equivalent to direct content work that a student would be engaged in over a normal school year.

• Direct work with academic content matches or exceeds the following average daily minimums across all subjects:

• Half day PreK – 90 instructional minutes• Full day PreK – 180 instructional minutes• K through 5th grade – 180 instructional minutes• 6th through 12th grade – 240 instructional minutes

*Remote asynchronous requirements. Edited for brevity in some cases. Bold text based on Dallas ISD emphasis and may differ from TEAs bolding. 18


TEA Requirements | Progress & Engagement

• Expected student progress in remote asynchronous learning is planned in advance, defined by day, and ties to the overall course coverage in the course syllabus.

• Daily, trackable student engagement exists to ensure curricular progress in asynchronous learning. Curricular progress can be measured through any of the following means: • Data from the Learning Management System (LMS) showing progress made that day • Curricular progress evidenced from teacher/student interactions made that day • Completion and submission of assignments planned for that day

• Districts have systems to measure academic progress of all students to inform instructional practice in an asynchronous environment. • Progress monitoring includes all students and can be done in any proposed at-home

scenario

• Student feedback is provided from instructor at least weekly in asynchronous learning environments including next steps or necessary academic remediation to improve performance.

• School grading policies for remote student work are consistent [with current Dallas ISD policy]

*Remote asynchronous requirements. Edited for brevity in some cases. Bold text based on Dallas ISD emphasis and may differ from TEAs bolding.

ATTENDAN

CE M

EASURES

Dallas ISD will meet all TEA requirements for remote instruction and will go beyond those requirements to strive for equity and excellence.

RequirementsRemote Asynchronous

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Responding to Feedback | Survey Respondents

175 Teachers

63 Principals/APs

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40 Parents

Notes: Total number of attendees at feedback sessions: 432. Not all attendees completed the feedback form. 1. “Parents” are exclusive of the special education inclusion parents. 2. Responses from 27 “other” stakeholders (i.e., EDs, central staff) not included. 3. Data as of 08.06.2020. 4. 498 total session attendees but when duplicate staff are removed, approximately 430 unique attendees.

307 respondents

providing feedback on instructional

models

Approximately 430 attendees at

feedback sessions.

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Parents of students receiving special education services

also met with the Teen Board


Responding to Feedback and Data

What We Heard What We Changed Why We Made the Change

Teachers & Principals need more digital learning tools.

There will be districtwide licenses for more online software and digital tools. (exact list still pending)

Educators and students need access to resources that support equity and excellence. Additional content software and digital tools will be made available districtwide to enhance and support learning.

High schools may need flexibility to bring students to campus more than two days per week.

Wednesdays will be designated as a “Campus Flex” day for high schools.

Campus designates which students will attend on-campus on Wednesdays. Otherwise they continue with distance learning.

This is not a day for all students to be on campus. Student density constraints still apply.

The change better supports the needs of campuses and students. PTECH, CTE, Career Institute, Collegiate Academy, and Early College students will have more time for on-campus learning. In addition, campuses can create targeted student groups for more support (i.e., 9th grade on track), keeping safety protocols in place.

Parents request more secondary guided learning time.

Clarified the guided learning time in each phase to show the total amount students receive per week (all courses combined) and the weekly target for each teacher per course.

The secondary parameters for distance learning students are per week, not per day. The phased-in time supports students through more guided instruction while still giving teachers flexibility on when and how that is provided throughout the week.

Teacher Intention SurveyDistrict wide parameters with flexibility for campus implementation; 7,300 responses with 64% of respondents indicating an on-campus return

Individual campus scenarios must be considered in the decision-making process.

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The Why | Instructional Agreements

• to have equity in experience across the district.

• teachers need time to learn and grow with a phase-in plan and ongoing support.

• consistent guided instruction is essential for student learning.

• primary instructional responsibility should be with the teacher, not the parent.

• campuses and feeders need flexibility, within parameters.

Dallas ISD is committed to providing high-quality instruction for every student, regardless of instructional model!

• consistent support will be provided for every student.

• digital learning tools are essential, regardless of instructional model.

• distance learning will continue in the event of closures.

• trauma informed care will be provided as needed for every student.

• to strive for excellence by going beyond the TEA engagement requirements.

We all want students to learn and grow and we agree:

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Three Instructional Models

*HCM will share rules on whether teachers/staff have to physically report to work, regardless of designation. Model 2 best ensures that students do not have to change teachers if they change between on-campus and distance learning.

Three Instructional Models

1

Distance Only Mixed On-Campus & Distance

All students and teachers follow distance only schedule parameters.

2 Teachers support BOTH on-campus AND distance students

3 Teachers assigned ONLY on-campus ORdistance students, not both.

Dallas ISD will use three instructional models for the 2020-2021 school year. The district designations determine which models are available.

● Distance Only Designation: The only instructional model in this designation is distance only. ● Mix of On-Campus and Distance Designation: There are two instructional models in this designation. Each

campus will choose which model works best.

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High-Quality Instruction


High-quality instruction includes a daily mix of guided and independent learning.

Guided Learning includes... Independent Learning includes...

• Direct teach• Small group instruction• 1:1 check-ins & office hours• Class assignments• Recorded teacher lessons• Assessment

• Online software programs• Playlists• Class assignments• Homework assignments• Assessment

*Both guided and independent learning satisfy attendance requirements. 24


Full Day of Learning


Dallas ISD students will have a schedule that supports a full day of learning. District-wide parameters will guide campuses when creating customized daily schedules.

Why have parameters?

• Equity, ensure students generally have similar instructional experience

• Predictability, families need to know what to expect

• Growth, students need to catch-up and accelerate

Parameters will phase in.

Phase 1Weeks 1-4

Phase 2Weeks 5-8

Phase 3Week 9 +

● Focus on digital learning tools● Establish routines & structures

● Strengthen student capacity● Improve delivery of instruction

● Master the models

*Phases may be extended based on data and teacher proficiency. The parameters apply to the distance-learning students. On-campus students will attend on campus for the full school day. T&L will provide sample daily schedules, but EDs & principals can customize within the minute parameters. 25


What is a Full Day of Learning for Distance Learning Students?

The campus must ensure high-quality learning opportunities for students span a full school day. Teachers must plan for a full day of learning (or a full period of learning at secondary).

Time PreK-2 3-5 6-12

360 Minutes Total

Guided learning Guided learning

Depends on student’s schedule, adheres to weekly minute parameters



Independent Learning Guided learning

Independent Learning Independent Learning

Independent Learning Independent Learning

SAMPLE Full Day Split of Guided vs Independent

*Secondary students must also have a full day of learning, but specifics will be determined based on the students’ schedule. Schedule parameters for secondary apply only to their Dallas ISD courses, not dual enrolled courses offered by collegiate partners.

Ample guided learning time adds to the independent learning time to exceed TEA requirements and provide a full day of 360 minutes

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Guided Learning Parameters for Distance Students

Schedule Parameters | Guided Learning

Grade Band

Phase 1Weeks 1-4

Phase 2Weeks 5 - 8

Phase 3Weeks 9+

(or when district is distance only)

PreK-2 60minutes per day

120minutes per day

180minutes per day

3-5 60minutes per day

180minutes per day

210minutes per day

6-12block &

traditional

140 - 160minutes per week total

(20 minutes per course/week)





Schedule parameters will adjust in phases to support student and teacher mastery of the instructional models. The parameters apply to distance-only students.

*Phases may be extended based on data and teacher proficiency. The parameters apply to the distance-learning students only. On-Campus students will attend on campus for the full school day. T&L will provide sample daily schedules, but EDs & principals can customize within the parameters.

Ample guided learning time (shown in the table) adds to the independent learning time to exceed TEA requirements and provide a full day of 360 minutes.

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Model 1 | Distance Only

*T&L will provide sample daily schedules, but EDs & principals can customize within the minute parameters. SEL should be incorporated throughout the day. Pull-out times for Special Education and other services will be determined for each student served.

Independent LearningGuided Distance instruction with the Teacher

Time ContentGuided/

Independent

10 Minutes Morning Message/ SEL Guided

45 Minutes RLA/SLA Guided

30 Minutes Social Studies Guided

45-75 Minutes

RLA/SLA and Social Studies- Teacher may pull small groups- Teacher may hold office hours

Independent

45 Minutes Math Guided

30 Minutes Science Guided

45 -75 Minutes

Math/ Science - Teacher may pull small groups- Teacher may hold office hours

Independent

45 Minutes Specials Guided

5 Minutes Closing: SEL Guided

45 Minutes Breakfast/ Lunch

30 Minutes Brain Breaks/ Movement

SAM

PLE

3-5

Dist

ance

Onl

y |

Phas

e 3

Model 1

For Model 1, the classroom teacher serves all students through distance learning

Note: Model 1 is not a choice. The District would determine when schools need to go distance only for safety reasons. Teachers would adhere to Phase 3 minutes.

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Model 2 | PreK-5 Both On-Campus & Distance

For Model 2 in PreK-5, the classroom teacher will serve both the on-campus and distance learning students

SAMPLE On-Campus Student Distance Learning Student

RLA Rotation 1 (45 minutes) Guided learning Independent learning

RLA Rotation 2 (30 minutes) Independent Learning Guided learning

RLA Rotation 3 (15 minutes) Guided learning

Math Rotation 1 (30 minutes) Independent Learning Guided learning

Math Rotation 2 (45 minutes) Guided learning Independent learning

Independent LearningNote: Independent learning in the on-campus environment is not limited to student opportunities that require technology.Guided On-Campus, face-to-face instruction with the TeacherGuided Distance instruction with the Teacher

SAMPLE Elementary Model 2

Model 2

*T&L will provide sample daily schedules, but EDs & principals can customize within the minute parameters. SEL should be incorporated throughout the day. Pull-out times for Special Education and other services will be determined for each student served. All contents will be taught. This is a concept sample. 29


Model 2 | 6-8 Both On-Campus & Distance

For Model 2 in grades 6-8, the classroom teacher will serve both the on-campus anddistance learning students. There are two options for this model in middle school.

Middle School Model 2 Options

A

Mix of on-campus and distance learning students, scheduled in the sameinstructional period.

● similar to elementary examples● best for 90 minute block schedules● intentional cohorting of students

B

Mix of on-campus and distance learning students, scheduled into differentinstructional periods.

● period is specific to the student type (i.e, all on-campus or all distance)

● requires master schedule adjustment

PERIOD On-Campus Student Distance Learning Student

Period 1

Guided learning Independent learning

Independent Learning Guided learning

Guided learning Independent learning

PERIOD Student Served

Period 1 On-Campus students

Period 2 Distance students

Period 3 Distance students

Model 2SA

MPL

ES

*T&L will provide sample daily schedules, but EDs & principals can customize within the minute parameters. SEL should be incorporated throughout the day. Pull-out times for Special Education and other services will be determined for each student served. 30


Model 2 | High School Hybrid | Two Options

For Model 2 in high school, the classroom teacher will serve on-campus students through a hybrid model, with some days on-campus and some days distance learning. The teacher may also have distance only students. (Teachers may teach on-campus students up to five days each week.)

High School Model 2 Hybrid Options

Model 2

Monday Tuesday Wednesday Thursday Friday

On-Campus On-Campus

Campus Flex

At Home At Home

On-Campus On-Campus At Home At Home

At Home At Home On-Campus On-Campus

At Home At Home On-Campus On-Campus

Hybrid Requirements

• Two consecutive days on campus each week for students

• Wednesdays are “at-home” days with only designated students on campus*

A Split students by grade level B Split students by alpha order

*Certain PTECH, Collegiate Academy, and Career Institute students may need to attend on-campus every day or attend at their collegiate site. Schedule parameters apply only to their Dallas ISD courses. Otherwise, there s no five day a week on-campus option for high school. For weeks with a Monday holiday, the on-campus day would shift to Wednesdays that week. Guided learning for distance only students will likely be on days where on-campus students are not on-campus. 31

Lessons are unique to each period. They are not repeated on Thursday/Friday from the Monday/Tuesday lesson.


Model 3 | On-Campus or Distance, Not Both Model 3

The on-campus teacher will serve only on-campus students.

On-Campus Only Teacher Distance Only Teacher

For Model 3, the classroom teacher will serve either the on-campus or distance learning students, not both.

The distance teacher will serve only the distance learning students.

● Follows “traditional” on-campus schedule● Fully incorporates digital learning tools● Reverts to distance only in the event of school

closures● At the high school level, on-campus teacher still supports students

through distance learning on “at-home” days

● Follows the phase 3 distance learning parameters

● Fully incorporates digital learning tools

*Students may change each grading period and both types of teachers will have to adjust to any roster changes. 32


Digital Learning | Foundational Tools

Digital learning platforms and core tools will be standardized across the district.

Digital Tool PreK – 2 3 – 5 6 – 8 9 – 12

Device Ipad Chromebook*

Platform/LMS* SeeSaw Google ClassroomPowerschool

Video Communication Zoom Zoom

Google Meet

ZoomMicrosoft TeamsGoogle Meet

Zoom Microsoft TeamsGoogle Meet

*1. Certain high school students are provided laptops. 2. Additional content specific instructional applications will also be provided.

More tools coming soon!

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Professional Learning Supports

Admin Teachers Students Parents

9 courses with about 14 hours of training Self-paced online modules, live webinars and archived video tutorials

10 courses with about 15-16 hours of training Self-paced online modules, live webinars and archived video tutorialsTailored to grade bands PreK-2, 3-5, 6-8, and 9-12

8 courses with about 5-6 hours of training Self-paced online modules, live webinars and archived video tutorials

Variety of ongoing supportsTechnical hotline,Curriculum and instructional hotlineWebsite with all available resources

*The HB3 Reading Academies will also continue. 34

launched week of August 3 launched week of August 10 launching week of August 24 launching week of August 24


Assessment & Progress Monitoring

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Continued progress monitoring will occur to provide teachers much needed data to support student growth and development.

Beginning, Middle, & End-of-Year Interim & Summative

✓Common Assessments (3-12) every 6 weeks

✓ACPs at end of semester✓TELPAS once per year✓STAAR and EOCs with no penalties for

5th and 8th graders

Circle is administered for PreK, TX-KEA for Kinder, Benchmark Assessment System K-2, and MAP K-11, with Kinder EOY only.


SpecialPopulations


Focused on Safety

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✓ Specific safety protocols developed for:○ evaluations, ○ direct student therapies, and ○ supporting medically fragile students

✓ Additional PPE provided for specialized classroom teachers

✓ Targeted professional development regarding additional safety protocols

All district planning has included additional considerations for students with disabilities.

Received feedback on Re-entry plans for specialized

units:

235 Specialized Unit Teachers

241 Parents of students receiving special education services


Supporting Special Populations

Dual Language/English Learners Special Education/Dyslexia/504

Appropriately certified teacher

● Language Assessment and placement● LPAC determinations continue● Intake Center - Newcomer enrollment/assessment● Appropriate materials and instructional scaffolds ● Access and opportunities for listening, speaking, reading

and writing daily in L1 and L2● Ongoing progress monitoring ● Mandatory PD to receive Bilingual Stipend

● Ongoing evaluation and referral process● ARD/504 meetings held when needed● IEP/504 plans individualized to specific student needs● IEP supports on-campus and distance learning● Dyslexia, speech & related services continue● Specific supports for inclusion and specialized services ● Ongoing progress monitoring

All teachers receiving PD on serving English Learners, students with special needs, and modifications & accommodations.

Special Populations: Program Guidelines 2020-202138

Program requirements and support will continue regardless of instructional model.


Dual Language/ESL

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Staff Students

TEA extended emergency permitsProviding ESL preparation to support certification

Unidos para Aprender Spanish programming PreK-2 withFt. Worth/Univision partnership

Supporting virtual LPAC meetingsExtensive PD on program design and language supports

Intake Center opened August 10Virtual registration for newcomer families, by appointment only, language assessment

Working with HCM to fill bilingual vacancies and mitigate visa suspensions

PreLas and Las Links: language proficiency test now available for virtual administration Pre-K-12PreLas for PreK uses app created by Dallas ISD

Specific supports underway for English Learner students and dual language classrooms.


Student Evaluations

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Special Education and Dyslexia services have resumed in-person testing of students referred for suspected disabilities, with safety protocols.

August Goal 500Evaluations

5 Locations1. Linus Wright Admin Building2. H.B. Bell Building3. Nolan Estes Plaza4. City Lab/Ervay Building5. Multiple Careers Magnet

Prioritization Plan1. Incomplete evaluations (started prior to spring break)

and Child Find2. New initial evals where parental consent has been

secured3. New referrals pending parental consent

* Target is to conduct 500 evaluations. Not all will be completed fully by the end of August (i.e., reports fully complete).


Additional Reentry Plans

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Teletherapy platform and resources

Virtual speech evaluations

Supplemental distance learning instructional kits

Virtual Parent Academy sessions resume in September

Virtual and in-person IEP/504 implementation and service delivery

Master special education teachers & SMU Bishop Scholars

PLC supports for teachers and admins ARD scripts for admin

NEXT STEPS


Communication Plan

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Comprehensive Plan

✓ Parent Reentry Website

✓ Weekly Electronic Parent Newsletter

✓ Weekly Facebook LIve

✓ Customizable digital templates for Principals

✓ Social Media & Digital Campaign

https://www.dallasisd.org/reentry

https://www.dallasisd.org/smartrestartweekly


Next Steps

1. Collect student intention survey

2. Finalize beginning-of-year assessment administration protocols and supports

3. Continue distribution of remaining technology packs and materials to students at “open houses”

4. Prepare for specialized units return to campus if district begins distance only

5. All teachers return August 27

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Related Items On This Month’s Agenda

1. Remote Asynchronous Attestation & Plan, for submission to TEA

2. Resolution on Extracurricular, Co-Curricular, and Elective Courses

3. MOU with Dallas ISD and Ft. Worth ISD

4. Ratification of waiver for High School Hybrid option

5. RFPs/procurement for online instructional materials

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QUESTIONS?

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APPENDIX


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Education Evolution Development

Cross-divisional Committee• Business Services • Communications• Human Capital Management• Facilities & Maintenance• Instructional Technology• Office of Transformation & Innovation • School Leadership• Teaching & Learning • Safety & Transportation

Iteration, Review, Revision • Draft Handbook• Share & Collect Feedback• Revise & Repeat

Collaborative Efforts ✓ Bi-weekly with Dallas County Health & Human

Service Department✓ Weekly calls with Texas Education Agency ✓ Campus visit with Centers for Disease Control✓ Continuous upgrades and revisions✓ Stakeholder input through “Let’s Talk” and re-entry

email


Social Distancing

Graphics Packages and Training Resources• 6 foot markers• Posters and signs for protocols• Video modules/trainings for all stakeholders • Updates through multiple platforms: website, social

media, mobile apps,weekly newsletters, email.

Redesigned Spaces• Classrooms• Common spaces

Reimagined Procedures Video• Travel• Interactions

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https://youtu.be/6Rtm3HuvbgQ


Cleaning & Sanitizing

Resources:● Backpack sprayer per campus, weekly ● Gallon hand sanitizer with pump outside classroom in

stand● 3 additional gallons per teacher● Disinfecting wipes and spray per classroom for use by

teacher as needed● Individual, refillable student hand sanitizers with hook● Air purifiers for rooms without windows that open● More frequent changing of air filters

Training & Schedules:● Personal hygiene with handwashing● Training videos and reminders● Daily sanitizing of high traffic area● Responsive sanitizing

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Personal Protective Equipment

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Resources:● 3 reusable cloth face masks● 1 face shield per student and staff● 1 plastic storage drawer (Elementary only)● 1 Plexiglas individual guard (Secondary only)● Cafeteria Plexiglass dividers● Disposable gloves ● Disposable masks (in the office for visitors)● N/K 95 Masks (nurse’s office)● Non-contact thermometers

Trainings:● Brief video (each time roster changes & every 9 weeks)● Print material instructions posted throughout

Masks will be worn at all times, with the exception of meals.


Social Emotional Learning (SEL)

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✓ Daily practices integrated into classroom instruction to build school culture and support the whole child

✓ Focus on relationship-building through Morning Meetings and Optimistic Closings

✓ Promotion of student and staff self-care with Brain Breaks

✓ Mindfulness Activities Individual calming tools and practices

Support Level: School Community, Staff, & Parents

✓ Weekly 45-minute SEL explicit skills instruction during designated campus time

✓ SEL skill building integrated into content lessons✓ Fostering a welcoming environment with Respect

Agreements✓ Professional development for campus staff on SEL

and building supportive communities✓ SEL at-home tips, activities, and resources


Counseling Services

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Weekly guidance lessons and advisory period support on topics, including:✓ Trauma✓ Seeking Help in the School Community Navigating

Conflict✓ Bullying✓ Suicide Awareness✓ Community and Social Responsibility

Support Level: School Community & Individual/Groups of Students

Additional supports include: ✓ Individual academic success conferences

every six weeks

✓ Individual and group counseling as needed✓ Professional development for campus staff on

trauma-informed care and responses✓ Collaboration and support for teachers, parents,

students, and community stakeholders


Mental Health Services

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School-Based Services include:✓ Weekly counseling (individual and group) for

students identified by campus leadership Behavior support

✓ Crisis intervention✓ Grief support and counseling

✓ Staff consultation, training, and support

Support Level: Individual/Groups of Students & Families

Clinic Services (Youth and Family Centers) include: ✓ Individual, group, and family therapy ✓ Psychiatric evaluation and consultation ✓ Physical health services, including sick care

visits and immunizations✓ Professional development for campus staff and

community stakeholders to increase mental health awareness


Model 2 | High School Hybrid | By Grade Level

Grade Monday Tuesday Wednesday Thursday Friday

9th On-Campus On-Campus

Campus Flex

At Home At Home

11th On-Campus On-Campus At Home At Home

10th At Home At Home On-Campus On-Campus

12th At Home At Home On-Campus On-Campus

Hybrid By Grade

On-CampusHybrid

Students

*Certain PTECH, Collegiate Academy, and Career Institute students may need to attend on-campus every day or attend at their collegiate site. Schedule parameters apply only to their Dallas ISD courses. Otherwise, there s no five day a week on-campus option for high school. For weeks with a Monday holiday, the on-campus day would shift to Wednesdays that week. Guided learning for distance only students will likely be on days where on-campus students are not on-campus.

Model 2


Benefits Challenges

● Reduced campus density● Reduced elective class size density● Focused SEL by grade level

● Content class size density likely will not change

55



Model 2 | High School Hybrid | By Alpha Order


Grade Monday Tuesday Wednesday Thursday Friday

A-L On-Campus On-CampusCampus Flex

At Home At Home

M-Z At Home At Home On-Campus On-CampusOn-CampusHybrid

Students

Model 2

Benefits Challenges

● Reduced campus density● Reduced core content class density● Electives have mix of students

● Elective class size density likely will not change

Hybrid By Last Names

*Certain PTECH, Collegiate Academy, and Career Institute students may need to attend on-campus every day or attend at their collegiate site. Schedule parameters apply only to their Dallas ISD courses. Otherwise, there s no five day a week on-campus option for high school. For weeks with a Monday holiday, the on-campus day would shift to Wednesdays that week. Guided learning for distance only students will likely be on days where on-campus students are not on-campus. 56



Professional Learning Courses

Administrator Teacher Student & Parents

Re-entry Expectations ⬤ ⬤ ⬤

Device Basics - iPads and Chromebooks ⬤ ⬤

Learning Management Systems - PowerSchool, Google Classroom, SeeSaw ⬤ ⬤ ⬤

Video Conferencing Platforms and Features - Zoom, Google Meet, Teams ⬤ ⬤ ⬤

Technology Applications - (e.g., EdPuzzle, FlipGrid, Google Suite, Screencastify) ⬤ ⬤ Handout

Curriculum and Resources in the Virtual Classroom ⬤ ⬤ Handout

Distance Learning Safety and Responsibility Through Digital Citizenship ⬤

Assessments (e.g., CIRCLE, MAP, Texas-KEA) ⬤ ⬤ Handout

Social Emotional Support and Cultural Intelligence ⬤ ⬤ ⬤

Digital Tools for Supporting Diverse Populations ⬤ ⬤

Teacher Excellence Initiative (TEI) Documents and Observation Certification ⬤

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https://sites.google.com/dallasisd.org/principal-pdl-2020/home

https://sites.google.com/dallasisd.org/teacher-pdl-2020/teacher-training_1?authuser=0

Date post:	16-Sep-2020
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