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Table of contents
Committee Members 1
1. The reference guide in context 2
2. School, an essential service 3
3. Self-Evaluation, for better planning 6
4. Suggested scenarios 11
DEFINITIONS
Terms used in this reference guide are defined as follows:
Short term: Means by the end of June 2020.
Long term: Means by September 2020.
At-risk: Designates a student with a learning disability.
Vulnerable: Designates a student, school staff member, immediate family member or someone
in the student’s entourage susceptible to COVID-19-related complications due to an
underlying medical condition or their age.
This reference guide was developed to be used in conjunction with public health guidelines for the
return to school that had not been issued when this guide was drafted. Communities and schools
can adapt this guide to suit their needs. We encourage you to keep up-to-date on the latest
information on COVID-19 by visiting the First Nations of Quebec and Labrador Health and Social
Services Commission website as well as the Ministry of Education website.
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 1
COMMITTEE MEMBERS
Annie Gros-Louis, educational services director, FNEC [email protected]
Loretta Robinson, educational project coordinator, FNEC [email protected]
Samuel McCollough, talent acquisition counsellor, FNEC [email protected]
Eve Lapointe, parental and community involvement counsellor, FNEC [email protected]
Cloann Fréchette, managerial assistant, Kiuna [email protected]
Marie-Claude Ratthé, translator, FNEC [email protected]
Marie-Noëlle Caron, public health advisor, FNQLHSSC [email protected]
Nadine Rousselot, early childhood services manager, FNQLHSSC [email protected]
Richard Dussault, educational services director and principal of Wahta' Elementary School, Wendake [email protected]
Dave Lefebvre, principal of Amik-Wiche Secondary School, Lac-Simon [email protected]
Nadia Basile, student services coordinator, Mashteuiatsh [email protected]
Richard Germain, teacher and future principal of Kitiganik School, Rapid Lake [email protected]
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 2
1. THE REFERENCE GUIDE IN CONTEXT
The COVID-19 pandemic has forced us to change our habits and adapt to a new reality. With this in mind, the First Nations Education Council (FNEC) set up an advisory committee made up of stakeholders in education and health. This committee was tasked with considering the many questions raised by the return to school in the short and long term.
GUIDING PRINCIPLES
Many aspects need to be considered before allowing students to return to school, and in the current context they are increased tenfold. The committee’s discussions and work were galvanized
by certain principles and were the driving force between the various points addressed and scenarios presented:
• School is an essential service.
• The return must be made gradually.
• Multiple issues require multiple scenarios.
• Risk prevention and safety.
• Alternative instruction.
• Adequate readiness.
SCHOOL STAFF SCENARIO
“I have school staff members who live outside the community!”
“I have school staff members refusing to come to work!”
“I have school staff members with a chronic health illness refusing to stay home!”
Refer to Work Attendance Management During a Pandemic
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 3
2. SCHOOL, AN ESSENTIAL SERVICE
Parents going back to work goes hand in hand with children going back to school. When thinking about school, academic learning, school subjects, homework and report cards come to mind.
However, its mission does not end there. In the same way we feed our body, education, in all its forms, nourishes other aspects of personal development by offering support, supervision,
stimulation and socialization—elements that students of all ages also greatly need. If the mission of schools cannot be fulfilled in class, it can be accomplished a different way through the use of
technology.
A gradual return
A few hours a day, a few days each week. Schools should begin by operating at reduced capacity and progressively increase operations over time. Classroom space must be assessed before
ratios can be determined and a particular scenario selected. The formula used for daycare centres will be helpful.
Different scenarios for different situations
We are not trying to impose a one-size-fits-all solution, but we are giving you viable options for school operations to resume in urban and remote communities based on available resources. The
needs of schools are different depending on their geographic location and their size. Schools will have their own scenario and their own minimum and maximum measures adapted to their
reality.
Risk prevention and safety (refer to checklist)
We must all be careful, and strict guidelines must be in place to ensure everyone stays healthy and safe. Assessing and managing the risk of infection is also essential, considering teachers from
outside the community will be returning to school.
• Follow public health recommendations and organize the necessary preventive measures.
• Monitor for symptoms (fever, cough, etc.).
• Follow the isolation protocol recommended by public health authorities.HIGH SCHOOL SCENARIO
“Students have to get their books so they can finish
the year online!”
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 4
• Practise physical distancing by:
o implementing varying schedules to limit the number of students in the school at the same time;
o placing markers to indicate personal space and direction of movement (with tape, stickers, signs);
o optimizing use of rooms (gymnasium, empty high school classrooms) as long as they are not being used for self-isolation;
o using personal protective equipment recommended by public health authorities when necessary.
Alternative instruction
The current context is forcing us to rethink our ways of doing things and teach differently. Teachers are no longer classroom teachers. They are teachers in a school in need. To build better
schools, all school staff members are asked to do their part so no student is left behind:
• Classroom instruction to students in class.
• Distance learning for students in class (vulnerable teachers or teachers living with a vulnerable person, or teachers from outside the community).
• Distance learning for students at home, live or recorded, on a predetermined schedule.
• Virtual appointments between students and their teacher.
• Outdoor classrooms and land-based learning.
• Discussion groups with parents.
• Family learning—is also instructive!
This transformation of instruction requires adequate preparation:
• Provide teacher training on distance learning.
• Equip teachers.
• Use platforms like Moodle and Zoom.
• Make use of the FNEC’s technology support services.
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 5
Adequate readiness
Should some students go back to school more than others? Should elementary students go back to school and distance learning be implemented for high school and college students? Should
priority be given to students who are most likely to be affected by school closures? To get an accurate idea of the essential resources and services that need to be in place, target populations
must be identified:
• vulnerable students who have to stay at home, or students living with a vulnerable person or in a multigenerational household;
• at-risk students or students with special needs;
• transitioning students (Elementary Cycle 3 and Secondary Cycle 2).
Learning and distance learning needs of students must be identified:
• Internet and Wi-Fi service;
• computers and tablets.
To fill in the gap in this area, identifying the available financial assistance programs may be helpful.
In the short term, we need to end this school year properly to come by in full force in the fall:
• Establish clear goals to be reached by June.
• Prioritize Grade 6 students – they will be going to high school next year – and the 2020 graduating class!
• Organize a gradual return for the remaining students based on means and number of students per class.
• Teach fewer students at one time and closely monitor learning, but give the lesson to everyone within a week.
• Teach some students through distance learning methods and follow up with homework.
• Maintain teacher-student communication.
In the long term, we need to take the time to do things well to start the year off right:
• Establish clear goals to reach by the start of the next school year in the fall.
• Study the new ministry standards for student success and transitions.
• Review prerequisites for the progression of learning and student promotion.
CASE OF COVID-19 SCENARIO
“One of our students is showing symptoms of COVID-19!”
“One of our staff members has tested positive for COVID-19!”
Follow public health guidelines at all times.
SCENARIO FOR KIUNA STUDENTS
“When schools were closed, the students and their parents went back to their
respective communities located throughout Quebec. If schools reopen for a few
weeks, will they need special permission to travel from one region to another so
that students can return to school?”
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 6
3. SELF-EVALUATION, FOR BETTER PLANNING
Before establishing a viable scenario for school reopening, the community and the school have to consider a multitude of questions to get an accurate idea of the school’s current situation. In doing so, they will be better equipped to see how the reopening can happen. To help you in this process, a list of questions is provided below.
QUESTIONS YES NO COMMENTS Public services
Are public health guidelines for schools and daycares available to the community and the school? X X
Examples:
Return to school is appropriate (by implementing…)
Distance learning is appropriate (by implementing…) See public health guidelines
Can public health guidelines on physical distancing be applied by the community and the school? See public health guidelines
Is a sufficient quantity of personal protective equipment available to the community and the school as directed by public health guidelines?
See public health guidelines
Is a sufficient quantity of disinfectant products available to the community and the school as directed by public health guidelines?
See public health guidelines
Do school staff members need training on how to disinfect public areas?
Do school staff members have the technological means to take an online training course?
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 7
QUESTIONS YES NO Comments
School staff
Is the community located in an urban area and accessible to people from outside the community?
Is the community located in a remote area and accessible to people from outside the community?
Are most school staff members from the community?
Are most school staff members from outside the community?
Is the community willing to implement travel restrictions for school staff members from outside the community?
Is the community willing to implement mandatory COVID-19 testing of all school staff members? See public health guidelines
Is the community willing to implement a 14-day mandatory self-isolation for school staff members from outside the community? See public health guidelines
Does the school have enough janitors to meet public health guidelines? See public health guidelines
Does the school have a protocol for school staff members showing symptoms? See public health guidelines
Does the school have a protocol for school staff members who have tested positive for COVID-19? See public health guidelines
Does the school have educational assistants?
Does the school have at-risk or handicapped students requiring assistance from specialized resources?
Does the school have to hire specialized resources for their at-risk or handicapped students?
Does the school have a daycare?
Is the daycare for parents providing essential services?
If the school only reopens in the fall, will the daycare be open to all parents?
Are pre-kindergarten students currently attending the community daycare?
What percentage of regular users are currently attending the community daycare? %
Do Elders lead activities in the school?
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 8
QUESTIONS YES NO COMMENTS
School staff
Are school staff members unionized?
Refer to Work Attendance Management During a Pandemic
Are any school staff members refusing to return to work?
Are any school staff members pregnant?
Are any school staff members living with someone in the vulnerable population?
Do any school staff members have a chronic health condition?
Are any school staff members with a chronic health condition refusing to stay home?
Are any school staff members over the age of 70?
Could some school staff members take their retirement?
Priority training from now until June
Online training course on distance learning
Open classroom
Project-based learning
Outdoor classroom and land-based learning
Teaching gifted students
The Moodle learning platform for online courses
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 9
QUESTIONS YES NO COMMENTS
School organization Does the school have an orientation plan for students?
Does the school have an orientation and support plan for parents?
Does the school have a communication plan for parents?
Has the school year end date been established?
Has professional activity day programming been organized?
Can physical distancing guidelines be met with the current number of buses? If not, have other solutions been found? For example, students walk to school accompanied by their parents.
Has the school implemented everyday steps recommended by public health authorities? (high-touch surfaces)
Does the school have a plan to inform students about the infection prevention and physical distancing guidelines issued by public health authorities? (cough into your sleeve, discard tissues, hand washing)
Does the school have a protocol for students showing symptoms as directed by public health guidelines? See public health guidelines
Does the school have a protocol for students who have tested positive for COVID-19 as directed by public health guidelines?
See public health guidelines
Is holding summer school under consideration?
Does the school have enough classrooms to respect physical distancing guidelines?
Can empty high school classrooms be used for elementary students so that physical distancing guidelines can be followed?
Is the community using the school for priority self-isolation?
Is the school able to give outdoor education classes?
Is the school able to have an atypical schedule? (For example, staggered or split according to age group, based on specific needs of some students, recess periods, etc.)
Can students arrive and leave at different times?
Has the school identified all its at-risk or vulnerable students?
Is the school willing to allow at-risk students to return before the other students? Does the school have a support plan for at-risk students who have daily physical needs? (for personal hygiene, eating, movement, daily learning and behaviour interventions)
Has the school anticipated the continuation of IEPs and personalized service plans?
Has the school identified all its gifted students?
Has the school made transitioning students a priority? (elementary to secondary level and high school to college)
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 10
QUESTIONS YES NO COMMENTS
School organization
Is school staff accountability to the principal required?
Does the school have a plan to avoid using lockers?
Does the school have a protocol for retrieving material from lockers?
Has the school anticipated setting up a graduation committee to consider having a ceremony or a prom?
Are compulsory subjects prioritized?
Is the school willing to conduct individual follow-up or make personalized calls to find out what students need?
Has the school planned incentives for distance learning vs self-discipline?
Do families have enough computer equipment to meet the needs of all their children?
Is the school considering opening the cafeteria, offering meals, a breakfast program?
Is the school planning on prohibiting the use of its microwaves?
Does the school have an RTI structure to meet students’ needs?
Can the school give online courses (equipment, platform)?
Are school staff members able to give online courses?
Can the school give online training courses to staff members?
Do students have Internet access?
Do students have access to computer equipment at home?
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 11
4. SUGGESTED SCENARIOS
Based on the answers to the above questions and the comments made, the community and the school can go to the next phase and select an applicable scenario. Possible scenarios are given to you here
to help you in this process. Detailed instructions on daily preventive measures should be given for each scenario, and developing a school staff management guide for principals for the chosen scenario
should be considered.
CLASSROOM INSTRUCTION CLASSROOM INSTRUCTION AND
OUTDOOR LEARNING CLASSROOM INSTRUCTION AND
DISTANCE LEARNING DISTANCE LEARNING DISTANCE LEARNING
Requirements:
• Enough classrooms (physical distancing)
• Teachers on-site or online
Requirements:
• Enough classrooms (physical distancing)
• Teachers on-site
Possible situations:
• Not everyone has Internet access
• Not everyone has access to computer equipment
• Vulnerable students or students living with a vulnerable person
Requirement:
• Teachers on-site or online
Requirements:
• Everyone has Internet access
• Everyone has access to computer equipment
• Trained teachers
• Teachers on-site or online
Possible situation:
• The school must be used for self-isolation.
Requirements:
• Everyone has Internet access
• Everyone has access to computer equipment
• Trained teachers
• Teachers online
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 12
POSSIBLE SCENARIOS
ELEMENTARY AND SECONDARY SCHOOLS
CLASSROOM INSTRUCTION (AND DISTANCE LEARNING FOR SOME STUDENTS)
Small School Medium School Large School (high school) 9-day cycle
5 days/week
A) A return of all students may be possible in some schools, based on the number of students, classroom size and compliance with physical distancing guidelines. B) Alternating grades or needs: Monday, Wednesday, Friday: Grades 1, 2, 3 Tuesday and Thursday: Grades 4, 5, 6 Every other week
Alternating grades or needs: All day or half days Students use the same desks all day The same staff member is assigned for the day Student arrival and departure can be staggered; for example, half of the student population arrives at 8:00 a.m. and leaves at 3:00 p.m., while the other half arrives at 8:30 and leaves at 3:30.
Alternating groups (group A and B) are in school.
Students staying at home can attend classes online.
Morning (3 hours) at-risk students Monday, Wednesday, Friday (3 days) Elementary Cycle 3 or Grade 6 students Every week
Monday, Wednesday, Friday (3 days) Week 1 Group A Week 2 Group B
Afternoon (2 hours) other students Tuesday and Thursday (2 days) other students Every week
Tuesday and Thursday (2 days) Week 1 Group B Week 2 Group A
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 13
SAMPLE DAY
Small School Medium School Large School (high school) 9-day cycle
Students bussed to school with A SCHOOL STAFF MEMBER on board to give them the new instructions
Student arrival
• By a school staff member* immediately upon arrival
• Hand washing
• Assigned a place in class
• Students disinfect their desk
Student arrival
• By a school staff member* immediately upon arrival
• Hand washing
• Assigned a place in class
• Students disinfect their desk
Student arrival
• By a school staff member on hall duty
• Hand washing in student designated areas
• Desks disinfected by a school staff member
1st period
• Subject taught in class and online by the teacher*
• Support from specialists or educational assistants
1st period
• Subject taught in class by the teacher*
• Support from specialists or educational assistants
1st period
• Subject taught in class by the teacher* and online to the rest of the class
• Support from specialists, educational assistants or special education technicians
• Desks disinfected by a school staff member
2nd period
• Subject taught in class and online by the teacher*
• Support from specialists or educational assistants
• Alternating trips to the washroom for the 1st group
2nd period
• Same subject taught online to a subgroup**
• Support from specialists or educational assistants
• Alternating trips to the washroom for the 1st group
5-minute break
• Inside or outside
• All staff are monitoring, and 2-metre rule enforced
Recess***
• Inside or outside
• All staff are monitoring, and 2-metre rule enforced
• Targeted areas and rules enforced
Recess***
• Inside or outside
• All staff are monitoring, and 2-metre rule enforced
• Targeted areas and rules enforced
After the break
• Alternating groups wash their hands according to the established schedule
• Return to the classroom according to designated pathways
First Nations Education Council – Teaching Differently: Return-to-School Reference Guide 14
SAMPLE DAY (CONT.)
Small School Medium School Large School (high school) 9-day cycle
After recess
• Alternating trips to the washroom for the 2nd group
• Return to the classroom
• Hand washing
After recess
• Alternating trips to the washroom for the 2nd group
• Return to the classroom
• Hand washing
2nd period
• Subject taught in class by the teacher* and online to the rest of the class
• Support from specialists, educational assistants or special education technicians
• Desks disinfected by the teacher
3rd period • Subject taught in class and online by the teacher*
• Support from specialists or educational assistants
3rd period • Subject taught in class by the teacher*
• Support from specialists or educational assistants
4th period
• Subject taught in class and online by the teacher*
• Support from specialists or educational assistants
• Desk and material are disinfected
4th period
• Same subject taught online to a subgroup**
• Support from specialists or educational assistants
• Desk and material are disinfected
Leave for home Alternating lunch in class and recess Lunch at home
AFTERNOON 2nd group, same routine over 2 hours AFTERNOON same routine, same students AFTERNOON same routine as periods 1 and 2, same students
Leave for home
*The teacher can be online. If necessary, educational assistants should welcome students and make sure the videoconferencing system is working properly so that students can follow the lesson being
given by the teacher.
**Teachers who give their classes online should organize subgroups through Zoom.
***This might be a good time to disinfect surfaces.
