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Superintendent’s Update
Return to SchoolJune 16, 2020
Aligning Vision and Direction
22
GUSD Priorities in Action
• Employee, Student and Parent Safety ✔️
• Ensuring flexibility to meet the needs and advocate for all students
and families ✔️
• High Quality Instruction ✔️
• Maintaining fiscal solvency ✔️
33
Five Phase Planning
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Phase 1: RESEARCH
Review CDE and LACOE guidances and
Public Health directives
Phase 5: REVIEW AND
REPEAT CYCLE
Phase 2: ASSESS
Surveys, Campus Walkthroughs,
Inventory of Available PPEs and
Supplies
Phase 4: EXECUTE AND REFINE
2020/2021 School Year Opening
Phase 3: PLAN
Expand Task Force, Make
Recommendations to Board
Planning and
Implementation
Cycle
Assessment Phase - Getting Stakeholder Input
• Surveys:o Teacher Surveyo Parent Survey on Remote Learningo Student Exit Survey
o Parent Survey on Return to School
• Stakeholder Input Meeting
• Stakeholder Involvement on Task Force
• Supt Parent Advisory Committee
• Council PTA
• Dedicated Email “Suggestion Box”55
Return to School Planning Task Force
• For Research and Assessment Stages GUSD’s Return to School Planning Task Force currently includes:o District Administrators (Project Leaders)o School Site Administrators representative of all levels
• For Planning Stage the task force is now being expanded to include:o Teacherso Counselorso Classified employeeso Parentso Studentso Community
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Understanding Student Needs
• Close Digital Divide
• Health and Safety
• Social and Emotional
• Academic
• Other Needs (childcare, etc)
• How needs differ between student groups
77
Understand Employee Needs
• Health and Safety
• Social and Emotional
• Job-related
• Other Needs
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Readiness Decision Tree
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Develop Instructional Plans for Different Levels and Student Groups
• General Education, Pre K - 12:o Elementary Schoolso Middle Schoolso High Schools
• Students with Special Needs (with IEPs, 504s)• English Learners• FLAG, VAPA, CTE, Athletics• Magnet themes and other specialized
instruction
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Instructional Scheduling Models
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Two-Day Rotation Blended Learning Model
A/B Week Blended Learning Model
Looping Structure
Early/Late Staggered Schedule
Face-to-face Traditional Instruction
Hybrid Learning
Distance Learning
Independent Study
Instructional Delivery Models
• Traditional Settingo 100% of students in school, everyday
• Hybrid Learningo 50% of students in school at any given time; 50% learning remote
• Distance Learning o ex. GUSD Online Academy through Verdugo Academy
o 100% of students learning remotely, 100% of the time
• Independent Studyo Short-term (learning packets) or long-term (traditional Verdugo
Academy)
o 100% of students learning remotely, with on-site check in1212
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Capacity of Each Instructional Model
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On Campus
Instruction?
Social
Distancing
On Campus
Capacity
Traditional Yes No 100%
Hybrid Yes Yes 50%
Independent
Study
Yes Yes 20%
Distance Learning No Yes 0%
Traditional -100% capacity, No Social Distancing
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Hybrid Model -50% Capacity with Social Distancing
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Sample Schedule for Hybrid Model
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Middle and High Schools
Monday Tuesday Wednesday Thursday Friday
8:00 - 8:55Period 1
InterventionPeriod 1 (AM) Period 4 Period 1 Period 4
9:00 - 9:55Period 2
InterventionPeriod 2 (AM) Period 5 Period 2 Period 5
10:00 - 10:55Period 3
InterventionPeriod 3 (AM) Period 6 Period 3 Period 6
DISMISSAL FOR AM GROUP AND LUNCH FOR PM GROUP 11:00 - 11:55
12:00 - 12:55Period 4
InterventionPeriod 1 (PM) Period 4 Period 1 Period 4
1:00 - 1:55Period 5
InterventionPeriod 2 (PM) Period 5 Period 2 Period 5
2:00 - 2:55Period 6
InterventionPeriod 3 (PM) Period 6 Period 3 Period 6
Sample Schedule for Hybrid Model (cont.)
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Middle and High Schools
AM Periods 1-3 PM Periods 1-3
Student AAttends class in the classroom with 50% of
peers
Attends same class remotely
- At home
- A designated study space on campus
outside the classroom (i.e. gym, library,
empty classroom, etc.) with supervision
provided
Student B
Attends same class remotely
- At home
- A designated study space on campus
outside the classroom (i.e. gym,
library, empty classroom, etc.) with
supervision provided
Attends class in the classroom with 50% of
peers
Sample Schedule for Hybrid Model
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Elementary Schools
Monday Tuesday Wednesday Thursday Friday
8:00 - 11:00Teacher Prep and
CollaborationAM Class AM Class AM Class AM Class
DISMISSAL FOR AM GROUP AND LUNCH FOR PM GROUP 11:00 - 11:45
11:45-2:45 Intervention Support PM Class PM Class PM Class PM Class
Times would vary based on grade level span
Sample Schedule for Hybrid Model (cont.)
2020
Elementary Schools Half-Day AM Half-Day PM
Student AAttends class in the classroom with 50%
capacity
Attends same class remotely either:
- At home
- A designated study space on campus
outside the classroom (i.e. gym, library,
empty classroom, etc.) with supervision
provided
Student B
Attends same class remotely either:
- At home
- A designated study space on
campus outside the classroom (i.e.
gym, library, empty classroom, etc.)
with supervision provided
Attends class in the classroom with 50%
capacity
Sample Schedule for Hybrid Model (cont.)
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AM Periods or Half-Day AM PM Periods or Half-Day PM
Students with
Special Needs -
Self-ContainedAttends class in the classroom Attends class in the classroom
Students with
Special Needs -
Core
Attends class in the classroom with
50% capacity
Receives support from SpEd staff in
designated study space on campus
outside the classroom (i.e. gym, library,
empty classroom, etc.)
Foster,
Homeless,
English
Learners
(newcomers)
Attends class in the classroom with
50% capacity
Receives support from staff in
designated study space on campus
outside the classroom (i.e. gym, library,
empty classroom, etc.)
Other Considerations for Hybrid Model
• Livestreaming and/or recording classroom instruction o teacher in classroom and students at homeo teacher and a portion of students in classroom with rest of of students at
home
• Pros:o students at home and in classroom have the benefit of live instructiono teachers have access to their classroom equipment and materialso recorded lessons could be played back for review/intervention
• Cons:o possible connectivity issues at school and in homeso Non direct instruction, science labso student privacy issues if students are filmed and recorded
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Instructional Considerations – Function of Tools and Technology
Learning Management System
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Communication Platforms Learning Applications
Zoom Sessions, March 25-May 12, 2020
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Low points are weekends (Saturdays/Sundays) and student-free days.
Teachers w/ Active Google
Classroom Accounts
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% of Total GUSD Certificated Staff *
w/ Active Google Classroom
Accounts
*does not include administration As of May 2020
Assessments
• Diagnostic Assessments – Identify Achievement Gaps
• Monitor Progress – Formative Assessments
• Grading – Summative Assessments
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Special Education
• Meeting the Needs of Students with Moderate to Severe Disabilities
• Triennial, Annual and Initial IEPs• Increase in IEP Meetings due to gaps in services• Accommodations and Modifications for Remote
Instruction• Residential Treatment Programs• Inclusive Classrooms
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Instruction Considerations – English Learners
• Instructional Delivery Models Effective for Language Acquisition
• Monitoring Progress
• State Assessment – EL Reclassification
• Expanded Learning Opportunities
• Interventions
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Instruction Considerations –Specialized Programs
• Foreign Language Academies of Glendale (FLAG)
• Magnet Programs
• Career & Technical Education (CTE) Including dual enrollment and early college programs
• Visual & Performing Arts (VAPA)
• Athletics2929
Instruction Considerations – Expanded Learning Programs
• Expansion of childcare options
• State subsidized programs and services
• Unique solutions for various instructional models
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Health and Safety Considerations
• Classroom Safety and Distancing• Health Office Protocols and Staffing• Health Training (Handwashing, Use of Face Masks and other PPE)• Illness at School• Student and Staff Exposure to COVID-19 and Testing• Students and Staff with Underlying Health Conditions• Immunization Requirements
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Student Wellness Services
• Mental Health Services and Supports for Students and families
• Relationship Building Between School Site Staff and Families
• Identification of Local Resources
• Consideration for Special Populations – Foster, Homeless
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Family/Community Communication and Engagement
• Engage parents/guardians in decision-making• Multi-faceted communication using different platforms• Maintain a welcoming environment for all families• Create effective communication systems in multiple
languages
3333
Facilities and Operations
• General and community use of facilities and grounds
• Care for specialty rooms: special education classrooms, early education classrooms, locker rooms, gymnasiums, band rooms, art rooms, cafeteria, lunch rooms, break rooms, and open rooms
• Infection control: cleaning and disinfecting
• Ongoing Maintenance and Construction• Emergency Preparedness
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Budget and Finance
• Track Unique Costs and Expenditures and Seek Unique Sources of Revenues
• Budget Planning for 2020-21 and beyond
• Allocation of Funds Necessary to Support Various Instructional Models
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Human Resources
• Relationship with labor partners• Order and method by which employees will return to the
school sites• Considerations for high-risk staff• Health check procedures• Implementation of social distancing rules and use of PPE• Mandatory trainings
36
Nutrition Services
• Food Safety• USDA Waivers• Children with Special Dietary Needs• Meal Delivery
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Operations Considerations – Transportation
• General school bus operations
• Buses serving Special Education
• Contracted services
• Vehicle infection control
• Use of personal protective equipment (PPE) on buses
• Social/physical distancing on buses
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Technology Infrastructure
• Home and school internet connectivity for students and staff
• Access to equipment for students and staff
• Distribution, tracking and return of district-owned devices
• Online platforms for interaction with students
• Acceptable use of technology agreements for students
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