Torrance Unified School DistrictReopening of Schools Task Force

Board WorkshopJuly 8, 2020

Click to edit Master title stylePlanning Overview

Vision

Guiding Principles

● Maintaining continuity of instruction● Keeping students and staff safe and healthy● Ensuring access and equity for all students● Communicating with stakeholders, such as staff,

families, bargaining units and community partners● Ensuring flexibility to meet the needs and advocate

for all students, while maintaining fiscal solvency

To work collaboratively to safely reopen schools maximizing learning and emotional well being of our students and employees.

Task Force Organizational Chart

● Physical distancing○ Classrooms○ Offices○ Meal service

● Signage● Plexiglass barriers ● Isolation areas● Ventilation ● Pathways

Operations: Facilities

Operations: Cleaning and Disinfecting● Follow guidelines to

develop protocols● EPA approved

disinfectants and cleaning supplies

● Modified custodial schedules

● Training

Updates

● Continue to use current guidelines and SOON upcoming orders from LA County Public Health

● Collaboration with other Committees on overlap of preparation needed for return to school sites and departments

● Employee survey on return to work completed

Human Resources, Health and Safety

Human Resources, Health and SafetySubcommittees

● Safety within facilities● Risk Management● Contingency planning● School day ● Training and information sharing● Personnel

Next Steps

● Distribute and train based on new Health Department guidelines and orders

● Work with all employees to ensure safety measures and protocols are in place

● Address questions or concerns related to return to work individually with all employees

Human Resources, Health and Safety

Subcommittees

● Communications Systems: unified information to stakeholders; central hub for committees; return to school updates

● Community Partnerships: resources for families; identified methods for information; assist in presentations & trainings

● Key Systems & Supports: on-site childcare & supervision; district resources available; partner with community organizations

Family and Community Engagement

Recent Actions

● Disseminated information to parents about the 5 most useful resources available now as determined by committee and local summer day camps

● Began promoting presentation about available resources to parents on 7/2/20. Available on tusd.org tomorrow. Live presentation is scheduled for 7/15/20.

● Childcare/supervision will occur if allowed; still many unknowns; YMCA & City of Torrance assistance

Family and Community Engagement

Social Emotional Support Systems Behavior Supports● Matrix for behavior expectations● Community building (i.e. friendship circles, clubs &

restorative practices)

Family Engagement & Support● Connect with school & community resources● Building Bridges, PTA & Parent support groups

School-Based Mental Health Systems● Emphasize Social-emotional learning & wellness

○ (i.e. - Second Step, Mindfulness, etc.)● Access to counseling services in all platforms

○ Utilize mental health screening

Staff & Student Recognitions & Staff Supports● “Welcome Back” events; maintain traditions● Staff wellness survey; EAP resources● Morale building; Trauma-informed practice

Social Emotional Support Systems

Athletics● Pre-conditioning/TUSD Summer Athletic

planning● CIF decision on Fall sports (July 20)

Performing Arts & Extracurricular● HS Band programs planning for summer virtual

instruction● Dept. of Public Health guidance on vocal and

instrumental music is pending

Athletics, Performing Arts and Extracurricular

● How can we best prepare to educate our students when schools resume?

○ Ensuring what is in the best interest for students and is doable for teachers?

○ Ready for all four stages of reopening?○ Adhering to County and State Health

Department orders?

Instruction Committee

● Curriculum and Instruction ○ 4 HS, 2 MS, 3 ES sub-committees

● Special Populations (SPED, EL, LI, Foster, Homeless)

● Extended Learning Opportunities

Instruction Subcommittees

● Instructional Strategies that worked○ Synchronously○ Asynchronously

● Models● Distance Learning Guidelines

○ For students and parents○ For teachers

● Flexibility (Stages 1-4)● Professional Development (teachers and

families)

Curriculum and Instruction

Services to Special Populations If parents choose blended learning:

● Recommendation is for students in self-contained special education classrooms to return to school full-time, four days per week

● Students with Learning Center/RSP services will attend AM/PM or Cohort A/B with every effort to not pull out students during core learning time

● Looking at how to extend learning time for other groups (English Learners, Low Income, Homeless and Foster Youth)

Services to Special Populations

● IEP’s will continue to be held in a distance format

● SELPA will support the District in handling the backlog of assessments

● Assessments will be conducted in person when necessary using safe distancing, but virtual and asynchronous tools will be used to the greatest extent possible

Extended Learning Opportunities

Based on the learning loss mitigation fund requirements:

● We will need to have a diagnostic assessment for math and ELA

● We will be required to progress monitor (and then intervene)

● We will need to assess learning

Instruction CommitteeRecent Budget Trailer Bill Information

● 180 school days (this did not change)● Flexibility in instructional minutes● Requirements for distance learning ● State emphasis to encourage students to

return to school

● Distance Learning Model

● Blended Learning Model

Instruction Committee

● Learn from home five days a week

● Taught by credentialed TUSD teachers with daily synchronous instruction (four days per week synchronous)

● Not a pre-packaged curriculum. All classes are being created using the TUSD curriculum and supplemental instructional materials and taught by TUSD teachers

.

Instruction Committee-Distance Learning Model

● Students learn at school for part of the week and learn at home for part of the week

● Students broken up into two cohorts ● Students assigned teacher(s) as in the past● Students will use Google Classroom or eTUSD

when learning at home

Instruction Committee-Blended Learning Model

Secondary- AM/PM Model AnalysisPros● Every student comes

to campus every day

● Provides accountability since the students are on campus every day

● Daily contact with staff and peers reduces sense of isolation

Cons● Not conducive to a 6 period day - teachers and

students impacted in planning and scheduling

● Expected imbalance of requests for AM vs PM schedules

● 100% of students on campus each day: Increased risk of exposure, difficult to clean between AM/PM

● Anticipated lower attendance. Easier to miss “only 3 classes.”

● Athletics classes occurring twice per day. Walk-on coaches must attend twice per day and in middle of day.

● 8th graders taking high school classes may miss more instruction at middle schools

Secondary Alternate Days (A/B) Model AnalysisPros● Has the routine and feel of a normal

school day● Only 50% of students on campus

each day● Better anticipated attendance than

in an AM/PM half day model● Older students are more capable of

asynchronous work on off days● Athletics at end of school day● Part time teachers teach at same

time each day

Cons● Students not getting

support on their stay at home day

● Students on campus part of each week

● Difficult to support struggling students when they are not on campus every day

Elementary AM/PM Model AnalysisPros● Daily attendance is best for

instructional and socio-emotional needs of students

● Teachers can build strong rapport and relationships daily with students

● Consistency of instruction

● Students will not have full days away from school and classroom

● Students have smaller, daily asynchronous work, to complete.

Cons● 100% of students on campus

daily. Increased risk of exposure, difficult to clean between AM/PM.

● PM students might be less responsive. Equity issue.

● Different schedule than 6-12

Elementary Alternate Days (A/B) Model AnalysisPros● Longer day allows a variety of

instruction, deeper content, incorporation of thematic standard strands, small group instruction, tiered support and enrichment

● 50% of students on campus each day. Less exposure, more effective cleaning

● Dismissal more manageable with 50% of students

Cons● Student at home for full days at a time

without teacher contact or support

● Lack of continuity in instruction

● Younger students may struggle with asynchronous learning

● Essential, difficult content for students, especially math and reading, require daily instruction and support.

● All Day asynchronous will be more difficult for parents to assist students.

● Multiple days between instruction = more reteaching and less access to complete content

Sample Blended Schedule A/B

●

Monday Tuesday Wednesday Thursday Friday

Cohort A works on campus, periods 1-6, full day.

Cohort B works asynchronously at home.

Cohort B works on campus, periods 1-6, full day.

Cohort A works asynchronously at home.

Both Cohorts work asynchronously at home.

PLC, Intervention, Tutorials, Breakout Virtual meets, etc.

Opportunity for 3rd day of instruction for some high need students?

Cohort A works on campus, periods 1-6, full day.

Cohort B works asynchronously at home.

Cohort B works on campus, periods 1-6, full day.

Cohort A works asynchronously at home.

Instruction Committee-Blended Learning Model

The secondary school instructional committee and sub-committees prefer the A/B model

The elementary school instructional committee and subcommittees prefer the AM/PM model:

TimelineJuly 13 Anticipated board approval of reopening guidelines

July 15 Reopening guidelines communicated to staff and families

July 15 Parents asked to review guidelines opt into distance learning. Multiple communications from site (July 17 and 20 ensuring families are connected)

July 20 Distance Learning choice deadline

July 21-August 7th Sites design class lists and master schedules

August 10th Families receive cohort notification (A/B)

Q & A