2020-21 learning continuity and attendance plan...aug 27, 2020 · teachers were trained in google...

2020-21 Learning Continuity and Attendance Plan for Windsor Unified School District Page 1 of 19

Learning Continuity and Attendance Plan Template (2020–21)

The instructions for completing the Learning Continuity and Attendance Plan is available at https://www.cde.ca.gov/re/lc/documents/lrngcntntyatndncpln-instructions.docx.

Local Educational Agency (LEA) Name Contact Name and Title Email and Phone Windsor Unified School District Jeremy Decker

Superintendent [email protected] 707-837-7701

General Information

[A description of the impact the COVID-19 pandemic has had on the LEA and its community.]

On March 13, 2020 students and staff concluded in person classes and went on spring break for a week. On March 17, 2020 Sonoma County was placed on a Shelter In Place Order due to COVID-19. District administration quickly began the process of assessing needs in order to pivot to Distance Learning. In response to school closures to address the COVID-19 emergency, Windsor Unified School District adopted a Remote/Distance Learning Plan that was prominently displayed on the District website. The goal of the plan was to provide a robust and engaging, blended learning education for Windsor Unified students. The primary focus was to master Common Core State Standards. On March 14, 2020, the District announced that it would transition to remote/distance learning on March 23rd, upon returning from spring break. The plan set forth a blended remote learning experience for all Transitional Kindergarten through twelfth grade students. Families were provided multiple resources and learning materials to use with students. Chromebooks were deployed to all families needing them April 2nd and 9th. Teachers were trained in Google Classroom April 1st, and families were sent training information on Zoom and

https://www.cde.ca.gov/re/lc/documents/lrngcntntyatndncpln-instructions.docxhttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#generalinformationhttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#generalinformation


Google Classroom for Families and trained by school and district personnel between April 2nd and 10th. The learning management system was launched district wide April 13th. Core instruction was imparted by classroom teachers synchronously and asynchronously each week. Specialists provided instruction within and independent of the homerooms, ensuring that all children continued to receive a comprehensive learning experience. For the remainder of the 2019-20 school year and spring term, not all students remained engaged in Distance Learning. Some were experiencing COVID-19 related hardships (unemployment of parents and/or themselves, illness, food insecurity, homelessness, lack of childcare, etc.) Some disengaged due to the hold harmless grading policy also put into place for the remainder of the 2019-20 school year. Beginning June 18th, stakeholders began meeting to plan schedules for three potential scenarios for the 2020-21 school year: Distance, Hybrid, and In Person learning. On July 10th, Sonoma County landed on the state watch list following a large spike in cases of COVID-19. The implications of being on that watch list weren’t immediately clear for Sonoma County schools, however after an announcement on July 17th by Governor Gavin Newsom, the implications were clarified. School Districts within Sonoma County were restricted to Distance Learning only while the county remained on the watch list. The announcement by the Governor represented a significant shift from local school district control of reopening efforts, to statewide directives meant to address the health and safety concerns presented by the dramatic rise in COVID-19 cases statewide. Communication was sent to the community regarding the confirmation of the Distance Learning Plan to start the 2020-21 school year. In addition, the start of the school year was delayed from August 13th to August 17th in order to provide teachers sufficient time for planning and professional development. On August 16th, a rare thunderstorm swept through, knocking out power and starting fires across the county and state. Due to more than 3,000 Windsor residents being without power as a result of the storm and the earliest projected estimate for restoration being Monday, August 17th at noon, the decision was made to delay the start of school by one day. School instead began Tuesday, August 18th. The District used one of its built in emergency weather days to account for the lost day of instruction. While Sonoma County remained on the Shelter In Place order and the state watch list due to COVID-19, two wild fires started from the thunderstorm, resulting in the mandatory evacuation of some District staff and families, and more than 25% remaining on evacuation warning status from August 22nd through August 25th. This caused yet more disruption to a school year that had barely gotten off of the ground. (The entire town of Windsor and surrounding areas were mandatorily evacuated just ten months earlier during the Kincade Fire). The Windsor Unified School District and the Windsor Community have experienced traumatic impact not only from the COVID-19 pandemic, but also three wildfires in 2017, 2019, and thus far in 2020. These events combined with the cancelation of school due to poor air quality during the Paradise wildfire in 2018 and others, in addition to Public Safety Power Shut-off days during the 2019-20 school year have substantially and negatively affected the days, quality, and continuity of instruction for students.


Stakeholder Engagement

[A description of the efforts made to solicit stakeholder feedback.]

WUSD recruited stakeholders to participate in a series of planning sub-committees focused on preparing for Distance Learning, Hybrid, and In Person models. Sub-committees were made up of pupils, parents, teachers, principals, administrators, other school personnel, local bargaining units, and board trustees. Each sub-committee contained anywhere from eight to forty participants. Each sub-committee worked together utilizing the following norms: 1) STUDENT NEEDS COME FIRST 2) BE POSITIVE AND USE YOUR SENSE OF HUMOR 3) RESPECT TIME 4) BE FLEXIBLE 5) COMMUNICATE! SHARE YOUR IDEAS. LISTEN WHEN OTHERS SHARE THEIRS AND BE OPEN. 6) BE ACCOUNTABLE 7) SUPPORT EACH OTHER 8) SUPPORT THE PLAN/IDEA ONCE DECIDED The sub-committees met regularly from June 18th through July 31st, holding more than 22 separate sub-committee meetings that consisted of: 1) Scheduling 2) Teaching and Learning 3) Food and Nutrition 4) Health, Safety, Disinfecting, and Sanitizing 5) Technology 6) Transportation 7) General Operations and Childcare Due to students keeping their devices from the spring 2020 term, recruiting them to participate via Zoom sessions worked out well. All sub-committees met via Zoom. Participants were able to call in and participate during Zoom sessions or participate on video via a device. Parents were recruited via phone and email. Interpreters were made available if needed. At least one student sub-committee member interviewed her Spanish speaking mother as an additional means to solicit input and feedback. The District DELAC Coordinator reached out to families who may have had internet connectivity issues. After reviewing applicable, laws, policies, procedures, etc, an interest based brainstorming process was implemented on each sub-committee. Once mutual interests were identified, all possible solutions were brainstormed to address each area, the pros and cons of each determined, and a consensus process was utilized to arrive at decisions that all stakeholders supported. In between meetings, stakeholders were charged with talking to their peers, neighbors, friends, etc. to solicit additional questions, input, and feedback for each group to consider as part of its planning process.

http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#stakeholderengagementhttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#stakeholderengagement


In addition to the sub-committee work, Memorandums of Understanding were successfully negotiated with the certificated and classified unions.

[A description of the options provided for remote participation in public meetings and public hearings.]

During open session board meetings were held via Zoom. Public viewing was made available via Facebook Live and YouTube. Remote participation was made available via Facebook Live comments and public comment. The directions for public comment were made available when the board agendas were posted.

[A summary of the feedback provided by specific stakeholder groups.]

The shared interests from the 30 participant scheduling sub-committee included: 1) A schedule that is consistent for parents, 2) Maximizing the possible number of days students are on campus, 3) Similar schedules for households, 4) Teacher prep time, 5) Equity for students. Stakeholders on the scheduling sub-committee were torn about the Hybrid schedule. After much discussion and dialogue, consensus was reached to support a "1,2,1,2" schedule, where student cohorts meet in person with their teachers on Mondays and Thursdays or Tuesdays and Fridays. This was supported due to the realization that were the District to implement a "1,1, 2, 2" schedule, students would have 5 days in between their in person learning days. That seemed too many, particularly for disengaged students. With the "1,2,1,2" schedule, students would only have up to three days in between their in person days, thereby allowing teachers to make mid-course corrections and continue efforts to re-engage students who may not have been engaged during their Distance Learning days in the Hybrid model. Feedback from stakeholders on the 40 participant Teaching and Learning sub-committee indicated that it was important for consistency and continuity, teachers needed to create a daily and weekly schedule that was predictable and communicated clearly and in advance. Parents in particular were in favor of a common learning management system (Google Classroom), as well as a common synchronous platform (Zoom) and a common teacher communication system (Bloomz). In this way, parents with children in more than one school did not have to worry about learning different systems. All stakeholders also had a vested interest in synchronous time being similar and equitable across grade levels. As such, the daily and weekly schedules were a collaborative effort, and reflect the input and interests of all.

[A description of the aspects of the Learning Continuity and Attendance Plan that were influenced by specific stakeholder input.]

In addition to the above stated aspects of the Learning Continuity and Attendance Plan that were influenced by specific stakeholder input, the Food and Nutrition sub-committee expanded the weekly food box pick ups to be available at each families school of choice. This allows for families with children at more than one school to pick up their food box at the school located closest to their home. Due to a continuing lack of


childcare, particularly for WUSD staff, an agreement was reached with the certificated union to allow staff to bring their children to school with them, provided they sign a liability waiver in advance, and agree they will ensure their child(ren) follow all applicable public health guidelines.

Continuity of Learning

In-Person Instructional Offerings

[A description of the actions the LEA will take to offer classroom-based instruction whenever possible, particularly for students who have experienced significant learning loss due to school closures in the 2019–2020 school year or are at a greater risk of experiencing learning loss due to future school closures.]

Classroom based instructional model: WUSD will offer (when possible) in person instruction. The goals: 1) Devise a Hybrid schedule that brings as many students back as many days as possible for in person learning, while maintaining physical distancing state and county guidelines. 2) The hybrid plan must allow for schools to fluidly move between phases as we prepare for the unknowns of the 2020/21 school year. 3) The hybrid plan must include a continued focus upon social-emotional learning and well-being (through morning meetings, community circles, and advisories) and standards based instruction and mastery. The prioritized groups of students to bring back first are:

• SDC students • English Learners (emerging and somewhat developed) • Foster students • Homeless students

Hybrid Schedule At-a-Glance (for all students):

MWE, BES, CCLA, WMS, & WHS:

Cohort 1 attends in person Monday and Thursday Cohort 2 attends in person Tuesday and Friday

http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#ContinuityofLearninghttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#ContinuityofLearninghttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#ContinuityofLearning1


NBMA and WOA continue with 5 days per week in person learning NCC continues with 4 days per week in person learning. Classes with 12 students will be divided into 2 cohorts.

Plans and Protocols for Safety: Safety and Sanitizing I

The District is following all Federal, State, and County guidelines regarding COVID-19 protocols, including but not limited to:

Physical distancing Face coverings Hand washing Plexiglass partitions Rigorous cleaning and sanitizing protocols Safety and Sanitizing II

All employees received two COVID-19 training modules Work-sites have Personal Protective Equipment (PPE) available Work-sites cleaning protocols include sign-in logs that ID rooms and common areas used each day Physical distancing is being ensured by adjusting furniture and office locations Accommodations are being considered for employees requesting to work remotely Accommodations will be made for students requesting to learn remotely

Assessment and Intervention: Reading and Math: The District will utilize i-Ready as its primary universal screener for reading and math. Students will be grouped according to needs within their homeroom classes. In addition, intervention teachers will serve students most in need of academic intervention. The District will utilize DnA assessment banks, as well as teacher and publisher made assessments to progress monitor students and implement a continuous improvement cycle that includes data team meetings focused upon improving instructional strategies to increase student achievement. English Language Development:


The District will utilize three benchmark assessments in addition to ELPAC data to determine the language needs of students. English learners will receive instruction specific to their needs during their designated ELD time.

Actions Related to In-Person Instructional Offerings [additional rows and actions may be added as necessary] Description Total Funds Contributing Personal Protective Equipment for staff and students

57,408.00 X No

Hand washing stations

7,800.00 X No

Plexiglass partitions

19,110.00 X No

Cleaning/Sanitizing Supplies and equipment

42,900.00 X No

i-Ready universal screener for reading and math- administered three times per year

25,000.00 X No

DnA- assessment database- includes pre-built standards aligned assessments and assessment banks for formative and summative assessing throughout the school year

29,000.00 X No

http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#ContinuityofLearning2


Distance Learning Program

Continuity of Instruction

[A description of how the LEA will provide continuity of instruction during the school year to ensure pupils have access to a full curriculum of substantially similar quality regardless of the method of delivery, including the LEA’s plan for curriculum and instructional resources that will ensure instructional continuity for pupils if a transition between in-person instruction and distance learning is necessary.]

All WUSD students will have access to hard copies of district adopted textbooks and/or ebooks (where applicable). In addition, students are being supplied with "student toolkits" that include materials they would have access to while attending school in person, and instead are being deployed to individual students for home use.

Access to Devices and Connectivity

[A description of how the LEA will ensure access to devices and connectivity for all pupils to support distance learning.]

WUSD students who were deployed devices in the spring kept their devices over the summer. New to WUSD students who do not have devices are being deployed district issued devices. Two surveys also went out over the course of the summer to all families in English and Spanish, inquiring about the need for devices and WiFi. As with the 2019/20 school year, those who did not respond to the survey were called by sites to determine needs. A district wide device and hot spot distribution day took place August 14th. The IT department then distributed the remaining devices amongst the sites to handle any additional needs. Device deployment is tracked via the District's Student Information System (Aeries). This helps the IT department and sites to know which students have not been deployed a device so they can follow up, and if they have been deployed a device, which device they have. Due to the current global shortage of Chromebooks, students who have their own devices are being asked to use them until the District's Chromebook order is filled (ETA- November 2020). At that time, WUSD will transition to 1:1 for all students. At this time, all WUSD students needing a District issued device have been given one. In addition, all WUSD students needing WiFi access have been given a hot spot for their use during Distance Learning and Hybrid Learning. The WUSD IT department has developed a ticket system to assist with needs. Tutorials have been developed and deployed to devices and families in English and Spanish. These include instructions regarding how to power on the Chromebooks, sign in, and connect them to WiFi, as well as Google Classroom and Zoom for Families. The WUSD IT department is also in the process of developing a help desk that includes phone assistance in English and Spanish for families needing it.

Pupil Participation and Progress

[A description of how the LEA will assess pupil progress through live contacts and synchronous instructional minutes, and a description of how the LEA will measure participation and time value of pupil work.]

Teachers will submit daily and period synchronous attendance for each student. Teachers will reach out to students who do not participate in synchronous lessons. After the third day in a week with no synchronous contact, site admin will reach out to families to begin the re-

http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#DistanceLearningProgramhttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#DistanceLearningProgramhttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#DistanceLearningProgram1http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#DistanceLearningProgram2http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#DistanceLearningProgram3


engagement process for students. The goal of the contact will be to identify and remove obstacles that are getting in the way of the student's synchronous participation. Teachers will record engagement weekly for all students in accordance with SB 98 requirements. All sites have developed daily and weekly schedules that meet the synchronous requirement for frequent live interaction (daily for TK-5 and 4 days per week for 6-12, with the 5th day reserved for students needing additional synchronous contact). All TK-5 students participate in synchronous instruction two to three times per day for around 30 minutes each time. All 6-12 students participate in synchronous instruction three times per day, 4 days per week for around 30 minutes each time. The 5th day is reserved for students needing additional synchronous contact, and is determined through progress monitoring by teachers. Teachers are required to make direct instruction accessible to all students via Zoom, Screencastify, Flipgrid, Google Classroom, video calls, and/or telephone calls. Teachers are strongly encouraged to record all direct, synchronous instruction and post to their Google Classroom. All asynchronous instruction has a time value attached. The time values for combined synchronous and asynchronous instruction meet the minimum daily requirements per grade level: Kindergarten and continuation high school: 180 minutes Grades 1-3: 230 minutes Grades 4-12: 240 minutes

Distance Learning Professional Development

[A description of the professional development and resources that will be provided to staff to support the distance learning program, including technological support.]

All WUSD teachers were provided a Distance Learning Teacher Toolkit, and are participating (at minimum) in the following teaching and learning specific professional development: 1) Google Classroom: Learning Management System. The “shell” where all assignments, etc are housed for each class. It’s where teachers and students share files. 2) Zoom Pro: Video communication tool. Pro includes breakout rooms and polling. 3) Screencastify: Recording extension that records screens, faces, and voices. 4) Flipgrid: Video discussion tool- students post video responses to teacher prompts. 5) Bloomz: Communication tool for connecting teachers and parents. 6) Blended and Online Learning:

http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#DistanceLearningProgram4


Student Engagement tools that give students more control over the time, place, pace, and path of their learning. Module 1: Teaching Presence–Designing Your Blended/Online Course Lesson 1: Design Your Course Syllabus Lesson 2: Set Up Your Virtual Classroom Lesson 3: Curriculum Mapping for First Semester Lesson 4: Helping Students Get (and Stay) Organized Module 2: Teaching Presence–Designing Blended/Online Lessons Lesson 1: Explore the Building Blocks of a Blended/Online Lesson Lesson 2: Formative Assessment Strategies Lesson 3: Differentiation Lesson 4: Student agency Module 3: Teaching Presence–Blended/Online Instruction Introduction: Synchronous vs. Asynchronous instruction Lesson 1: Asynchronous Instruction–Tips for Creating Strong Video Content & Engaging Students Around that Instruction Lesson 2: Flip & Engage–Design a Three Part Flipped Lesson Lesson 3: Synchronous Instruction with Video Conferencing Module 4: Teaching Presence: Facilitating Learning Online Lesson 1: Designing Dynamic Discussion Questions Lesson 2: Teaching Students to Say Something Substantial Lesson 3: Deciding on a Realistic Facilitation Role Lesson 4: Facilitating Synchronous Online Discussions Module 5: Social Presence–Building Community Online Lesson 1: Creating a Safe Space Online Lesson 2: Getting to Know Your Students Online Lesson 3: Building Community with Online Icebreakers Lesson 4: Checking-in and Asking for Feedback Module 6: Cognitive Presence–Student-centered Blended/Online Learning Lesson 1: The Station Rotation Model Lesson 2: Choice Boards Lesson 3: Playlist Model Lesson 4: 5Es Learning Experience


Staff Roles and Responsibilities

[A description of the new roles and responsibilities of affected staff as a result of COVID-19.]

The roles and responsibilities of certificated staff have not significantly changed, with the exception of where and when their responsibilities are being carried out. Once hybrid instruction begins, teachers and students may assist with sanitizing classroom between cohorts each day. The most affected staff lies within the classified ranks. A negotiated MOU includes potential temporary duties for each classified member, the most common of which are:

conducting temperature checks providing assistance with cleaning assisting with enforcement of safety precautions

Supports for Pupils with Unique Needs

[A description of the additional supports the LEA will provide during distance learning to assist pupils with unique needs, including English learners, pupils with exceptional needs served across the full continuum of placements, pupils in foster care, and pupils who are experiencing homelessness.]

English learners are being assessed on the initial ELPAC individually in person with all safety precautions put into place. All TK and kindergarten students were screened individually in person with all safety precautions in place. This was done in order to obtain better information about each new student, as well as provide our youngest students with an opportunity to meet their teachers face to face (with masks and physical distancing) and an in person introduction to their academic careers, prior to the their first day of school on Zoom. Pupils with exceptional needs are being accommodated with extra assistance via Zoom and phone from a team of certificated and classified personnel working with them and their families to provide access to FAPE and their IEP goals and objectives. Pupils in Foster care and those experiencing homelessness are being monitored closely by classroom teachers, site administrators, and the district foster/homeless liaison. Additional student supports and toolkits (hygiene and comfort kits, for example) are being provided to those needing them, in addition to access to resources to address needs, including food, housing, and counseling.

Actions related to the Distance Learning Program [additional rows and actions may be added as necessary] Description Total Funds Contributing Chromebooks for Students

840,060.00 X No

Hot Spots for Students

3,744.00 X No

Student Toolkits for Distance Learning

24,900.00 X No

http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#DistanceLearningProgram5http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#DistanceLearningProgram6http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#DistanceLearningProgram7


Description Total Funds Contributing Student math toolkits for Distance Learning

12,620.00 X No

Zoom Pro for synchronous teaching and learning

14,040.00 X No

Screencastify for recording screens, faces, and voices

3,510.00 X No

Bloomz for teacher communication with students and families. Includes a translation feature for English only speaking staff and Spanish only speaking parents to communicate.

22,205.00 X No

Blended and Online Learning- student engagement tools that give students more control over the time, place, pace, and path of their learning.

11,700.00 X No

Hourly pay for TK and Kindergarten teachers to conduct student screening in person prior to the start of school.

5,000.00 X No

Chromebook cases

13,000.00 X No

Extra employee pay for device deployment

3,900.00 X No

Professional Development- 4 days

370,500.00 X No

Special Education Curriculum

3,120.00 X No

ebooks for students

86,868.00 X No


Description Total Funds Contributing

Pupil Learning Loss

[A description of how the LEA will address pupil learning loss that results from COVID-19 during the 2019–2020 and 2020–21 school years, including how the LEA will assess pupils to measure learning status, particularly in the areas of English language arts, English language development, and mathematics.]

Reading and Math: The District will utilize i-Ready as its primary universal screener for reading and math. Students will be assessed three times per year, and will be grouped according to needs within their homeroom classes. In addition, intervention teachers will serve students most in need of Tier 2 academic intervention. The District will utilize DnA assessment banks, as well as teacher and publisher made assessments to progress monitor students and implement a continuous improvement cycle that includes data team meetings focused upon improving instructional strategies to increase student achievement. English Language Development: The District will utilize three local benchmark assessments in addition to ELPAC data to determine the language needs of students. English learners will receive instruction specific to their needs during their designated ELD time.

Pupil Learning Loss Strategies

[A description of the actions and strategies the LEA will use to address learning loss and accelerate learning progress for pupils, as needed, including how these strategies differ for pupils who are English learners; low-income; foster youth; pupils with exceptional needs; and pupils experiencing homelessness.]

The prioritized groups of students to bring back for in person learning (when it's safe) first are: SDC students English Learners (emerging and somewhat developed) Foster students Homeless students

English Learners, Low-income pupils, foster youth, and pupils who are experiencing homelessness will be prioritized for progress monitoring and intervention services, including but not limited to academic intervention and social-emotional counseling. Migrant Education students will have a District Migrant Counselor progress monitoring them, in addition to providing outreach and resources to them and their families.

http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#PupilLearningLosshttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#PupilLearningLosshttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#PupilLearningLoss1http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#PupilLearningLoss1


English Learners are being assessed on the initial ELPAC individually in person with all safety precautions put into place. English learners are being provided frequent synchronous Designated EL, specific to their language needs. Pupils with exceptional needs are being accommodated with extra assistance via Zoom and phone from a team of certificated and classified personnel working with them and their families to provide access to FAPE and their IEP goals and objectives. Pupils in Foster care and those experiencing homelessness are being monitored closely by classroom teachers, site administrators, the district foster/homeless liaison, and the Keeping Kids in School case manager (as applicable). Additional student supports and toolkits (hygiene and comfort kits, for example) are being provided to those needing them, in addition to access to resources to address needs, including food, housing, and counseling.

Effectiveness of Implemented Pupil Learning Loss Strategies

[A description of how the effectiveness of the services or supports provided to address learning loss will be measured.]

The effectiveness of Implemented Pupil Learning Loss Strategies will be measured by: 1) Attendance and Engagement Monitoring 2) Academic Screening and academic assessment (formative and summative) progress monitoring 3) Reports from counselors specific to each student's needs for those utilizing counseling services 4) Report card and progress report grades 5) Empathy interviews with students 6) Teacher reporting

Actions to Address Pupil Learning Loss [additional rows and actions may be added as necessary] Description Total Funds Contributing Assessment software for special education staff to use with students during Distance Learning.

6,552.00 X No

Migrant Education Counselor to specifically monitor the progress and serve the needs of Migrant Education students and their families.

$85,000. X No

Keeping Kids in School (KKIS) bilingual case manager to monitor and support chronically absent students at the TK-5 level.

$20,000. X Yes

http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#PupilLearningLoss2http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#PupilLearningLoss2http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#PupilLearningLoss4


Description Total Funds Contributing Supplemental School based social-emotional counseling services for students.

$20,000. X Yes

Mental Health and Social and Emotional Well-Being

[A description of how the LEA will monitor and support mental health and social and emotional well-being of pupils and staff during the school year, including the professional development and resources that will be provided to pupils and staff to address trauma and other impacts of COVID-19 on the school community.]

WUSD certificated (and many classified) staff have been trained in Social-Emotional Learning. This includes but is not limited to: 1) Responsive Classroom 2) Community Circles (restorative practices) 3) Big Picture Learning Advisories 4) Trauma informed practices WUSD staff are being provided multiple resources to address trauma and other impacts of COVID-19, including but not limited to: 1) Employee Assistance Program 2) Mind/Body sessions with trained WUSD staff 3) Yoga classes WUSD students are being provided multiple resources to address trauma and other impacts of COVID-19, including but not limited to: 1) Synchronous morning meetings, community circles, and advisories 2) School-based counseling 3) Mind/Body work 4) Community resources

Pupil Engagement and Outreach

http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#MentalHealthandSocialandEmotionalhttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#MentalHealthandSocialandEmotionalhttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#PupilEngagementandOutreachhttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#PupilEngagementandOutreach


[A description of pupil engagement and outreach, including the procedures for tiered reengagement strategies for pupils who are absent from distance learning and how the LEA will provide outreach to pupils and their parents or guardians, including in languages other than English, when pupils are not meeting compulsory education requirements, or if the LEA determines the pupil is not engaging in instruction and is at risk of learning loss.]

Teachers will submit daily and period synchronous attendance for each student. Teachers will reach out to students who do not participate in synchronous lessons. After the third day in a week with no synchronous contact, school officials will reach out to families to begin the re-engagement process for students. The goal of the contact will be to identify and remove obstacles that are getting in the way of the student's synchronous participation. All sites have bilingual personnel who can provide translation when needed. In addition, the District purchased Bloomz as a teacher communication device. Bloomz includes a translation feature that allows English only speaking staff and Spanish only speaking parents to communicate with each other without the involvement of bilingual personnel. Site admin will conduct School Attendance Review Team (SART) meetings with families in a language they understand when efforts to re-engage students are not working. The District Keeping Kids in School bilingual case manager may be involved. The District SARB Coordinator will be involved and will track students across the district who are struggling. The District SARB Coordinator will work directly with site admin to assist with re-engagement strategies for students who continue to be chronically absent.

School Nutrition

[A description of how the LEA will provide nutritionally adequate meals for all pupils, including those students who are eligible for free or reduced-price meals, when pupils are participating in both in-person instruction and distance learning, as applicable.]

During Distance and Hybrid Learning, families, including those whose students are eligible for free or reduced-prince meals will continue to have access to weekly food boxes (5 days- breakfast and lunch). Pick ups will be available each Wednesday at the families' school of choice. Families can sign up online.

Additional Actions to Implement the Learning Continuity Plan [additional rows and actions may be added as necessary]

http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#SchoolNutritionhttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#SchoolNutritionhttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#AdditionalActionshttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#AdditionalActions


Section Description Total Funds Contributing

Distance Learning Program (Access to Devices and Connectivity)

Devices for teachers to use during Distance Learning, Hybrid, and In Person Learning

78,000.00 X No

Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students

Percentage to Increase or Improve Services Increased Apportionment based on the Enrollment of Foster Youth, English Learners, and Low-Income students 9.02% $2,808,644.

Required Descriptions

[For the actions being provided to an entire school, or across the entire school district or county office of education (COE), an explanation of (1) how the needs of foster youth, English learners, and low-income students were considered first, and (2) how these actions are effective in meeting the needs of these students.]

The prioritized groups of students to bring back for in person learning (when it's safe) first are: SDC students English Learners (emerging and somewhat developed) Foster students Homeless students

English Learners, Low-income pupils, foster youth, and pupils who are experiencing homelessness will be prioritized for progress monitoring and intervention services, including but not limited to academic intervention and social-emotional counseling. Migrant Education students will have a District Migrant Counselor progress monitoring them, in addition to providing outreach and resources to them and their families.

http://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#IncreasedorImprovedServiceshttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#IncreasedorImprovedServiceshttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#IncreasedorImprovedServiceshttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#RequiredDescriptionshttp://www.doc-tracking.com/screenshots/20LCP/Instructions/20LCPInstructions.htm#RequiredDescriptions


English Learners are being assessed on the initial ELPAC individually in person with all safety precautions put into place. English learners are being provided frequent synchronous Designated EL, specific to their language needs. All sites have bilingual personnel who can provide translation for parents when needed. In addition, the District purchased Bloomz as a teacher communication device. Bloomz includes a translation feature that allows English only speaking staff and Spanish only speaking parents to communicate with each other without the involvement of bilingual personnel. The WUSD IT department has developed a ticket system to assist with needs. Tutorials have been developed and deployed to devices and families in English and Spanish. These include instructions regarding how to power on the Chromebooks, sign in, and connect them to WiFi, as well as Google Classroom and Zoom for Families. The WUSD IT department is also in the process of developing a help desk that includes phone assistance in English and Spanish for families needing it. Pupils with exceptional needs are being accommodated with extra assistance via Zoom and phone from a team of certificated and classified personnel working with them and their families to provide access to FAPE and their IEP goals and objectives. Pupils in Foster care and those experiencing homelessness are being monitored closely by classroom teachers, site administrators, the district foster/homeless liaison, and the Keeping Kids in School case manager (as applicable). Additional student supports and toolkits (hygiene and comfort kits, for example) are being provided to those needing them, in addition to access to resources to address needs, including food, housing, and counseling. These actions will deemed effective in meeting students' needs through evidence including but not limited to: 1) Attendance and Engagement Monitoring 2) Academic Screening and academic assessment (formative and summative) progress monitoring 3) Reports from counselors specific to each student's needs for those utilizing counseling services 4) Report card and progress report grades 5) Empathy interviews with students 6) Teacher reporting

[A description of how services for foster youth, English learners, and low-income students are being increased or improved by the percentage required.]

The majority of supplemental funding supports ELD teacher salaries, as well as consultant fees for training, coaching, and specialized program materials. The District remains focused on improvement efforts in its TK-12 ELD program. In order to keep on track with meeting English Learner Dashboard targets, it is necessary to utilize the supplemental grant funds to ensure that English Learners become proficient in English as quickly as possible. As English Learners make up a significant portion of our unduplicated count, the services provided are


meeting the needs of the targeted student population. RFEP rates continue to grow as a result of the program implementation, and RFEP students perform close to district wide levels in ELA, and are growing in math. Accelerated English/English Language Development Summer School continues to be offered to English Learners in incoming grades 1st-5th to assist them through the summer months in getting closer to English Proficiency. Inside the school day Tier 2 academic intervention will also principally benefit the needs of unduplicated count students by addressing the needs of students who are performing below grade level in English Language Arts and Mathematics. The District will continue to provide AVID to MS and HS students to support them in college/career readiness. AVID's research based practices are yielding success with WUSD students, as 97% of the 2019 Windsor High School AVID senior class was accepted to CSU and UC colleges, many of whom were first generation college students in their families. The District will continue to fund school-based social-emotional counseling to students. Addressing the social-emotional needs of students assists with creating the necessary space for them to focus on their academic progress.

Learning Continuity and Attendance Plan Template (2020–21)General InformationStakeholder EngagementContinuity of LearningIn-Person Instructional OfferingsActions Related to In-Person Instructional Offerings [additional rows and actions may be added as necessary]

Distance Learning ProgramContinuity of InstructionAccess to Devices and ConnectivityPupil Participation and ProgressDistance Learning Professional DevelopmentStaff Roles and ResponsibilitiesSupports for Pupils with Unique NeedsActions related to the Distance Learning Program [additional rows and actions may be added as necessary]

Pupil Learning LossPupil Learning Loss StrategiesEffectiveness of Implemented Pupil Learning Loss StrategiesActions to Address Pupil Learning Loss [additional rows and actions may be added as necessary]

Mental Health and Social and Emotional Well-BeingPupil Engagement and OutreachSchool NutritionAdditional Actions to Implement the Learning Continuity Plan [additional rows and actions may be added as necessary]Increased or Improved Services for Foster Youth, English Learners, and Low-Income StudentsRequired Descriptions

2020-21 learning continuity and attendance plan...aug 27, 2020 · teachers were trained in google...

Documents