SAN FRANCISCO UNIFIED SCHOOL DISTRICT

SFUSD’s Fall Learning Plan UpdateJuly 28, 2020

1

Agenda for Today 2

Fall Learning School Planning Process

○ Guiding Resources and Guiding Principles

○ SFUSD Fall Recommendation

Fall Learning 2020

○ Safety Protocols

○ Coordinated Care Plan for Wellness and Authentic Partnership

○ Personnel

○ Operations & Logistics

○ Teaching and Learning

Next Steps

Core Values

Our MissionEvery day we provide

each and every student the quality instruction and equitable support

required to thrive in the 21st century.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

5

Overview of Fall Learning School Planning Process

6Approach to Fall Learning process

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

7

Guiding Resources

Guiding Documents

Centers for Disease Control and Prevention

(CDC)

Assembly Bill 77 (AB77)Senate Bill 98 (SB98)

SFDPH Guidance

CA Department of Education (CDE)

CA Department of Public Health (CDPH)

CDPH In-Person Re-Opening Directive

California Interscholastic Sports Federation

8

Key Indicators the City uses to inform the safer & gradual re-opening of San Francisco

9

The CDPH released a mandatory directive on July 17, 2020:

“schools and school districts may reopen for in-person instruction at any time if they are located in a local health jurisdiction (LHJ) that has not been on the county monitoring list within the prior 14 days.

If the LHJ has been on the monitoring list within the last 14 days, the school must conduct distance learning only, until their LHJ has been off the monitoring list for at least 14 days.

San Francisco County was placed on the monitoring list on July 17, 2020.

California Department of Public Health Directive

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Spring 2020 Data Summary

Distance Learning Metrics & Stakeholder Engagement

12

Leaders’ Town Hall~150 principals and assistant principals

7 Town Halls~16030 thought participants across all stakeholder groups: Students,Families & Staff

DISTANCE LEARNING METRICS

Wellness

Access

Connection

Engagement

Staff and/or Family Reflections

PTA Town HallOver 100 parents/guardians

UESF Survey1,557 UESF respondents

Staff Survey1,816 Teachers73 Principals64 Assistant Principals844 Other district staff

African American Parent Advisory Council Survey24 respondents

UASF Survey113 respondents

Family Surveys 14,780 respondents

Joint Parent Advisory ReportAAPAC, DELAC, PAC, CAC for Special Education

Curriculum & Instruction Focus Groups and SurveysOver 150 teachersand teacher leaders

Online activity data

13According to SFUSD staff, nearly 3 out of 4 respondents overall were doing “pretty good” or “great” --

but about 1 in 4 were not, with disproportionalities present across racial/ethnic groups. (N = 35,870)

Source: SFUSD Family Wellness Check-ins conducted by SFUSD site staff. Date: Google Forms submitted between 5/6/2020 and 6/19/2020. Definition: Response items included “Great”, “Pretty Good”, “Ok, could be better”, “Not well”, and “I’m not sure”, which were included on the form for staff but not read aloud to respondents.

% Deemed “Pretty Good” or “Great” by SFUSD Staff Question 1: “How did the family seem to be doing?”

FAMILY WELLNESS CHECK-INS

14

Source: SFUSD Family Wellness Check-ins conducted by SFUSD site staff. Date: Google Forms submitted between 5/6/2020 and 6/19/2020. Definition: Response items were included on the form for staff but not read aloud to respondents. Complete results included in notes below. More than one item could be selected.

While 70% of families said they had what they needed to support learning (N = 34,061)...

Question 2: “Did the family share anything about what they need to support learning at home?”

While 81% of families said they had what they needed for other resources (N = 33,315)...

● 8% needed access to a working device;

● 6% reported Issues relating to student behavior;

● 6% needed support logging in and/or navigating virtual applications;

● 5% needed teachers available to answer questions;

● 5% needed paper packets;

● 5% reported slow or spotty wifi/Internet access;

● and 10% requested “Other” learning support

● 9% requested resources related to food;

● 6% requested resources related to financial support;

● 4% requested resources related to employment;

● 3% requested resources related to housing;

● and 7% requested “Other” resources

Question 3: “Did the family share anything about what we might be able to help with in terms of connecting to other resources?”

FAMILY WELLNESS CHECK-INS

15

Data Observations:

● Technology Distribution: 13,495 devices and 3,978 hot spots at Grades 3-13 were provided.

● Staff connected with 99% of TK-13 students through online activity, wellness check-in’s, ParentVue, or communication about device needs.

● Of the 1% (510) of TK-13 students with whom the district did not connect, most were in grades TK-1 or 9-12. They were also disproportionately African-American or Hispanic/Latino, as well as in Special Education.

ACCESS & CONNECTION

Source (last update): Innive Source Activity table (6/22). Wellness Check-ins (6/22). Synergy (6/15). DoT Device Request Form (6/16). Definition: Bars labeled “Gr TK-13” present percentages based on all students in grades TK-13 (N = 53,231). Bars labeled with “No Connect” presents percentages based on all students who have not made a connection (N = 510).

Data Observations:

●Grades 3-5 students had higher levels of engagement with online learning.

●Engagement with distance learning differed greatly by school site.

●Over the six weeks of distance learning in grades 3-13, <2% of students (621) did not engage in online activity. Further, African American, American Indian, Hispanic/Latinx, and Pacific Islander students showed relatively lower rates of online activity, as did all program groups.

STUDENT ENGAGEMENT

17

Source: The insights listed above come from a variety of sources, including PD Sign-In Information from SFUSD Curriculum & Instruction, SFUSD Teacher Job Descriptions, SFUSD Human Resources data, the Joint Parent Advisory Report; the QTEA Principal/Teacher Survey; and SFUSD Curriculum & Instruction Focus Groups. Date: March - July 2020.

STAFF SUPPORT AND PROFESSIONAL DEVELOPMENT

KEY INSIGHTS FROM SPRING 2020 DATA REVIEW

● The majority of teachers (60%) attended at least one online PD session hosted by Curriculum and Instruction, with the highest attendance at the technology-focused PD sessions.

● Staff report the need for consistent guidelines on providing distance learning.

● Teachers noted that students benefited from structured routines and small group instruction.

● The most useful support chosen by teachers for facilitating distance learning was curriculum or sample lesson plans.

● The most requested type professional development topic by teachers was around use of technology to promote student learning.

● SFUSD staff see a need for wraparound services among many SFUSD families and students.

● 7 Town Hall Sessions● Work Groups

○ Teaching & Learning○ Logistics○ Personnel

● Staff Survey● Family Survey

Stakeholder Engagement

18

SFUSD Fall Learning Town Halls: Participant Summary(Thought Exchange data)

7 Town Halls across 4 days

16,030 thought participants (cumulative)*

shared 23,898 thoughts;

and rated 376,418 thoughts

? answered 13 questions;

*Includes participation outside of town hall events

Student Comments from Town Hall ThoughtExchange: What are some things that could make your learning experience better?

20

During social

distancing I feel like

school needs more kids

interacting with kids

not just teachers

Making distance learning more consistent , some teachers gave almost no work, and some loaded us with assignments

I barely got to talk to my friends and peers besides during Zoom classes

Teachers having a more

personal connection with

students. Distance learning causes a

disconnect between students and teachers

I think have the

teachers doing live

teaching

So it can be

interactive

More teacher interaction

Themes from our Data & Stakeholder Feedback

We have heard from many in our community and continue to gather more feedback. Some themes have been consistent and clear:

● The health and safety of students and staff is paramount. ● Our students benefit most from in-person instruction and

appreciate human connection.● Successful distance learning requires clarity, consistency and

coherence. Our teachers, students and their families need guidance on receiving and providing distance learning.

● Students, families and staff need consistent access to technology and the Internet as well as the support and training to use SFUSD’s various online platforms.

● SFUSD must strengthen relationships with community based partners and City partners to connect more resources to more families to meet essential needs for all.

21

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

22

Guiding Principles

23

Guiding Principles

Guiding Design Principles

Health & SafetyThe health and safety of our students, families, staff and teachers is paramount.

ResponsiveListening and responding to feedback, input and data. Timely and responsive communication to various stakeholder groups.

Flexibility & FluidityDesigning opportunities for learning as fluid to transfer seamlessly between brick & mortar and digital environments while prioritizing flexible instruction that presents content in authentic and meaningful ways.

HumanizingSupporting families, students and staff wellness through healing practices that create partnership & build community to create a safe & supportive school culture & climate.

Anti-Racist Education for EACH and EVERYProviding the necessary opportunities to all by ensuring that each student has the right resources to reach their individual potential in relevant, accessible and thought provoking instruction.

PartnershipConsistent framework for collaboration across sites and grade spans, with a focus on deep partnership with families, CBOs and educators, mutually committed to accomplishing shared goals and actively problem solving.

Consistency & ContinuityAligning key elements of the work to ensure the student and family experiences are consistent across the city.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

24

Fall Recommendation

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Recommendation

25

Phase 1: Distance Learning initially (phased return)

Phase 2: Hybrid

Phase : Full Return

● All students begin in distance learning on August 17

● Plan for Distance Learning to start and then phase into a hybrid model once science and data suggest it is safe to do so

● Consider limited in-person school for small groups of priority students at a limited number of physical school locations as we move into Phase 2

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

26

Fall Learning2020

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

27

Safety Protocols

Preliminary Health & Safety Protocols for In-Person Learning

● Screen students each morning ● Designate an “isolation area” for anyone experiencing COVID-19

symptoms ● Create protocols to limit the sharing of objects and supplies ● Offer school meals in smaller, controlled settings● Post signage promoting safe practices.● Clean and disinfect all high-touch surfaces daily. ● Arrange classroom furniture to allow for 6 foot social distancing, ● Minimize non-essential visitors and volunteers to school sites.● Require face coverings to be worn indoors at all times for students

3rd -12th grade. ● Provide employees whose job duties may require additional personal

protective equipment ● Train employees and students on hand hygiene and respiratory

etiquette ● Conduct daily health questionnaires for staff to affirm they are not

experiencing COVID-19 symptoms prior to entering a building or office space.

28

California Department of Public Health Directive

29

● Following consultation with the Local Health Officer, individual school closure is recommended when

○ there are multiple cases in multiple cohorts at a school

○ at least 5 percent of the total number of teachers/student/staff are cases within a 14-day period, depending on the size and physical layout of the school.

● A superintendent should close a school district if 25% or more of schools in a district have closed due to COVID-19 within 14 days

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

30

Coordinated Care Plan for Wellness & Authentic Partnership

● Our guiding principle is Anti-Racist Healing Practices - Supporting families, students and staff wellness through healing practices that center anti-racism, partnership and building community to create a safe and supportive school culture & climate.

● Family Partnership is the collaboration between school staff, families, and the greater community in support of student achievement based on authentic relationships, mutual respect, and shared responsibilities. The partnership begins in our classrooms with consistent two way communication between teachers and families.

Guiding Principle & Family Partnership

School Site Tiered Approach

School based Coordinated Care Team (CCT): to support the implementation of schoolwide and classroom based practices to support student, staff and family wellness and partnership.

The implementation of the school site Coordinated Care Plan for Wellness & Partnership will consist of tiered interventions practiced at the school site:

● Tier 1: Universal Supports - Whole School Climate & Community Building● Tier 2: Early intervention Supports● TIer 3: Targeted Supports

District Wide Supports

33

● SFUSD Family Resource Link will be expanded to the Student & Family Resource Link to provide access to district information for students & their families through an online request form, email or phone line.

● Coordination of District wide Family Wellness Check ins - four times during the school year

● Explore the implementation of District wide Student Check ins surveys to collect quick perception data from students to deliver frequent, rapid supports throughout the year.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

34

Personnel

Values to guide Personnel Policies

The personnel working group, a diverse stakeholder group made up of SFUSD teachers, administrators, central office staff, families and CBO members, has met several times and created a set of values that guide our personnel policies during the COVID-19 pandemic:

1. Science guides health, safety and wellness

2. All staff have an important role to play

3. Family partnerships

4. High expectations for ALL

5. Equity for staff, too

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

36

Logistics

In Person Learning Logistics Decision Tree

37

Make it Happen

(“Build Out”)

Move all the desks, distribute the PPE, hang all the signs, install the portable sinks, make sure the windows open, etc., etc...

Determine Total In-Person Learning

Seats

Given staffing resources and health mandates, determine a supply of “in person learning seats” we can provide for students.

Place and Schedule Available

Seats

Given physical configuration of SFUSD school sites and Target Student Populations,, where and when should we place students?

Prioritize Target

Student Populations

Given limited “seats”, prioritize target student populations for in-person instruction.

● Key facilities considerations shaping in person learning opportunities:

○ SFUSD’s 300 Custodians can clean *and* disinfect about 3.2 million sq ft daily. SFUSD’s total school site square footage is close to 8 million sq ft.

○ Public transportation is projected to operate at 30% of normal capacity by end of August.

○ SFUSD’s transportation could require up to double the FY 2021 budget to serve existing students at currently assigned sites.

● Themes running through feedback:○ Need clear roles & responsibilities for cleaning and

disinfecting; how much will educators be asked to do on a daily basis?

○ Concern for differently abled students, and how social distancing might negatively impact their experience

○ Are there ways to support families and kids with “enrichment options” to support distance learning? How can/should outdoor learning occur?

Logistics

38

● Youngest Learners, PK-2

● Special Education, focus Moderate/Severe Special Day Classes (SDC)

● Homeless & Foster Youth

● Students demonstrating limited online engagement

Gradual Return/ Hybrid: Prioritize In

Person Learning Seats

39

In Person Learning Located at SFUSD Elementary School Sites

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

41

Teaching and Learning

42

“An obstacle in

distance learning is

inconsistency with

expectations and

implementation of

synchronous

instruction.”

-SFUSD parent

Connection

Communication

Consistency

Distance Learning Priorities

Advocating against racist policies, practices, and beliefs in all aspects of how we teach, partner, manage, and

lead. Implementing approaches that are humanizing and responsive.

Cultivating agency, honoring identity and building proficiency

toward rigorous outcomes to achieve the Graduate Profile

A concrete set of structures and routines aligned across SFUSD will build

momentum towards our distance learning goals.

Consistent Structures to Support

Anti-Racist Practices

Wellness & AuthenticPartnership

Approaching instruction, relationships with families, and

school leadership through the lens of partnership.

The SFUSD Graduate Profile

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

● Interaction, instruction, and check-ins between teachers and pupils through the use of a computer or communications technology.

● Video or audio instruction in which the primary mode of communication between the pupil and certificated employee is online interaction, instructional television, video, telecourses, or other instruction that relies on computer or communications technology.

● The use of print materials incorporating assignments that are the subject of written or oral feedback.

44

Senate Bill 98 (SB-98)

“Distance learning” may include but is not limited to, all of the following...

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

180 Instructional Days: an instructional day is a day in which all pupils are scheduled for the length of the day established by the governing board or body of the local educational agency in a classroom under the immediate supervision of a certificated employee.

Daily live interaction with certificated employees and peers for purposes of instruction, progress monitoring, and maintaining school connectedness.

45(d) (1) Each local educational agency shall document daily participation for each pupil on each school day, in whole or in part, for which distance learning is provided. A pupil who does not participate in distance learning on a school day shall be documented as absent for that school day.

(2) For purposes of this section, daily participation may include, but is not limited to, evidence of participation in online activities, completion of regular assignments, completion of assessments, and contacts between employees of the local educational agency and pupils or parents or guardians.

For the 2020–21 school year, the minimum school day for a local educational agency is as follows:

● 180 instructional minutes in kindergarten.● 230 instructional minutes in grades 1 to 3,

inclusive.● 240 instructional minutes in grades 4 to 12,

inclusive.

Senate Bill 98 (SB-98)

Digital Distance Learning

Technology can be leveraged for personalized learning

experiences, providing student-centered learning

opportunities that are scaffolded, student-paced, adaptive,

engaging, and flexible so that all students meet rigorous

academic standards and effectively communicate,

collaborate, create, and think critically as global citizens in

preparation for college and career. Through

technology-enabled learning, students can have agency,

choice, and voice in their learning pathway.

Non-Digital Distance Learning

Non-digital learning serves students uniquely in the

teaching and learning environment where a high and

deep level of engagement occurs between the students

and content through resources to include texts, journals,

trade books, leveled texts and other physical materials.

As students experience learning through non-digital

content, there are multiple and recurring opportunities

to revisit content in various ways and connect the

learning to themselves, their community and the world.

Fall Distribution PlanDigital & Non-Digital Materials Distribution

Identity and prepare

a site distribution

team

Establish a site

distribution plan

Connect with

families

Determinestudent

technology &

non-digitalmaterial

needs

Launch distribution

event(s)

Provide support +

ensure connection

ES: Week of

August 10*ES/MS/HS: Week of

August 17

*Targeting week of August 10 to start for PK-3 distribution

Digital Resources

Learning Management Systems● Grades PK-2: Seesaw● Grades 3-12: Google Classroom

Digital Backpack● District-approved applications organized

by instructional purpose● Associated getting started and creative

use resources ● Support for recommended tools

● Common Core Aligned ● Follows SFUSD Scope and Sequence● Language Considerations● Non-digital resources also available in the

digital classroom● ELD resources to support best practices● Rich trade books/leveled texts for

personalized instruction● Family friendly to support authentic

home-school partnership

Non-Digital Materials 48

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

49

First 30 Days At a Glance

Professional Learning Instruction & Connection

Structures for Support

Wellness & Authentic Partnership

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Supports for Special Student Populations

50Students with Individualized Education PlansSpecial education students require specialized academic instruction and related services in order to access and thrive educationally. We know that we have to be intentional in our support for students with IEPs to support their needs in distance learning.

English LearnersEnglish learners benefit from routines and consistency across grade levels and teachers. English Learners require Designated and daily Integrated ELD to support their language development needs.

Foster, Homeless, Sheltered & Recently DetainedThese students and families are already managing other big transitions during our collective transition and we will work to ensure support is in place to onboard them smoothly, build connections to the school community, and check regularly to address barriers as they arise.

Minimally Engaged StudentsStudents who logged on and/or participated in distance learning less than sixty percent of the time during the Spring semester and need a different approach to supporting successful learning for the Fall. .

51

SFUSD Distance Learning Guide

Fall 2020

● Expectations ● Sample

Schedules● Professional

Development and Curricular Resources

● Roles & Responsibilities

Fall 2020: Family and Community Edition!

52

Professional Development

Resources for Teaching and Learning

Professional Learning for Educators

Recordings of Past Webinars

Guidance Documents**

Structures for Support

A complete list of district-approved applications

organized by instructional purpose with associated resources and

support.

Summer Professional

Development on mindset &

identity, anti racist education,

deeper learning, learning

partnerships, radical healing

practices, and lesson planning

support

Updated Distance Learning

Guide with revised school roles

Crowdsourcing library: videos,

lessons and resources submitted

by SFUSD teachers & educators

Launching units with a focus on healing-centered practices and anti-racist teaching for the first

month of school.

Summer Professional

Development on foundational

skills on Common Platforms (the

basics), Digital Learning

Foundations (integration of aps

and technology), Digital Literacy

Curriculum & Supporting

Families and Students Remotely

Vision for Instruction during

Distance Learning

Technology and Internet Access

for PK-12: Distribution of

touchscreen Chromebooks for

PK-2 students in fall and

additional needed access for

grades 3-12

Ongoing Resources and grab and go lessons posted in Google Classroom &

Distance Learning Website

Regular Centrally held Facilitated Educator PLCs & Lab Classrooms to

share best practices

Schedules by Grade Level Band and cohorting students to support

connection**

Print based material supplements and supply Distribution

Major work of the grade and

subject (i.e. priority standards

and units)

Ongoing Professional

Development Calendar with PL

Series, Webinars Office Hours,

Support for Grade Level and

Department Teams (updated by

7/31)

SFUSD Assessment Plan Support for Family and

Community Engagement with

family resource & link line

Support Resources for Technology Access & UseSFUSD has a menu of support resources to help schools with successfully deploying and leveraging technology.

Resource Library for Schools

Visit our Resource Library for Schools, which includes: Chromebook Basics, FAQs to provide support from school site to families, safety and wellbeing (dig. Cit. how to unplug), tools and Apps on your chromebook , device support, Internet support, Virtual Meeting support (Zoom + Google Meet)

Tech Access Deployment Guide

A detailed Administrator guide for SFUSD’s Fall Deployment plans can be found here. A toolkit to help schools plan with embedded support resources and available dedicated staffing support for distribution.

Getting Started Guides There are a number of guides available to help you in Getting Started with Digital Platforms and Tools. These guides include (but are not limited to): How to Facilitate Digital Distance Learning, Accessibility in Digital Design, Guidance on Virtual Meetings, and more!

Digital Learning Facilitators (DLeafs)

DLeaFs work to support technology-enabled learning and collaborate with site administrators and the Digital Learning team to design support for teachers and families. This role is stipended through the Department of Technology. Designate your site Digital Learning Facilitators today!

Digital Learning Tools

Find a comprehensive guide on the foundational skill building support that DoT will provide for introduction to core platforms, digital agency curriculum, strategies for supporting students and families remotely, and digital learning skills in the Tech Skills Foundations Overview.

Youtube Playlists The Digital Learning Youtube Channel has playlists on our top recommended applications (Zoom, Hangouts Meet, Classroom, and Seesaw), as well Digital Citizenship, Instructional Strategies and Ideas, Family Technology Tutorials, and more!

54Strategies for Supporting Students and Families● Top family resources: Family Resource Link, family

technology and device take-home tutorials in multiple languages, and FAQs for families.

● Tech Resources/Videos for Families (more multilingual!)

● Weekly Text Messages with strategies and routines that age specific and developmentally appropriate

● Family webinars and individualized support (coming soon!)

● Digital Agency Curriculum Comprehensive guide with ready-made materials to promote healthy, positive online interactions and behavior. Integrated in first 30 days curriculum guide

● You can find a full list of applications approved for use with students by SFUSD legal and Department of Technology on the Digital Backpack site.

TIP: Before you start a book, look at the cover together.

Ask, “What do you think this story will be about?”

Questions help kids get more out of the story.

Image: pexels.com. Labeled for reuse

Family Resource Link: The “Help Desk” for all SFUSD Family Needs

.EDU

Distance Learning Resources for FamiliesAll Icons on this slide are clickable

Tech Resources for Families Page

Student Take-Home Tech: Tutorials in 6 Languages

Technology FAQsfor Families

Family Tech Tutorials:YouTube Playlist

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

56

Planning for Phase 2:Hybrid

Phase 1: Distance Learning initially (phased return)

Phase 2: Hybrid

Phase 3: Full Return

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Phase 2: Hybrid

Priority Student Groups

We have identified a number of priority groups for in person learning. The Teaching and Learning Work Group highlighted four subsets of the population that would benefit from in-person learning first:

● Our youngest learners PK-2● Students with moderate to severe disabilities ● Vulnerable Populations (homeless, foster youth)● Students with less than 60% of the time engaged in online

learning

57

Rethinking the Use of Time and Space

We are rethinking time and space to facilitate in-person learning, a component of our District’s 10-Big Shifts as outlined in Vision 2025. Examples being explored include, but are not limited to, outdoor learning facilities, access for targeted student populations, and rotating schedules for students.

Grouping Options/Possibilities for Students

We are identifying different ways to group students, modeling options for scheduling small student cohorts on alternating days, half days or week/month long blocks.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

How might we design for the margins with equity at the center using SFUSD & SF’s green infrastructure AND our rich ecosystem of partners (CBOs, outdoor and env lit service providers, science museums, etc) to best meet the needs of our community and live into Vision 2025’s commitment to the City as Classroom?

58

Park School@McLaren

K-12

Connection Crews

Grades 6 - 12

Outdoor Options

All Sites

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

59

Recommendation & Next Steps

Next steps ● Continue work with Labor partners to finalize

Distance Learning plans● Facilities Department and LEAD work to assess

and address classroom and office configurations● Superintendent’s Leadership Team with LEAD

continues developing process for determining prioritized return

● Continue to engage stakeholders and support structures for continued feedback at site and central levels

60

61

Thank You!