Phase In Return to Learn Plan

M. Ann Levett, Ed.D., SuperintendentKaye Aikens, Associate Superintendent Elementary, K8 Schools

Bernadette Ball-Oliver, Associate Superintendent Secondary SchoolsVallerie Cave, Ph.D., Associate Superintendent Transformation Schools

Kimberly Hancock, Ed. D., Associate Superintendent Learning Support Services

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Return to In-Person Learning

Strategic Goal 1:TO ENSURE ALL STUDENTS ARE COLLEGE AND

CAREER READY

A graduated approach to Phase In Return to Learning is being developed for use when data indicates a safe return

to face-to-face instruction.

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Return to In-Person Learning

• Adjustments to the Phase In Plan dates and grade levels may be based on the following:– COVID-19 transmission, hospitalization, mortality rates in Chatham &

surrounding counties,

– Building Capacity

– Guidance from CDC, DPH, and Georgia K12 Path to Recovery

• Plan updates shared with stakeholders as far in advance as feasible to allow families and employees time to prepare

• Regular plan updates based on guidance from GDPH, CDC, local health officials

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Phases I - IV

Virtual (Phase I)

Hybrid PreK – 2 & Least Independent

Learners(Phase II)

Hybrid PreK-5 and Transition Grades 6 & 9

(Phase III)

Face-to-Face Return Grades PreK – 12

(Phase IV)

Online Learning (Learning

packets available as requested.)

Combined participation in

online learning and in face-to-face

learning

Combined participation in online learning and in

face-to-face learning

Combined participation in online learning and in face-to-face learning time

4Phases II – IV parents may choose to remain virtual.

PHASE ONE: VIRTUAL

• Currently – Virtual Learning for All Students

• Independent Learning Days Playbook for virtual school operations and guidance

• PreK – 12 Learning Recovery Plan: Bridging the Gap

• Professional learning for teachers: itslearning, Social and Emotional Learning, USATest Prep, Edgenuity, etc.

• Athletic workouts & conditioning

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PHASE TWO: HYBRID

• All School Staff Tentative Return Date – October 12, 2020 – (Note: This return to work date allows time for employees to prepare for face-to-face

teaching and learning and can be adjusted based on the data.)

• Wednesdays remain deep clean and independent learning days

• Parent survey to determine intent to participate

• Building capacity a factor based on social distancing guidelines

• Students and parents sign understanding of safety and behavior expectations

6Face-to-face return dependent upon community transmission rate, CDC and

Department of Health data and guidance.

PHASE TWO: HYBRID

• PreK - 2 and least independent learners return in cohorts for combined learning that is face-to-face and virtual

– Cohort A attend face-to-face Monday and Tuesday; virtual Wednesday, Thursday and Friday

– Cohort B attend face-to-face Thursday and Friday; virtual Monday, Tuesday, and Wednesday

• Cohort C attend virtually only

– Grades 3 – 12

– Parent Choice (PreK – 2 & least independent learners)

7Face-to-face return dependent upon community transmission rate, CDC and

Department of Health data and guidance.

RECOMMENDED COHORT SAFETY

PROCEDURES

• Consistent and required District safety protocol presentations (PreK – 12 for staff, students, and parents)

• Cohorts groups remain consistent for ease of contact tracing if needed

• Class seating arrangements based on social distancing guidelines

• Where feasible teachers move for instruction and not students

• Age-appropriate facial coverings for all students participating in the hybrid

• Staggered times for lunch pick up, recess, and restroom breaks

8Face-to-face return dependent upon community transmission rate, CDC and

Department of Health data and guidance.

PHASE TWO: HYBRID

• Extra-curricular activities schedule developed

– Grades 3 – 12

– Includes: Chess Club, CTSOs, Robotics, Art Club, etc.

• Athletics moving forward based on schedules

– Volleyball

– Softball

– Football (October 2 first game)

– Cheerleader plan developed for participation in Fall Sports

9Face-to-face return dependent upon community transmission rate, CDC and

Department of Health data and guidance.

PHASE THREE: EXPANDED HYBRID

• Encompass grades 3 through 5 as well as 6 and 9

– Cohort A attend face-to-face Monday and Tuesday; virtual Wednesday, Thursday and Friday

– Cohort B attend face-to-face Thursday and Friday; virtual Monday, Tuesday, and Wednesday

• Cohort C attend virtually only

– Grades 7 – 8 and 10 – 12

– Parent Choice (PreK – 5, least independent learners as well as 6 and 9)

• Wednesdays remain deep clean and independent learning days

• Building capacity a factor based on social distancing guidelines

10Face-to-face return dependent upon community transmission rate, CDC and

Department of Health data and guidance.

Grades PreK - 12

PHASE FOUR

Complete Re-entry

11Face-to-face return dependent upon community transmission rate, CDC and

Department of Health data and guidance.

Virtual learning will continue for those students whose family elects not to return to face-to-face learning at this time.

STUDENTS WITH DISABILITIES

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• Limited Individual Direct Instruction Models for students in the LEAP, Pre-School Intervention and Jump Start– Cohort 1 student attends in person for half day in the morning for two days

per week (Monday/Tuesday)

– Cohort 2 student attends in person for half day in the morning for two days per week (Thursday/Friday)

– Direct services such as Speech-Language Therapy, Occupational, Physical Therapy, or behavioral consultation provided on site

– Service providers use “push in” model to limit student movement

– Task boxes provided for extended learning opportunities at home

STUDENTS WITH DISABILITIES

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• Limited Small Group Direct Instruction Models for Students in PACE or Receiving Services in Moderate/Severe/Profound ID– Small groups not exceeding 3 based on identified needs, characteristics of

the disability, and special education teacher/para pairing

– One group attends half day on Monday/Tuesday

The other group attends half day on Thursday/Friday

– Instructional materials or manipulatives not shared

– Task boxes provided for extended learning opportunities at home

COASTAL COMPREHENSIVE

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• Option 1: Coastal Georgia Comprehensive Academy – Student services provided through a virtual model for remainder of the school year– IEP Team may modify delivery of services to ensure FAPE; Instruction from assigned teacher and

other support staff continues

• Option 2: Hybrid Model– Create cluster groups A and B - taking into consideration siblings, parent choice, teacher pairings

– Group A attends face-to-face Monday/Tuesday; Wednesday, Thursday, and Friday Independent Learning Days with online check-ins

– Group B attends face-to-face Thursday/Friday; Monday, Tuesday, and Wednesday Independent Learning Days with online check-ins

• Phasing-In

– Provide one date 2 weeks in advance of students for all staff to return

– Phasing-In Students

• Phase in by components & grade span (Elementary followed by Middle/High)

ESOL

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• Phased In Approach

• Phase I - Online

• Phase II – Hybrid Grades PreK – 2

• Phase III – Hybrid Grades PreK – 5, 6, and 9

• Phase IV – Face to Face Return Grades PreK – 12

• ESOL students are eligible to take part in the Twilight Virtual Learning Programs

QUESTIONS?

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