Monitoring Report August 20, 2020

Health & Safety

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HEALTH & SAFETY

Virginia Department of Health Metrics

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• Case Incidence Rate (New COVID cases per 100,000)• PCR Test Percentage of Positivity (rates per 100,000)• Percent of COVID Cases Among Healthcare Workers• Rate of Emergency Visits to Emergency Departments for COVID-like illness

(per 100,000)• Rate of Hospitalization (ICU use per 100,000)• Percentage of Hospital Beds regardless of reason• Surge Capacity of Hospital• Access to sufficient Personal Protective Equipment for Healthcare

HEALTH & SAFETY

Arlington Public Schools Metrics

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• Operational Capacity and Preference• Sufficient Staffing Levels to:

• Provide instruction in person• Clean and disinfect facilities• Provide transportation for students• Provide food services to students

• 10-week supply of cleaning and disinfecting supplies on hand• Personal Protective Equipment

• 90-day Supply of COVID Equipment and Personal Protective Equipment for faculty, staff and students

• 90-day Supply of Equipment and Personal Protective Equipment for isolation and quarantine rooms

• Health Measures• Ability to implement temperature screening, face covering mandates, cleaning and

disinfecting routine• Ability to ensure appropriate social distancing in all instructional spaces, hallways,

conference rooms, etc.• Ability to implement response protocols and contact tracing for students and employees• Increased access for students to COVID testing

HEALTH & SAFETY

COVID-19 Status

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HEALTH & SAFETY

COVID-19 Virginia Data

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Last Monitoring Report This Monitoring Report

Instruction

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INSTRUCTION

Distance Learning Instruction

Synchronous Instruction will occur Tuesday - Friday.

• Elementary students will receive a minimum of 2.5 hours of synchronous instruction per day.

• Secondary students will receive a minimum of 3 hours of synchronous instruction per day.

Synchronous learning is interactive, two-way, online instruction that happens in real time with a teacher in the virtual classroom.

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Sample Class Period

• Class begins with a warm-up, thinking routine, or introduction of content as a whole group for 5-10 minutes.

• The teacher uses breakout rooms through Microsoft Teams for 20-30 minutes to set up small group work/stations where students are collaborating.

• The teacher monitors and/or works with small groups.• Students return as a whole class for closure/reflection/guidance for 10-15 minutes to transition

students to asynchronous expectations.

INSTRUCTION

Distance Learning Instruction

Asynchronous learning occurs in many forms. Materials, tasks, and assignments will be made accessible to students and may include video recorded lessons. Interactions with other students and the teacher may occur through various formats (e.g. discussion boards, assignments), but will not be live.

• In asynchronous learning, students may engage in assignments that are completed on their device or independent of their device.

• In asynchronous learning, teachers are supporting instruction, remediation, and extension activities. This support may consist of giving feedback, providing clarifications, and emailing with students.

Asynchronous learning is meant to be flexible and self-paced to fit within student schedules while still maintaining expectations for completion.

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INSTRUCTION

Extended Lunch Period

APS is extending lunch for all grade levels to allow sufficient breaks for students during the school day: • Elementary and middle school: 50 minutes • High school: 60 minutes

This will extend the school day for some students: • Elementary schools will end at same time• Middle schools will end at 2:43 p.m.• Comprehensive high schools will end at 3:05 p.m.

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INSTRUCTION

Registration Update

Families that do not have computer and/or internet access are now able to drop off their registration paperwork in-person at all schools or the APS Welcome Center.

• Staff will be available in school buildings 2-3 days a week to receive registration documents.

• Families must contact schools in advance to schedule an appointment to drop-off registration documents.

• Staff will review the list of required documents over the phone before the appointment to ensure to the extent possible that ALL documents are brought to school at the same time.

• If possible, parents should come by themselves to the school to limit the number of people visiting a school for staff safety.

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INSTRUCTION

Class Schedules

• Class schedules will be available via ParentVUE along with initial student grouping.

• Family and staff preferences are one of many guiding factors in planning schedules and grouping students.

• Schools are working to match students with staff according to models preferred, where possible.

• For high school only, students will be assigned a teacher for their courses and will maintain that teacher for the entire year regardless of instructional model, once possible transitions to hybrid in-person instruction begin.

• Other factors considered in scheduling:o academic needso social-emotional needs

• Ensure that students have rich and supportive learning experiences in both models

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Social-Emotional Learning (SEL) Priorities

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Prioritize SEL to encourage healing and relationship-building, foster equitable and engaging learning environments, and create a foundation for deeper academic learning

1. Allow space for connection and healing among adults2. Ensure discipline policies and practices foster resilience3. Provide each student a trusting, supportive adult relationship at school4. Provide trauma-sensitive and culturally competent support to students and staff5. Develop learning environments with layers of social-emotional learning and

supports

Most students will likely have experienced some trauma, and staff as well. Students are also dealing with adverse childhood experiences.

SEL Lessons and Supports

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MONDAY

6-8Asynchronous Video-Taped Delivery

of Counselor Produced SEL using:1) K-8 Second Step Lesson Videos*

2) Mindfulness Videos

9-12Virtual advisory periods for

comprehensive high school students: deliver SEL video taped lessons

based upon Sources of Strength* and a series of mindfulness videos.

Teachers are expected to show/practice/reinforce lessons

Counselors are expected to support teacher’s by providing

lessons/materials

*Delivery of the videotaped SEL lessons will contain information from our

purchased SEL learning programs and must be provided to students/families in a password protected environment

(i.e., it cannot be uploaded to the school’s website as that violates

copyright)

MIDDLE SCHOOL MON-FRI

Counselors hold individual check-in / office hours (by appointment with families and/or

students)Teacher collaboration and consultation

Support Teacher Advisory/SEL Counselors provide teachers practice strategies to use

with students around SEL videotaped lessonsCounselors and Teachers collaborate to send

HomeLinks to families for home practiceCounselors to provide lesson delivery on

bullying prevention, substance abuse prevention and academic planning)

Small Group Tier 2 (based on teacher referrals from SEL instruction)

Small Group Counseling (e.g., grief and loss)Individual Check-ins

Individual Counseling (up to six sessions)

Academic, College and Career PlanningCourse Information & Scheduling

Transitions from ES and to HS

HIGH SCHOOL MON-FRI

Counselors hold individual check-in / office hours (by appointment with

families and/or students)Teacher collaboration and consultation

Small Group Tier 2 (based on teacher referrals from SEL instruction)

Small Group Counseling (e.g., grief and loss)

Individual Check-insIndividual Counseling (up to six sessions)

Academic, College and Career PlanningCourse Information & Scheduling

Transitions from ES and MS

Posting of tutorials for students/parents in Canvas and on the school website to fully

access the resources in Naviance

ELEMENTARY SCHOOL MON-FRI

K-5 – Synchronous lessons taught by counselors & teachers (Tues-Fri)

Counselors hold individual check-in / office hours (by appointment with families and/or students)

Teacher collaboration and consultation

Support Teacher Advisory/SEL Counselors provide teachers practice strategies to use with

students around SEL videotaped lessonsCounselors and Teachers collaborate to send

HomeLinks to families for home practiceCounselors also provide lessons on bullying prevention, substance abuse prevention and

academic planningSynchronous Child Protection lessons

Small Group Tier 2 (based on teacher referrals from SEL instruction)

Small Group Counseling (e.g., grief and loss)Individual Check-ins

Individual Counseling (up to six sessions)

Academic, College and Career PlanningTransitions to MS

Health and Physical Education K-12

Students will:• Learn new content using both synchronous and asynchronous models• Participate in daily relationship building activities, such as virtual ice

breakers and quick conversation starters• Perform or demonstrate physical skill development• Perform fitness activities toward their personal fitness goals at their level

of engagement• Understand and develop health skills to make healthy decisions• Acquire and practice effective communication, stress management, social

emotional learning and relationship building strategies

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INSTRUCTION

Elementary Specials: Art and Music

Students will: • Learn new content in art and music using both synchronous and

asynchronous models.• Use platforms, including Canvas and Seesaw, to access to a wealth of

content, resources for lessons, with a firm emphasis on musical literacy readiness, note and rhythm reading and visual arts concepts and lessons.

• Flipgrid will give students the opportunity to interact with one another via video to create social and emotional connections with their classmates and teachers. This will allow students to seamlessly transition between asynchronous and synchronous learning models.

• Each instrumental student will be provided with an interactive online method book, providing students the ability to record video and audio assignments, with or without accompaniment, and receive both instant feedback as well as individualized feedback from their teachers.

Instruments will be distributed at the school sites.

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INSTRUCTION

Secondary Electives: Instrumental and Choral Music

Students will learn new content in all visual art, theater and music courses using both synchronous and asynchronous models.Instrumental and Choral Music• Students will use music software to record and collaborate.• Teachers and students will work collaboratively with an emphasis on

creativity while also integrating elements of listening, performing, improvising and composing.

• Students will have the opportunity to participate in at least one virtual choral performance at the end of the quarter.

• Synchronous music instruction will also allow students to compare and contrast elements in pieces studied and make personal connections to the music and their peers through interactive classes.

• Students will have the opportunity to audition for APS Honors Choir, District Choir, Band, Orchestra and All-VA based on the processes given for this school year.

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INSTRUCTION

Secondary Electives: ArtVisual Arts

• High School visual arts classes will include demonstrations, brief instructional lectures, and discussions using both video, audio and chat features.

• Within a synchronous block period students will go into small break-out groups to collaborate or work individually on projects.

• Every student will receive an art kit that has been curated with the materials needed for their specific course.

• Virtual Learning will include museum tours near and far and docent led discussions will allow students to focus deeply on masterpieces from collections in both familiar and unfamiliar museums.

Theater Arts

• Students will build a supportive and engaging online community with their peers through a variety of activities, such as: building exercises and improvisation, watching and analyzing productions, devising unique original scripts, working with guest theatre artists, and learning on-camera acting and auditioning skills.

• Students will also have the opportunity to act, produce or design in a digital medium for online shows.

• Since theatre is inherently collaborative and practical, students will learn how to communicate their ideas effectively, develop empathy towards others, and gain leadership, creativity, and problem-solving skills.

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INSTRUCTION

Special Education

APS is working to ensure all students with disabilities are provided Free and Appropriate Public Education (FAPE) while in distance learning. This includes:• Ensuring Inclusivity while in distance learning• Supporting participation with nondisabled peers in a virtual environment• Providing students with disabilities the opportunity to participate in small

groups and a variety of activities with nondisabled peers. These interactions will be planned with the intentionality to increase meaningful interactions.

Examples of virtual inclusive opportunities:• Participation in small groups of instruction and asynchronous activities• Morning meetings• Movement breaks• Social Emotional Learning• Electives, clubs and extracurricular activities as available

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INSTRUCTION

Special Education

APS is committed to providing flexible instructional delivery models that include the following approaches to best serve the needs of each student:

• Provide copies of all notes and handouts to assist with note taking in class• Record and make synchronous instruction available for student to watch

asynchronously• Allow students to slow down the rate or pace of content provided in

distance learning environments or have extended time• Provide assessment formats in the student’s most successful modality or

response format• Provide students opportunities to demonstrate competency of the content

by using alternative methods for assignments• Augment instruction through written materials and voice recording• Ensure students have multiple ways to assess course content and provide

students options for task and assignment completion

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INSTRUCTION

Special Education Working Group

APS is forming a Working Group to plan how to phase in our first group of students with disabilities who require 1:1 assistance in person. Students would still receive virtual instruction but would have an assistant there for at least 3.5 hours to assist them.

Draft criteria might include:

• Students who are on a modified curriculum or receiving instruction on the Aligned Standards of Learning (ASOLs)

• Students who have mobility needs that require 1:1 assistance to access and use a device

• Students who require 1:1 assistance throughout the school day as determined by their IEP

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INSTRUCTION

English Learners: Elementary

• English learners (ELs) will be a part of their grade level classes.• EL teachers will provide English language development through small

group instruction in distance learning to maximize opportunities for ELs to engage in sustained, reciprocal interaction around content and practice language across the four domains of listening, speaking, reading, and writing.

• ELs in a distance learning model will be served with a combination of “pull out” (they work with a small group of students synchronously, not with the whole class) and “push in” (a collaborative model teaching with the general education teacher).

• All teachers will use content and lesson objectives in order to keep the learning focus on content and language development.

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INSTRUCTION

English Learners: Secondary

• Distance learning English language development – ELs are in a distance learning class taught by a certified EL teacher. The instruction focuses on both English language development and content (e.g. English Language Arts, Science)

• Distance learning co-taught content class – ELs are in a general education distance learning setting class with a content teacher and an EL teacher who provides the English language development component of the lesson.

• All teachers will use content and lesson objective in order to keep the learning focus on content and language development.

• EL counselors will support secondary ELs experiencing trauma, issues with acculturation, reunification or other problems that are negatively impacting them.

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INSTRUCTION

Gifted Learners

• The APS model for delivering ongoing differentiated instruction for gifted learners is a collaborative cluster model

• Gifted learners are clustered in classrooms with other students who are identified as gifted.

• Cluster teachers work collaboratively with the Resource Teacher for the Gifted (RTG) to provide differentiated instruction to gifted learners based on ongoing assessments.

• Curricular resources written for gifted learners offer a variety of ways to extend standards for gifted learners and for any student who is ready for additional depth and complexity.

• The RTG serves as an instructional coach who provides ongoing coaching and varied levels of support to each cluster teacher in ES and MS and to intensified/AP/IB teachers in HS.

• RTGs also coach and support all classroom teachers as they infuse critical and creative thinking strategies in lessons.

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INSTRUCTION

Career and Technical Education (CTE)

Students will engage in new content across all CTE Clusters using both synchronous and asynchronous models.

• Learning activities will be aligned with required CTE competencies.

• Formative assessments will occur daily to help guide instruction.

• Students will engage in content specific lab work.

• CTE specific tool kits including consumables and required tools will be provided.

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INSTRUCTION

Parent Academy

• Launches with pre-recorded courses and resources to help parents navigate distance learning and support students

• Videos will address commonly asked questions such as:• How to access and use Teams, Canvas, SeeSaw• Instructional delivery for Career and Technical Education (CTE)

and Arts electives• Delivery of specialized services and supports for students with

disabilities, English Learner & Gifted students• What to expect for extracurricular activities and athletics• Information about Advanced Placement (AP), International

Baccalaureate (IB) and Dual Enrollment courses as part of the distance learning model

• Interactive Parent Academy sessions will be available in September

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Planning and Temporary Assignments for Staff Unable to Telework

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Employees Unable to Telework

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APS is finalizing for plans for employees who cannot carry out their regularly assigned duties via telework.Employee groups in this category, by scale:• Food service (C and O Scale) – 178 staff (if not all are involved in food

distribution)• Bus drivers and attendants (D and O Scale) – 249 staff• Extended Day (X and O Scale) – 439 staff (if not all are involved in

childcare)

Employees Unable to Telework

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• The recommendation is to continue to pay these employees through the first quarter of the school year (quarter ends November 2)

• The estimated cost to keep these employees on board is as follows:• $768,000 estimated per pay period• $3,072,000 estimated for the entire first quarter

• Bus drivers and attendants are already included in the FY 21 adopted budget • This cost may be partially reduced for those employees who will be providing

childcare and meals• Reassignments include support for students, families and teachers in various roles,

such as outreach to families and students, direct support to students, and call center support

• Staff are being notified about reassignment this week and will receive training during pre-service weeks

Operations

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Technology

Student and Staff Devices• All PreK – Grade 12 students will have a device by the start of

the school year• There may be a delay in replacing the rising 6th and 9th grade devices

• New teachers received computers prior to BaseCamp• Administrative assistants are being issued laptops• Food service staff, bus drivers and attendants, extended day, and

custodians and maintenance technicians will receive iPadsOffice 365 Upgrades• Microsoft Teams Meetings enhancements

• 7x7 grid (49 faces) for laptops• Improvements on teacher management of the lobby

• Telephony services 31

Childcare for Staff

• We will provide childcare for APS staff who are required to physically report to work in the full virtual model

• Existing Extended Day staff will provide the childcare• Childcare will be provided in very small groups at designated school facilities

only for children ages 4 to 11, due to licensing requirements• Safety measures and social distancing will be maintained; health screenings will

be conducted prior to entering school buildings and face coverings will be required, unless there are medical exemptions

• Childcare will be provided during full-time distance learning; locations and service delivery may be adjusted based on space availability once in-person instruction resumes

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Childcare for Staff• Cost for childcare services will be based on demand and staffing requirements

• Based on serving 50 children per site (10 children per classroom in 5 classrooms), the monthly cost per child to break even and cover the cost of the childcare program would be approximately $1,225

• If enrollment at any site does not meet the 50 children needed to break even, then either that site would not provide childcare or additional funding in the form of a subsidy would be required

• Any sliding scale would necessarily require a subsidy for childcare to be provided• The subsidy could range from approximately $0-$58,000 per month per site, depending on the

demand and the family income level• If all families are in the highest family income level and the site is fully enrolled (50 children), then no

subsidy would be required• If all families are in the lowest family income level and the site is fully enrolled, then the subsidy could

be $58,000 per month per site. For 5 sites, this could be $290,000 per month• Subsidy amounts will vary based on the number of children enrolled per site and the number of sites

operating• Funding to provide the subsidy could be allocated from the $7 million in CARES Act funding

provided by the County• Using CARES Act funding to provide a subsidy for childcare will reduce the funds available to meet

other needs outlined earlier in the Financial Projections section of this presentation33

Childcare for Families

• The County is working to:• Identify existing childcare availability for families• Encourage closed childcare centers to reopen and look at expanding existing

childcare• Help potential providers navigate the licensing and land use processes

• The Department of Human Services has identified approximately 330 potentially open slots

• Licensing requirements, childcare staffing, and space availability are some of the biggest obstacles to childcare

• We are also working with the County and community partners to explore other childcare options. Possibilities include:

• Facilities provided through local non-profits like the YMCA• Private childcare centers• Working with non-profits to facilitate childcare at other locations• Consideration of other options for low-income families (e.g., subsidies, etc.)

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Meal Services • APS will transition from serving free meals for all students under the national

Summer Food Service Program (SFSP), which ends on August 28, to the National School Lunch Program (NSLP), which resumes on September 8 when school begins

• Meal distribution will pause the week of August 31 as we make the transition• The meal served Friday, August 28 will include meals for Friday, Saturday, and Monday

• We will adjust services to fulfill the requirements of the National School Lunch Program and to best meet the needs of all our students during the school year in full-time distance learning

• Meals will be available for ALL students• Students who qualify for free and reduced-price meals will continue to

receive free meals• Students who do not qualify for free or reduced-price meals will be required

to pay for their meals, as they normally do during the school year. This is a requirement of the National School Lunch Program

• Many students have balances remaining on their lunch accounts which they will be able to access when school starts 35

Meal Services

• APS will be expanding the meal distribution locations at schools from the current 9 locations to 21 locations, as follows:

• Abingdon• Arlington Career Center• Arlington Traditional• Ashlawn• Barcroft• Barrett• Campbell

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• Carlin Springs• Dr. Charles R. Drew• Glebe• Gunston• Hoffman-Boston• Jefferson• Kenmore

• Key• Randolph• Swanson• The Heights• Wakefield• Washington-Liberty• Yorktown

Meal Services

• 5 schools will be operating under the Community Eligibility Program which entitles ALL students at those schools to receive free meals

• Barcroft, Barrett, Carlin Springs, Dr. Charles R. Drew, and Randolph

• We will also be providing meal delivery and distribution to 10 locations throughout the County using APS vehicles

• Transportation staff and Food Services staff will work collaboratively to bring meals to those locations and collect student ID numbers

• We are working to ensure we have permission to distribute meals on those properties we have identified for meal delivery. We will provide those locations as soon as those details are finalized

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Free and Reduced-Price Meal Applications

• To receive the Free and Reduced-Price Meals benefit, families need to submit a new household application at the start of each school year

• Families that were eligible for meals last year will have until October 19, 2020 to reapply without losing benefits

• Families receiving SNAP (Supplemental Nutrition Assistance Program), TANF (Temporary Assistance for Needy Families) or Medicaid benefits may not have to fill out an application

• Students attending the 5 schools in the Community Eligibility Program (CEP) do not need to have an application on file. However, sibling attending non-CEP schools still need to apply

• APS is conducting outreach to inform all families about the application process using multiple methods:

• Notification letters mailed to students who are directly certified to receive free and reduced-price meals

• Distributing notices about the process at APS meal sites• Providing paper applications at APS meal sites and distribution locations • Promoting through the APS website, press release, School Talk, text, video, and robocall in multiple

languages during the week of August 24• Ongoing alerts and reminders through October 19

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Financial Projections

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Revenue ProjectionsDescription Amount*

(in millions)

County Revenue• County Revenue changes• County CARES Act funding earmarked for Schools (additional revenue)

TBD$7.0

State Revenue• State Revenue changes TBD

Local Revenue• Extended Day (through Oct 2020), Aquatics, Building Use, Bus Camera Fines, etc. revenue loss ($5.22)

Federal Revenue• CARES Act funding for Schools (less Equitable Services amount to private schools) (additional revenue)• Medicaid reimbursement loss

$1.99($0.80)

TOTAL INCREASE/(DECREASE) IN REVENUE $2.97

40*Estimates based on current information; subject to change

Cost Projections

Description Amount*(in millions)

Health and Safety Needs• PPE, cleaning (supplies & personnel), screening (supplies & personnel) $6.03

Technology Needs• Devices, telephony, software licenses, etc. (includes PreK-2 devices purchased with CARES Act funds) $2.54

Instructional Needs• Printing and translation of elementary packets; additional days in summer for special education teachers for

Extended School Year (ESY) services and Individualized Education Plans (IEPs); toolkits for students $1.83

Mental Health and Well-being• Additional days in summer for social workers and bilingual family liaisons $0.13

Other• Food service staff pay through 1st Quarter; translations of communications $0.99

TOTAL INCREASE/(DECREASE) IN EXPENDITURES $11.52

41*Estimates based on current information; subject to change

Savings Projections

Description Amount*(in millions)

Salary and Benefits• Hourly wages• Overtime

($0.13)($0.25)

Utilities and Fuel• Electricity, water, natural gas, and motor vehicle fuel ($0.52)

Capital Outlay• Additional and replacement furniture and equipment for schools ($2.10)

Contingency• Staffing contingency balance• Contingency against revenue loss in FY21 Budget

($2.32)($1.47)

TOTAL SAVINGS - INCREASE/(DECREASE) IN EXPENDITURES ($6.80)

42*Estimates based on current information; subject to change

Summary of Projections

Description Amount*(in millions)

Revenue Projections ($2.97)

Cost Projections $11.52

Savings Projections ($6.80)

NET SURPLUS/(SHORTFALL) ($1.75)

43*Estimates based on current information; subject to change

Cost Projections

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• Any changes from these estimates will be updated as appropriate• Extended Day staff repurposed for instructional and administrative needs other

than childcare in the full virtual model will be paid through the 1st quarter from operating funds

• Extended Day staff providing childcare for APS staff who must report in person in the full virtual model will be paid from the fees charged for childcare

• Food Services staff repurposed for instructional and administrative needs other than food service in the full virtual model will be paid through the 1st quarter from operating funds

• Food Services staff providing food service in the full virtual model will be paid from the Food and Nutrition Services Fund using both revenue and federal reimbursement received through the National School Lunch Program

Communications

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Back-to-School Communications

• APS will continue to keep staff and families informed through: • NEW: Distance Learning Parent Handbook (Week of Aug. 24) • NEW: Parent Academy Courses and Tutorials (Starting Week of Aug. 24) • Regular School Board Monitoring Reports • Weekly Superintendent Updates for Staff and Families (Tuesdays) • NEW: Biweekly Updates on Specialized Services for Special Education,

English Learners and Gifted Students • APS Website and APS Engage FAQ• Essential Reminders via Text, Robocall, and Video• Special Events (Town Halls, Back-to-School Nights)• Social Media (Twitter, Instagram, Facebook, WhatsApp)

• Continue to send questions through APS Engage online form:https://www.apsva.us/engage/engage-aps-online-feedback/

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Timeline

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Timeline

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Completed by: Goals

July 6, 2020 • Family selection process opens for selecting preferred instructional model on ParentVUE• Teacher survey opens for selecting preferred instructional model

July 13, 2020 • All other APS staff receive survey for selecting preferred instructional model

July 16, 2020 • School Board Return-to-School Status Update

July 20, 2020 • Responses due for family selection of preferred instructional model on ParentVUE• Responses due for teacher survey to provide input on preferred instructional model

July 27, 2020 • Responses due for all staff survey to provide input on preferred instructional model

July 30, 2020 • School Board Meeting Return-to-School Status Update

August 13, 2020 • School Board Return-to-School Work Session

August 20, 2020 • School Board Meeting Return-to-School Status Update

Aug. 24 – Sep. 3, 2020 • Teaching staff report for professional development to prepare for full distance learning

September 8, 2020 • First Day of School