2020 RETURN TO SCHOOL PLANChildcare ⧫ Preschool ⧫ SPED ⧫ ELs ⧫ Nutrition

Every Learner. Every Day. Every One.1

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Sum and Substance★ Childcare / Parent Provider Supports★ Preschool Supports★ Special Education Supports★ English Learner Supports★ Nutrition Services

Childcare / Parent and Provider Supports

Childcare / Parent & Provider Supports� Provide expansion space and other support for youth development partners

who have capability to scale to meet community childcare needs:� Brooks Family YMCA – Walker� Boys & Girls Club - Buford

Provide training and support with virtual learning for parents, providers & community partners.

� Provide inventory of school/student needs for the community to help address:

� materials/supplies� meals

Working together – Focusing on what we can control…

Virtual Learning Community Partnerships

Charlottesville City SchoolsEarly Childhood

Virtual Learning Plan

Five Important Questions for Early Childhood Virtual Learning

❏ What are the priorities for the CCS virtual learning experience in Early Childhood?

❏ What strategies and supports will be utilized to teach the children?

❏ How will student learning growth and progress be measured?

❏ What will the daily or weekly schedule look like for a child, teacher, or instructional assistant?

❏ What supports are available for families?

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1. What are the priorities for the CCS virtual learning experience in Early Childhood? How did the Early Childhood Team decide what the focus and approach would be?

Early Childhood Priorities for Virtual Instruction:

❑ Family is the First and Best Teacher for their Child

❑ Relationships with Each Child and Family

❑ Meeting the Child Development and Learning Needs

❑ Learning for the Staff ❑ Family Empowerment to Support

the Child’s Learning❑ Continuity of Teaching and Learning

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2. What strategies and supports will be utilized to teach the children?What resources will be used by the Early Childhood Team for teaching and learning?

Strategies and Supports for Teaching and Learning

❑ Creative Curriculum, VDOE approved resource (began during the 19-20 school year)

❑ Creative Curriculum Cloud(developed specifically to support virtual school)

❑ Heggerty’s Phonemic Awareness❑ Developing Number Concepts in Pre-K❑ Second Step SEL

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3. How will student growth and progress be measured?

How will the Early Childhood Team know that children are learning during this time?

Measurement of Learning Growth

❑ Previous sources and experiences❏ Literacy: PRE-K PALS (4 Year Olds)❏ Math: Assessing Math Concepts (4 Year Olds)❏ All Areas: Brigance Early Childhood Screen III

(3 Year Olds)❑ Additional sources and experiences

❏ All Areas: Teaching Strategies GOLD❏ Observation, Video, Anecdotal Record❏ Multiple reports for data analysis❏ Informs instruction and activities

❏ Social Skills and Self-Regulation: Childhood Behavior Rating Scale

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CBRS

4. What will the daily or weekly schedule look like for a child, teacher, or instructional assistant?

What will a “Day in the Life” look like?

A Draft Sample Day in the Life of a Child, Teacher, and Instructional Assistant

15Synchronous, whole group

Synchronous, small group or individual

Asynchronous,structured

Unstructured, family driven

Family Engagement

Time What are the teachers doing?

What are the IAs doing?

What are the students doing?

8:00-9:30 Parent communication Recording videos, making materials Breakfast/Free play

9:30-9:45 Group meeting Group meeting Group meeting

9:45-11:30 Small Group Time(each student gets 2-3 individual sessions weekly)

Small Group Time(each student gets 2-3 individual sessions weekly)

1:1 sessions with teacher1:1 sessions with IAIndependent work

11:30-12:15 Lunch Lunch Lunch/Recess

12:15-1:30 Collaboration and planning, recording videos, additional small groups as needed

Recording videos, making materials Rest

1:30-2:00 Small Group Time(each student gets 2-3 individual sessions weekly)

Small Group Time(each student gets 2-3 individual sessions weekly)

1:1 sessions with teacher1:1 sessions with IAIndependent work

2:00-2:30 Friendship groups Friendship groups Friendship groups

2:30-3:00 Family Engagement Friendship group follow up

Friendship group make up time if needed

5. What supports are available for families?What will families be provided to support their child’s education?

Tools and Supports for Families

❑ Tablet device preloaded with resources and apps

❑ Weekly 2-3 minute video-modeled activities for learning reinforcement

❑ Family Plan with connected resources❑ Materials and books to support❑ Teachers as partners throughout the

entire virtual learning experience

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“Children who are motivated to learn and connected to others in the early years of schooling are much more likely to establish positive trajectories of development in both social and academic domains.”

--Hamre & Pianta

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In Summary:❑ Focused Early Childhood Priorities

❑ Adaptive and Flexible Resources for Teachers and Families

❑ Teacher Planned and Guided Activities

❑ Families will be Provided Tools, Materials, and Plans to Support the Child’s Learning

❑ Learning will be Measured and Teaching will Flex to Meet the Needs

❑ Schedules will be Consistent yet Flexible

❑ Relationships are key and primary during this time19

Department of Special Education and

Student Services

2020-2021 Return to School Plans

Our Mission: Every Learner. Every Day. Everyone.

All considerations are being approached through a lens of equity for all learners & families

“Educational equity means that all children receive what they need to develop to their full academic and social potential”

Charlottesville City Schools

What is our CCS special education

population?

Autism 65

Deaf-Blind 0

Developmental Delay 56

Emotional Disability 68

Hearing Impairment 4

Multiple Disabilities 6

Intellectual Disability 28

Other Health Impairment 128

Orthopedic Impairment 0

Learning Disability 179

Speech/Language Impairment 100

Traumatic Brain Injury 1

Visual Impairment 8

Total 643

142 students (22%) receive special

education services for greater than 50%

of their day.

497 students (78%) receive special education services for less than 50% of their

day.

Continuity of All Services for Students with Disabilities

❑ Academic❑ Developmental❑ Communication❑ Domestic & vocational❑ Recreation & community❑ Social-Emotional❑ Behavioral❑ Executive Functioning❑ Related Services❑ Assistive Technology❑ Counseling

provided througha variety of models and formats

Synchronous

● Virtual small groups● Co-teaching● Therapy services

Asynchronous

● Reinforcement● Establishing/supporting

routines● Parent coaching● Individualized materials● Case management

Special Education Within a Virtual Framework

Case management and family support:

❑ Scheduled phone calls and/or virtual meetings;

❑ Support to follow up on synchronous or asynchronous lessons;

❑ Facilitate participation in synchronous activities with peers;

❑ Frequent communication with caregivers;

❑ Coaching for parent support

Specially designed instruction:

❑ Interventions delivered to support growth in IEP goals and address specific disability-related deficits,

❑ Vocational and community skills will be simulated or focused on prerequisite skills;

❑ Individualized materials; ❑ Frequent progress monitoring

❑ Co-teaching: teachers share a virtual space; teachers must work in separate virtual spaces to teach simultaneously or moderate classes together; plan together for differentiation and apply to Canvas course development

CCS Continuum of Special Education Services

Tiered Virtual Continuum

Most students with IEPs

A few students with IEPs

Virtual special education is effective

Virtual special education is effective with additional virtual coaching of parents/student

Virtual special education is effective with additional but limited F2F coaching of parents or students

Virtual special education is effective only with regular F2F 1:1 support to access

Virtual special education is not effective and students require F2F 1:1 interventions

Assessment

Eligibility:

❑ Following IDEA requirements including child find and referral

❑ Virtual, when the tool considers this standardized

❑ Face to face, 1:1 with all safety precautions❑ Prioritize necessary data❑ Face to face hearing & vision screenings ❑ Observations in the virtual learning

environment❏ All students must be observed in

their learning environment to determine educational impact

Student Growth:

❑ Progress monitoring methods are determined by IEP team and address the individual goal

❑ For example:❏ Likert scales and rubrics❏ Curriculum-based measures❏ Observation checklists❏ Teacher feedback❏ Frequency data (e.g.

on-task/off-task)❏ Executive Functioning Assessment

Measure❑ Utilize CCS resources including

Illuminate DnA and EDUclimber

Considerations for Early Childhood

❑ Students will be enrolled in the program that is determined by their IEP team.

❑ Early Childhood Special Education (ECSE) classrooms will follow the same schedule and have access to the same resources and curriculum as all 3 and 4 year old classes.

❑ Per their IEP, ECSE students will receive individualized services as well as their related services and supports during the small group and independent work blocks.

❑ Special education teachers and family support workers will maintain close contact with families and instructors to ensure progress.

Considerations for Special Education❑ All students will have access to accommodations and differentiation with their classroom

teacher during the whole group and small group blocks. ❑ Additional individualized services will be provided outside of their classroom teacher’s

instruction. These sections will be a required part of the student’s day in accordance with their IEP services and goals. ❏ K-4: provided during the independent work block or small group times❏ 5-6: providing during the unprotected portion class blocks in a smaller group or 1 on 1. ❏ 7-12: provided during the office hours/extension time frame.

❑ Additionally, special education teachers will be required to maintain close contact with students, families and general education instructors to ensure access to and completion of coursework.

❑ For 9-12: Special education teachers will monitor and support progress towards meeting graduation requirements and transition plans.

Training Students and Families to Work in the Virtual Environment

In addition to the on-boarding available to all students and families, students with disabilities may:

❑ need additional face to face sessions to begin working virtually❏ working with students to navigate Canvas and (therapy platform)❏ working with family partners ❏ working with students to navigate learning resources and establishing a

routine ❑ need additional tools and learning materials that other students will access digitally

❏ Accommodations: math manipulatives, calculator, paper/pencil materials❏ Intervention supplies: materials that are required to address learning needs

(occupational therapy, speech, physical therapy, executive functioning)❏ alternative technology

Training for TeachersTraining will focus on serving and supporting students

in the virtual environment.Asynchronous Training Offerings:

❑ Canvas courses for new resources (e.g. Learning Ally, teletherapy)❑ Canvas courses for transitioning existing resources to the virtual environment (e.g.

Unique Curriculum, Boardmaker Online)❑ Canvas courses for identifying and supporting student needs unique to virtual

learning❑ Assistive Technology (high and low tech)

Synchronous Opportunities:

❑ Personalized or school based offerings based on student need❑ Collaboration to create and share virtual resources

Collaboration with community partners

● Community partners are agreeing to work with students in various locations throughout the city.

● SPED teachers will provide coaching support to assist them when working with students with disabilities.

● Parents will need to contact community providers if they are interested in their program. Parents should let case managers know which program their child will be attending in order to best support the student.

Final ThoughtsWe appreciate all of the support. By working together we will continue to create plans to meet the needs of students with

disabilities in light of COVID-19.

Special education teachers & supports are integral to student success & equitable access. We continue to be available to support you, your student and our community.

ccssped@charlottesvilleschools.org

English Learners in CCS

Supporting ELs in a Virtual Environment

❑ This summer ESL teachers

❏ Provided tutoring to approx. 60 ESL students

❏ Participated in webinars on distance learning strategies for English learners

❏ Developed plans for supporting ELs virtually

❏ Considered needs of 419 ELs and 110 recent exits

Level 1 Level 2 Level 3 Level 4 MonitorYear 1 Year 2

101 94 166 58 67 43

Supporting CCS Registration

❑ Help families register in PowerSchool

❑ Screen potential ESL students (federal requirement)

❏ Give ACCESS Screener face-to-face at schools, at Meet and Greets and at a central location

❏ Offer to screen all students in a family at one location

❏ Work with IRC staff to facilitate registration and screening of their clients

Supporting ELs in a Virtual Environment

Supporting Technology (Internet, devices, resources)

❏ Work with technology dept. to provide families with tech support; use interpreters when needed

❏ Purchase digital resources that support instruction❏ Examples: Raz Kids, Reading Eggs, IXL Math

❏ Have ESL teachers: ❏ Help students add bookmarks to Chromebooks ❏ Maintain list of student login information❏ Teach newcomers how to use Chromebooks

and access online programs

Supporting ELs in a Virtual Environment

Supporting Engaged Learners ❑ Designate a case manager for every EL who:

❏ Communicates student’s ELP level and academic needs to classroom teachers

❏ Monitors participation in class, the completion of assignments, and grades

❏ Identifies and has classroom teachers implement testing accommodations

❏ Maintains data dashboard; shares with teachers and administrators

❏ Provides students with teacher contact information so they can request help

Supporting ELs in a Virtual Environment

Supporting Engaged Learners ❑ Have ESL teachers provide instruction that supports

language acquisition❏ Offer small group instruction and 1:1 support❏ Offer beginning ELs daily synchronous instruction ❏ Determine students’ reading levels; share with teachers❏ Regularly communicate with/get updates from teachers❏ Arrange for peer and UVA tutors for content classes ❏ Provide supplemental “school in a box” resources

❑ Make staff and students aware of tools that make online material more accessible ❏ Examples: Google Read Write, Microsoft Translator

Supporting ELs in a Virtual Environment

Supporting Social-Emotional Well Being

❑ Have ESL teachers work closely with parents, teachers, school counselors, and social workers

❑ Connect with community partners for mentoring and tutoring

❑ Offer the CHS peer mentoring program

❑ Use social-emotional learning resources

❏ Examples: ReThinkEd, Go! SEL!, Hall of Heroes

Supporting ELs in a Virtual Environment

Supporting Connections with Parents

❑ Provide interpreter and translation services

❑ Have case manager maintain regular contact with parents

❑ Maintain regular communication with IRC staff

❑ Have ESL special counselor: ❏ Help school staff teach students how to wear masks,

socially distance, etc.❏ Check in with families; problem-solve if students are not

fully engaged ❏ Help connect families to community resources (food, supplies)

Supporting ELs in a Virtual Environment

Nutrition Services

Nutrition ServicesBack to School = Back to Feeding CCS Students OnlyThe waivers to operate the emergency and summer feeding programs that allowed for feeding anyone age 18 and under expire September 1st.

Monday August 31st will be the last day School Nutrition and Parks & Rec will distribute food under the current model.

Nutrition ServicesStarting Tuesday September 8th:NEW Barcode Scanning System Replaces Keypad Entry for Student Meal Account ID’s (touchless)

• Students will be issued ID cards during back to school meet & greets, on routes and/or by mail• Nutrition will scan the cards or a photo of the card for meal service• Parents/Guardians can still pick-up meals for students using the ID cards or card photo on phone• Preparing to test new mobile system with laptops and the scanners

• Back-up system will include alphabetized binders with student bar codes and/or forms to record student meals

• No cash payment option• The scanning system is connected to the student meal accounts

• System will recognize free/reduced accounts and CEP school students• Families will need to maintain funds in student meal accounts or

complete free/reduced meal applications if student(s) not in a CEP school (Clark, Jackson-Via, Johnson)

During Virtual Learning – Nutrition Continues Pushing Out in the Community:

NEW SCHEDULE - Monday/Wednesday/ Friday (Tuesday if Monday is a holiday) 11:30 to 12:30

Routes & Feeding Sites – To Be Determined

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Sum and Substance★ Childcare / Parent Provider Supports★ Preschool Supports★ Special Education Supports★ English Learner Supports★ Nutrition Services