1 CATHOLIC SCHOOLS

Charting Our

Future

Through

COVID-19

Let

Them

Shine

in Faith, Knowledge, and Service

Revised: 7/9/2020

2 CATHOLIC SCHOOLS

Diocese of Corpus Christi Office of Catholic Schools

Dear Catholic School Communities and School Families,

The ground beneath each of us trembles and crumbles under the immense weight of uncertainty and fear as well as universal suffering. The pandemic explodes with a toll of epic proportions. Even amidst the shaking ground, these ongoing health and safety struggles must be met with openness to new possibilities and ways of thinking. We must stand firm, and all rise together to meet the COVID-19 challenges with mind, body and spirit. Our loving Lord never abandons. HE blesses us with courage, perseverance, fortitude and vision.

Planning for the reunification of our students and teachers, in our Catholic schools, is key. Sound and effective planning for resuming instruction in August, must safeguard the safety, health and well-being of our children/youth, entrusted to our care, and protect faculty/staff members in our school communities. Our robust academic programs, rooted in Gospel values, must challenge and inspire our students to learn, serve and to succeed.

I am pleased to present, on behalf of the Office of Catholic Schools, this

comprehensive school guide, CHARTING OUR FUTURE DURING COVID-19. These protocols address the following topics: Catholic Identity, Student Health and Safety, Educational Framework Options, Instruction/Assessment Practices, School Management/Operations, Communication Pathways, and Technology Platforms.

I commend and applaud the important efforts by the members of the Office of Catholic Schools for assisting me in developing this essential document.

Mrs. Nannette-Quintanilla-Hatch, Associate Superintendent

Mrs. Monica Maldonado, Director of Technology

Mrs. April Esparza, Coordinator of Health Services

Mrs. Norma Martinez, Administrative Assistant

We look forward to a wonderful and successful schoolyear. Students will SHINE with HIS light.

Sincerely Yours in Catholic Education,

Rosemary J. Henry, Ph.D.

Dr. Rosemary J. Henry Superintendent of Catholic Schools

3 CATHOLIC SCHOOLS

Roman Catholic Diocese of Corpus Christi

Office of Catholic Schools

Mission Statement of the Office of Catholic Schools

The mission of the Office of Catholic Schools, in the Diocese of

Corpus Christi, is to provide servant leadership to ensure

Christ-centered learning environments and academic

excellence to Catholic schools where students develop

spiritually, intellectually, socially and morally. We

are committed in partnership with parents, parish and

school leaders and the global community to prepare students

to become missionary disciples and to share the

teachings and spirit of Jesus.

Vision

Building a strong Catholic tradition, the Schools in the Diocese of Corpus Christi will

be the leading educational choice for all families. In partnership with parents and

the Catholic community, our students will emerge with a superior academic and

spiritual foundation, empowering them to make moral and ethical decisions and to

transform the world around them as faith-filled servants.

4 CATHOLIC SCHOOLS

TABLE OF CONTENTS

SCHOOL HEALTH AND SAFETY

Guiding Principals 7

Monitoring for Symptoms of COVID-19 8

Exclusion and Readmission 10

Disease Surveillance and Absenteeism 11

Emergency Response to COVID-19 12

Social Distancing 13

Masks, Cloth Face Coverings and Face Shields 15

Maintaining a Healthy Environment 17

School Safety Required 19

Social Emotional Wellbeing 20

Health Resources 21

SCHOOL MANAGEMENT AND OPERATIONS

Catholic Identity 24

Revised School Calendar 25

School Capacity 26

School Day Schedule 27

Framework for Daily Instruction 28

Classroom Environment 30

Attendance and Absences 31

Communication 32

Transportation 33

ACADEMIC EXCELLENCE

Evaluation of Learning Loss 33

Instruction and Assessment 37

Other Instructional Considerations 41

Educator Resources 42

TECHNOLOGY

Mission Statement and Guiding Principles 45

Technology Policies 46

Technology Hardware 47

Chromebook Loan Procedures 48

Technology Professional Development Trainings 50

G Suite Accounts 51

Online Classroom Management 52

Communications 54

Distance Learning-Asynchronous Learning 55

Distance Learning-Synchronous Learning 56

Educator Technology Resources 57

5 CATHOLIC SCHOOLS

“Safety is not expensive, it is priceless”

Author unknown

“An ounce of prevention is worth a pound of cure.”

Benjamin Franklin

SCHOOL HEALTH

AND

SAFETY

6 CATHOLIC SCHOOLS

School Health and Safety

Guiding Principles

Monitoring for Symptoms of COVID-19

Exclusion and Readmission

Disease Surveillance and Absenteeism

Emergency Response to COVID-19

Social Distancing

Masks, Cloth Face Coverings and Face Shields

Maintaining a Healthy Environment

School Safety

Social Emotional Wellbeing

7 CATHOLIC SCHOOLS

Guiding Principles

The physical, intellectual, spiritual, social and emotional wellbeing of all students, faculty and staff within our

Catholic schools remains our highest priority. The Office of Catholic Schools will closely monitor the rapidly

changing circumstances surrounding the COVID-19 pandemic and will remain vigilant in identifying and

implementing evidence-based health and safety practices guided by the Center for Disease Control (CDC),

Texas Department of State Health Services (Texas DSHS), Texas Catholic Conference of Bishops Education

Department (TCCB ED), the Diocese of Corpus Christi and our local government and county health

department.

Diocesan Requirements and Recommendations

All required health precautions indicated herein must be implemented at all Catholic schools in the Diocese of

Corpus Christi for the return to school 2020-2021. These will be considered minimum health standards that

are collectively adopted by our system of Catholic schools. While no plan can eliminate all risks, we have

adopted a layered approach that prioritizes the health and safety of all members of the school community.

Each layer affords additional protection from a potential outbreak and will be implemented cohesively as part

of a comprehensive plan.

All recommended health precautions should be implemented at all Catholic schools in the Diocese of Corpus

Christi to the greatest extent possible. Considerations to guide decision making for implementation of

recommended practices:

1. Does this precaution improve the overall safety of students and/or staff in our individual school setting?

2. Does this precaution positively improve the psychological perception of safety for students/faculty/staff/parents?

3. Can this precaution be managed by faculty, staff, students and parents? 4. Does this precaution have negative impacts (financial, time, social etc.)? 5. Do the benefits outweigh the costs?

Required and recommended health precautions are subject to change as the COVID-19 pandemic unfolds and

local rates of disease transmission increase or decline. All Catholic schools shall be prepared to adapt to

higher level health precautions and in some cases relaxed health precautions as local circumstances evolve.

8 CATHOLIC SCHOOLS

Monitoring for Symptoms of COVID-19

Strict adherence to symptom monitoring is an essential component of maintaining continued school operations for the

duration of this pandemic. Symptom screening and ongoing self-monitoring can reduce the risk of exposure.

Monitoring for Symptoms COVID-19

Required

Conduct daily symptom screening for any person entering a school building including students, staff, and essential visitors. (Note that non-essential visitors should not be entering the school building) ▪ Symptom check may be a written, digital or verbal affirmation but should not be assumed. ▪ Sample symptom screening checklist will be provided to schools.

Conduct symptom screening for entrance to school activities or events including students, staff, and essential visitors.

Enforce that students and staff must stay home for any one of the follow criteria: ▪ Positive test for COVID -19 ▪ Individual or any member of household experiencing 1 or more symptoms of COVID-19 whether they

have a positive COVID-19 test or not ▪ Known close contact (in the last 14 days) with a person who is lab confirmed to have COVID-19.

Post signage at the main school entrance requesting that people who are symptomatic not enter. Sample will be provided to schools.

Educate staff, students and families on the signs and symptoms of COVID-19 and exclusion and readmission criteria.

Immediately isolate individuals that are symptomatic of COVID-19 and send home asap. ▪ Ensure constant visual supervision of any student in isolation area. ▪ Provide and require the symptomatic individual in isolation to wear a mask or cloth face covering

unless contraindicated: ▪ Anyone that is having trouble breathing or is unconscious should not wear a mask. ▪ Anyone who is incapacitated or otherwise unable to remove their own face covering without

assistance should not wear a mask. ▪ Anyone who cannot tolerate a mask or cloth face covering due to developmental, medical or

behavioral health needs should not wear a mask. ▪ Provide and require the use of mask and non-latex gloves for designated school staff member

providing direct care for sick students and maintain 6ft social distancing to the greatest extent possible. Direct care for a sick student may require <6ft distancing for short periods of time. Additionally, a face shield is recommended Personal Protective Equipment (PPE) if in close contact with a sick individual. Wash hands before and after use of PPE.

Provide privacy during screenings to the greatest extent possible and protect medical information as confidential.

Prepare staff for heightened monitoring of students for signs of illness throughout the school day. Visual observation of flush cheeks, rapid breathing or labored breathing (in the absence of physical activity) or excessive fatigue should be considered for a temperature screening and evaluation.

Obtain a minimum of 1 non-contact thermometer for school use. PPE allotment provided by the State of Texas may include 1 or more thermometers for your school.

9 CATHOLIC SCHOOLS

Monitoring for Symptoms COVID-19 Continued

Recommended

Conduct daily temperature screening for any person entering a school building including students, staff, and essential visitors.

▪ Fever will be determined by a temperature of 100.0oF or greater. ▪ Individuals waiting for screening must remain 6ft apart. ▪ Staff members conducting temperature screenings must wear cloth face covering or mask and

non-latex gloves for screening and must wash hands before and after. Use non-contact thermometer if possible. Any direct contact will require cleaning, hand hygiene and glove change between contacts. See CDC guidelines for temperature screenings https://bit.ly/3eAeBxk

▪ Schools should refer to the document IR Thermometer Considerations when evaluating the decision to conduct mass temperature screenings.

Educate and encourage students to promptly report to their teacher if they are not feeling well.

Consider strongly encouraging parents to arrange pick up for a sick child within 30 minutes to reduce potential exposure time.

Designate an isolation area dedicated for the care of symptomatic individuals that will not be used for other purposes.

▪ Administer daily and PRN medications to well students in an area separate from the dedicated isolation room.

▪ Administer first aid to well students in an area separate from the dedicated isolation room. ▪ Choose a space that is well ventilated preferably with windows that can open. ▪ Identify which restroom will be used for symptomatic individuals waiting to go home.

Designate a point person on campus to receive and respond to COVID-19 concerns.

10 CATHOLIC SCHOOLS

Exclusion and Readmission

Criteria for exclusion and readmission will be in concert with the recommendations of the Texas Department of State

Health Services and our local health department and must be applied and adhered to consistently for all individuals,

staff and students.

Exclusion and Readmission

Required

Immediately isolate and send home any employee or student who has any of the following new or worsening signs or symptoms of possible COVID-19: Cough - Shortness of breath or difficulty breathing - Chills - Repeated shaking with chills - Muscle pain - Headache - Sore throat - Loss of taste or smell - Diarrhea - Feeling feverish or a measured temperature greater than or equal to 100.0 degrees Fahrenheit - Household member with symptoms of COVID-19 with or without positive test - Known close contact with a person who is lab confirmed to have COVID-19

Do not allow employees or students with new or worsening signs or symptoms listed above to return to work/school until:

▪ In the case of an employee or student who was diagnosed with COVID-19 the individual may return to work/school when all three of the following criteria are met:

▪ At least 3 days (72 hours) have passed since recovery including resolution of fever without the use of fever-reducing medications

▪ The individual has improvement in respiratory symptoms (e.g., cough, shortness of breath) ▪ At least 10 days have passed since symptoms first appeared

▪ In the case of an employee or student who has symptoms that could be COVID-19 and does not get evaluated by a medical professional or tested for COVID-19, the individual is assumed to have COVID-19. The individual may not return to work/school until the individual has completed the same three-step criteria listed above.

▪ If the employee or student has symptoms that could be COVID-19 and wants to return to

work/school before completing the above self-isolation period, the individual must obtain a medical professional’s note clearing the individual for return based on an alternative diagnosis or receive two separate confirmation at least 24 hours apart that they are free of COVID via testing at an approved COVID-19 testing location.

Do not allow an employee or student with known close contact to a person who is lab-confirmed to have COVID-19 to return to work/school until the end of the 14-day self-quarantine period from the last date of exposure.

School employees or students who have traveled to an area under restriction by state or local government where you live or where you traveled to may require quarantine 14 days after travel.

Flow chart for exclusion, readmission, and contact tracing will be provided to schools

11 CATHOLIC SCHOOLS

Disease Surveillance and Absenteeism

Disease surveillance is an essential component of a return to school plan. Detailed attendance records must be kept to

assist in a swift and thorough response to any incidence of COVID-19 in the school. Schools must be prepared to

conduct the initial steps of contact tracing for any incident.

Disease Surveillance and Student Absenteeism

Required Recommended

Maintain detailed attendance records for all in person meetings and all in-person classes.

Develop a clearly defined procedure for absence reporting for students and staff. Collecting information regarding the reason for absence is more pertinent that it has ever been before, as it is necessary to inform decision making for appropriate COVID-19 response. Any medical information obtained must be protected as highly confidential. Sample spreadsheet will be provided to schools.

Designate who will be responsible for attendance tracking. This will require more time then we have previously experienced.

Actively encourage students and staff members to stay home if sick. This includes revision of attendance policies that set limitations on sick days for students or staff.

Eliminate student perfect attendance awards or similar attendance-based incentives.

Educate students, staff and parents on signs and symptoms of COVID-19 and all applicable procedures to follow for suspected illness or exposure. Consider regular reinforcement messaging in various mediums including morning announcements, newsletters, parent alert or remind platforms, etc.

Develop a clearly defined procedure for tracking required exclusion timeline related to quarantine and isolation protocols. Due to the anticipated frequency of absences related to COVID-19, consider utilizing a spreadsheet indicating when the person can return and what criteria must be achieved- Sample spreadsheet will be provided to schools.

12 CATHOLIC SCHOOLS

Emergency Response to COVID-19

Schools shall prioritize a swift, thorough and consistent response to each incidence of a confirmed case of COVID-19 within the school community.

Emergency Response to COVID-19

Required

Actions for confirmed positive cases of COVID-19 among students, staff, or visitors on campus:

Notify the Office of Catholic Schools.

Notify and coordinate with the local health department.

Be prepared for dismissal of students and staff for 2 - 5 days minimum. Partial school closures may be possible in accordance with guidance provided by the local health department and Office of Catholic Schools.

Be prepared to conduct initial steps of contact tracing to identify recent close contacts “primary contacts” during the infectious period.

Communicate with staff, parents, and students as soon as possible for any case of COVID-19 within the school campus. Inform parents how they can expect to receive this information.

Be prepared to clean and disinfect all areas following CDC guidelines.

Be prepared to transition affected persons to “Full Scale Distance Learning” if applicable.

Coordinate with the local health department for active disease surveillance and a safe return to full school operations.

13 CATHOLIC SCHOOLS

Social Distancing

1Scientific research currently indicates that COVID-19 spreads mainly among people who are in close contact (within about 6 feet) for a prolonged period. Spread happens when an infected person coughs, sneezes, or talks, and droplets from their mouth or nose are launched into the air and land in the mouths or noses of people nearby. The droplets can also be inhaled into the lungs. Maintaining at least 6 ft separation between individuals is one of the best strategies to avoid the spread of the virus.

Social Distancing

Required

All students, teachers, staff and visitors shall maintain 6ft social distancing to the greatest extent possible when on school campus. Adults should consistently model this behavior for students. During circumstances when strict social distancing is difficult to maintain, cohorting and mask wearing are essential practices.

Space all student desks and seating at least 6ft apart to the greatest extent possible. Seating that all faces the same direction is preferred. Consider moving large class sizes to larger classrooms or modified spaces to adequately accommodate students. Hybrid modeling may be necessary to achieve adequate social distancing.

Develop procedures and processes that promote 6ft social distancing at all times, including: Modified drop off and pick up, modified use of restroom or locker room facilities, modified playground and PE activities, modified group and collaborative classroom work arrangements etc.

Provide age appropriate education on social distancing strategies. Consider using something relatable like “airplane arms” for elementary students.

Actively discourage high fives, hand holding, hand shaking, hugging, and other forms of greetings that require contact. Consider adopting a new form of greeting special to your school.

Limit in person meetings for teachers, staff, parents, PTO and school advisory councils. Transition these essential meetings to virtual platforms.

Limit entry of visitors inside school buildings to essential visits only. Provide alternative options to accommodate common non-emergent school visits.

Prepare to follow all requirements and recommendations outlined by UIL, TAPPS, TCCB ED, and the Diocese of Corpus Christi Office of Catholic Schools for participation in middle school and high school athletics.

Discourage individuals from congregating closely in groups inside or outside on the school campus especially during times of drop off and pick up and during passing periods at the secondary level. This may include frequent messaging in school newsletters, morning announcements and visual supervision during this time.

14 CATHOLIC SCHOOLS

Social Distancing

Recommended

Plan for virtual meet the teacher nights, parent teacher conferences and open house events.

Provide visual reminders such as markings on floors, walls, or surfaces to encourage 6ft social distancing, especially in areas where this is challenging.

Consider placing a plexiglass barrier at the front office reception desk, at the cafeteria line if it must be utilized, at 1:1 face to face teacher: student desks or any other areas that may benefit from this protection.

Small Student Groups / Cohorts / Pods

Recommended

Organize and keep students in small cohort groups that stay together, limiting the mixing of groups. This strategy should be used to the greatest extent possible for all grade levels and is especially important in Kindergarten and Pre-K classes due to the developmental limitations on mask usage. Creating small cohorts that do not mix may be one of the most effective strategies to proceeding with partial school closures as opposed to full school closures for a COVID+ case and overall promotes a greater ability to maintain more consistent in-person operations.

Consider all strategies that limit the mixing of student groups including but not limited to: Lunch in the classroom instead of the cafeteria, limit playground to 1 class at a time, avoid school assemblies that bring multiple classes together, rotate teachers to classrooms or live cast instruction rather than rotate students to other classrooms, and establish consistent small student groups or partners for group and collaborative classroom work, this includes keeping the same small group (2-3 children) of students together for all activity in free play or educational centers for early childhood.

Schools are required to be mindful of food allergies if food is served in the classroom or if lunches are eaten in the classroom. Follow all previously established protocols for allergen friendly classrooms.

Consider strategies that limit the mixing of student groups during after school care programs. If groups must share the same large space, groups should be spaced apart to the greatest extent possible.

Prioritize outdoor activity, outdoor class instruction and outdoor gatherings when appropriate when weather permits. Consider identifying and/or creating outdoor class space that can be utilized as needed and create a scheduling system if appropriate.

15 CATHOLIC SCHOOLS

Masks, Cloth Face Coverings and Face Shields

2Scientific research currently strongly supports the widespread use of masks and/or cloth face coverings (over mouth and nose) as an essential strategy to reduce the spread of COVID-19. Masks or cloth face coverings provide an extra layer of protection and help prevent respiratory droplets from traveling into the air onto another person. As seen with our recent local experience with COVID-19 case counts, mask usage is most effective when it is widely used by the entire population as a collective strategy.

Masks, Cloth Face Coverings and Face Shields

Required

All teachers, staff and essential visitors shall wear a mask or cloth face covering while inside a school building unless working independently in an office space separate from others.

All students in grades 1st - 12th shall wear a mask or cloth face covering while inside a school building. Mask usage will be supported with grace, love, and encouragement.

Masks or Cloth face coverings should be worn when entering the building during student drop off and when exiting the building during student pick up.

Masks or Cloth face coverings should not be used as a substitute for social distancing.

Maintain a supply of masks or cloth face coverings for any individual in the school building that needs one, such as: during isolation for onset of illness during the school day, replacement of a soiled personal mask, or replacement of a lost or forgotten mask. Due to supply constraints, all members of the school community are asked to bring his/her own clean personal mask daily.

Exceptions to the use of masks or cloth face covering include: ▪ It is not developmentally appropriate for children in Kindergarten or younger to utilize masks or

cloth face coverings. Alternate mitigation strategies should be utilized for this age group. ▪ Mask usage is not required while seated for lunch or during exercise or during outdoor activity

unless social distancing is difficult to maintain. ▪ Face shields may serve as an alternate option for situations in which masks or face coverings are

not appropriate or are a significant hinderance to learning. ▪ Face shields when used independent of a mask provide significantly less protection against the

spread of COVID-19 than the use of a mask or cloth face covering and should only be used as a substitute sparingly. A face shield is superior to nothing at all.

▪ Face shields do allow for improved ability to see mouth movements which may benefit learning for some individuals. Face shields may provide improved air circulation for those that have difficulty breathing when wearing a mask or face covering.

▪ Anyone that is having trouble breathing or is unconscious should not wear a mask. ▪ Anyone who is incapacitated or otherwise unable to remove his/her own face covering without

assistance should not wear a mask. ▪ Anyone who cannot tolerate a mask or cloth face covering due to developmental, medical or

behavioral health needs should not wear a mask.

Provide age appropriate education on proper use of masks or cloth face coverings, including donning and doffing, storage between use, cleaning, avoidance of touching the mask etc.

16 CATHOLIC SCHOOLS

Masks, Cloth Face Coverings and Face Shields

Recommended

Allow parents to choose the mask or cloth face covering that is most comfortable and suitable for their child. Limits should not be placed on style or color as this creates more difficulty and undue stress for families. Personal fit and comfort in breathing is an important part of selecting a mask, therefore selecting a mask type should remain a parental decision.

Consider bucket hat face shields or similar as an option for use in Kindergarten and Pre-K classrooms for activities such as free play and group learning centers. If this is a selected mitigation strategy, proper cleaning and storage must be addressed.

When possible, teachers shall provide students with opportunities to take breaks from mask wearing by taking the class outside or to a large open space like the gym or cafeteria where the class can substantially spread out.

Consider preparing students for mask wearing with video and/or print communications before school begins. This is one of the most significant adjustments to the learning environment and we anticipate it will take some scaffolding for a smooth transition.

Additional Resources on the use of Masks, Cloth Face Coverings and Face Shields

HealthyChildren.org from the American Academy of Pediatrics last updated June 5, 2020

https://www.healthychildren.org/English/health-issues/conditions/COVID-19/Pages/Cloth-Face-Coverings-for-Children-

During-COVID-19.aspx

Center for Disease Control last reviewed May 23, 2020 https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-

sick/diy-cloth-face-coverings.html

World Health Organization Interim Guidance Advice on the use of Masks in the Context of COVID-19 June 5, 2020

https://apps.who.int/iris/rest/bitstreams/1279750/retrieve

Texas A&M Study: Face Masks Critical in Preventing the Spread of COVID-19 https://today.tamu.edu/2020/06/12/texas-

am-study-face-masks-critical-in-preventing-spread-of-covid-19/

Allergy and Asthma Foundation of America on Face Masks and Asthma June 16,

2020 https://community.aafa.org/blog/what-people-with-asthma-need-to-know-about-face-masks-and-coverings-

during-the-covid-19-pandemic?utm_source=AAFA+BReATHE+Mailing+List&utm_campaign=a51739de1a-

2020+June+Breathe+COVID19+and+Asthma&utm_medium=email&utm_term=0_fd990f07a8-a51739de1a-98797383

17 CATHOLIC SCHOOLS

Maintaining a Healthy Environment 3Scientific research, as previously stated, indicates that COVID-19 is mostly spread by respiratory droplets released when people talk, cough, or sneeze. However, it is also thought that the virus may spread to hands from a contaminated surface and then to the nose or mouth, causing infection. Therefore, personal prevention practices like hand washing, covering your cough or sneeze, avoiding touching your face and cleaning and disinfection are important strategies to limiting the spread of the virus.

Maintaining a Healthy Environment

Required

Provide age appropriate education on proper hand washing techniques, cough and sneeze etiquette and avoidance of touching the face with unclean hands. Reinforce often.

Post age appropriate posters with proper hygiene practices in highly visible areas including posters describing proper hand washing technique near sinks.

Ensure adequate supply of hygiene items at all times and place them in convenient locations throughout the school.

Require hand hygiene upon arrival to school and when entering and leaving each classroom, in addition to before and after eating, before and after activities that use shared surfaces, after restroom use, after outdoor activity, after use of tissues for cough/sneezing and when hands are visibly soiled.

Prioritize hand washing with soap and water above use of hand sanitizer when feasible. Provide hand sanitizer stations in all areas where access to sinks for hand washing is limited.

Implement an enhanced cleaning and disinfecting schedule that increases frequency throughout the day of the cleaning of high touch shared surfaces like doorknobs, work areas, restroom and locker room facilities, sink handles, desks and chairs, shared electronic devices and any other shared surfaces.

If students must change classrooms, student workspaces - desk and chair must be cleaned between users (classes), in addition to any other shared surface such as computer keyboard or mouse, lunchroom tables and chairs or gym equipment.

Utilize EPA approved disinfectants with adherence to “dry times” for all surfaces to ensure effectiveness. Safely store all cleaning products.

Ensure staff members treat all bodily fluids as infectious and wear proper PPE for cleaning.

Adequately maintain HVAC systems with clean air filters and increased ventilation rates to the greatest extent possible.

Use of buses for transportation should be consistent with all health and safety guidelines listed here including cleaning and disinfecting after each 1-way use, ventilation, social distancing, mask wearing etc. members of the same household do not need to social distance.

Be prepared to follow CDC guidance on disinfecting your building or facility if a student or staff member is confirmed with COVID-19 https://bit.ly/2YYd3s4

Remove toys, games and manipulatives that cannot be easily cleaned

Remove self-service salad bars and any other food conveyance where students or staff share utensils to serve or obtain food.

Discourage food sharing amongst students or staff. Any food sharing that require shared use of utensils to serve or obtain food should not be permitted.

18 CATHOLIC SCHOOLS

Maintaining a Healthy Environment

Recommended

Abandon the use of drinking fountains and water troughs, opt for encouraging students to bring their own water bottle to school and provide refill stations if feasible.

Store student belongings in spaces that have ample separation such as nap mats in individually labeled bins or opt for nap mats that can be cleaned before storage.

Plan for and encourage students to utilize their own supplies rather than any shared supplies like markers, crayons, glue, scissors etc. and store them separately from others.

If developmentally appropriate, allow students to assist in cleaning their own workspace before and after

use but ensure this is done safely and with supervision. In choosing a safe disinfectant for use during the school day, consider use of Green Cleaners that appear on the EPA list of approved disinfectants for COVID-19. Aim for a product with a short contact time of 1-2 minutes. See the attached list for reference: https://www.greenseal.org/blog/how-to-safely-disinfect-for-coronavirus

Explore the cost benefits of using of an electrostatic disinfectant sprayer that may reduce labor time required to conduct thorough daily disinfecting.

19 CATHOLIC SCHOOLS

School Safety Required:

School safety is multi-faceted, care must be taken to review any changes that are made to the school environment or school processes through the lens of the broader scope of school safety.

School Safety

Required

Adequate supervision of all students is required at all times.

Exterior doors should remain locked at all times. The only exception is during periods whereby the door is manned with continuous supervision such as during drop-off and pick-up times.

A designated communication tool must be available for any location that students and/or staff may be in during the course of a school day for prompt emergency communications to and from the school office. (i.e. intercom, walkie talkie, telephone system, etc...)

School emergency drills (Fire/Evacuate, Lockout, Lockdown, Tornado/Shelter in Place) will still be required. Any newly occupied spaces must be included on evacuation routes and maps.

Drill modifications may be made in so much as it does not compromise the ability for all to respond quickly and appropriately to emergency drills and/or actual events. All students and staff must understand that social distancing and other COVID measures come secondary to swift and appropriate response to an actual life safety incident (i.e. fire, intruder, tornado etc.)

Modifications to pick-up or drop-off procedures must be evaluated to ensure the highest level of safety for students and staff (i.e. traffic flow, validation of authorized pick-up persons).

School Emergency Operations Plans for 2020-2021 must include all modifications and revisions. Faculty, staff and students must be trained in any new procedures.

20 CATHOLIC SCHOOLS

Social Emotional Wellbeing

Our Catholic schools are treasured for our commitment and dedication to forming the whole child in mind, body and spirit. The current and anticipated social and emotional impact of this global COVID-19 pandemic on adults, adolescents and children alike is something that requires significant thought, planning and effort on our part to minimize the adverse effects within our school communities. An essential component of the 2020-2021 school year will include a dynamic school-wide plan that clings to our Catholic school tradition of a vibrant, welcoming, faith-filled community and seeks to meet the social and emotional needs of our students, teachers, staff and parents now and into the future.

Social Emotional Wellbeing

Required Recommended

Prioritize student guidance programs as essential to each student’s learning experience for the 2020-2021 school year, whether participating in in-person classes or via distancing learning.

Encourage staff, students, and families to talk to someone they trust about their feelings and experiences during this COVID-19 pandemic.

Promote the Safe Schools Alert platform for anonymous reporting of serious safety concerns and reinforce often.

Provide students, staff and parents with information on where they can access professional mental health services.

Provide many avenues for students to maintain a strong connection to their faith, to their peers and to the school community.

Consider establishing mentorship programs for students and/or staff.

Explore and review social emotional learning (SEL) programs that support student growth and resilience.

Support students, staff and families with a pastoral response to COVID-19.

Explore CE opportunities for teachers and staff to develop additional capacity to support Social Emotional learning and mental wellness including trauma informed practices and Youth Mental Health First Aid.

21 CATHOLIC SCHOOLS

1 CDC on Social Distancing https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/social-distancing.html Retrieved 06/24/20 2 CDC on Masks and Cloth Face Coverings https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/about-face-coverings.html Retrieved 06/24/20 3 CDC on Considerations for Schools https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/schools.html Retrieved 06/24/20

4 American Academy of Pediatrics Return to School Guidance June 25, 2020

https://services.aap.org/enpages/2019-novel-coronavirus-covid-19infections/clinical-guidance/covid-19

planning-considerations-return-to-in-person-education-in-schools/

22 CATHOLIC SCHOOLS

SCHOOL MANAGEMENT

AND

OPERATIONS

“Predicting rain does not count, building The ark does.”

Warren Buffett

23 CATHOLIC SCHOOLS

School Management and Operations

Catholic Identity

Revised School Calendar

School Capacity

School Day Schedule

Framework for Daily Instruction

Classroom Environment

Attendance and Absences

Communication

Transportation

24 CATHOLIC SCHOOLS

Catholic Identity Catholic school education is a transformational experience. The challenge in the times we are now

experiencing is to continue to offer that experience in a positive, meaningful way.

Catholic Identity

Catholic schools have a two-fold charge: providing an education that is academically excellent and one that is deeply rooted in Catholic Identity. The challenge, then, is to ensure that the education that is delivered (no matter what the mode of delivery) meets the standard.

There must be a level of intentionality across all the grade levels and all subject matter that course content is intentionally Catholic. These factors need to be addressed:

• Liturgy and Prayer-fact to face, remote, opportunities for daily prayer that includes a community aspect to it, cross-grade faith sharing opportunities, inviting parents to join in on virtual sessions.

• Catholic Identity-continue to express a Catholic world-wide view in curricular content areas, use Catholic Social Teaching/Virtues as a framework to support understanding.

• Presence of Leaders-ensure presence of Pastor in new school configurations, reinforce role of principal in the faith life of the school, create approaches to minister to families who experience food insecurity, financial issues and other types of crisis.

• Service-Learning Opportunities-promote service-learning experiences in virtual spaces, find opportunities in current situations that lend themselves to a community response (prayers for first responders and medical personnel, food drives, etc.)

25 CATHOLIC SCHOOLS

Revised School Calendar

Our calendar for the 2020-2021 school year provides a hope filled promise to reunify our students and school

communities and to be afforded the opportunity to form our students in faith, knowledge and service.

Revised School Calendar

The revised 2020-2021 School Calendar has been provided to all schools.

The contextual information and calendar highlights have also been provided to schools.

26 CATHOLIC SCHOOLS

School Capacity

When orders from governmental and health agencies, as well as TEA and TCCB Ed are received, this section

will be addressed.

School Capacity

27 CATHOLIC SCHOOLS

School Day Schedule

Specific guidelines (governmental, educational) will shape the schedules adhered to when students return to

the classroom.

School Day Schedule The health, safety and well-being of all children/students entrusted to our care are

the utmost priorities for each of our outstanding Catholic schools. A robust,

academic and co-curricular program, within the context of a Christ-centered school

environment, brings teachers and students together to learn, to serve and to

succeed.

Our schools expect to follow a traditional school schedule which provides for a full

and rich educational and social experience. A Monday through Friday schedule with

full days of instruction will be our norm. However, due to the uncertainty of COVID-

19, we may have to adapt to full distance learning or a hybrid model which includes

person to person instruction and distance learning. Specific paradigms are noted on

the following pages.

While this schedule and plan are subject to change due to mandates and guidelines

from governmental and health officials, we look forward to reunifying our students

and teachers for a positive and productive school year where our students are

challenged, inspired and benefit as they grow in faith, knowledge and service.

Stagger school campus start and end times (morning and afternoon sessions).

Coordinate class start and end times.

Students should eat lunch at their desks and when first returning to school lunches

from home should be encouraged or box lunches from your food service program

can be served.

28 CATHOLIC SCHOOLS

Framework for Daily Instruction

Daily instruction whether done in person or virtually, will be diligently provided for while keeping in mind the

academic, emotional and health needs of our student learners. Our Priorities include a focus on a robust

academic program centered in Christ and rooted in Gospel values as well as the safety and well-being of all

students and staff.

Framework for Daily Instruction

A specific Framework will be provided to all schools which entails the integration and

important educational partnerships of students, school faculty/staff and parents. The

Framework addresses educational best practices and provides for a vast array of

paradigms to address parent concerns.

• Paradigm 1: Traditional School – 5 days a week o Person to person with all safety protocols.

o Distance Learning offered - Robust instruction and student interaction will be

required.

o Both person to person and distance learning must be offered in Paradigm 1.

o Professional Development to enhance and support Distance Learning will be required for teachers.

• Paradigm 2: Traditional School (modified) – 4 days a week in person o Person to person with all safety protocols.

o Distance learning must also be offered, robust instruction and student

interaction will be required.

o Friday is reserved for student academic support assessment, teacher

preparation and planning and parent communication.

o Teachers will participate in on going professional development to enhance distance learning practices.

• Paradigm 3: Instructional Day Rotation (for schools’ w/enrollment of 150+ and Middle and High Schools)

o Monday/Wednesday & Tuesday/Thursday rotation, 2 days in-person instruction, 2 days on-line instruction. Rotation may be done by grades, classroom or by alphabet accommodating families with multiple children in one school.

o Friday is reserved for academic student support, assessment, teacher preparation and planning, conferences and parent communication.

o Professional Development for teachers to enhance distance learning will be required.

29 CATHOLIC SCHOOLS

Framework for Daily Instruction • Paradigm 4: Total Distance Learning

o Instruction must be robust and appropriate. o All students must be engaged in process. o On-going Professional development for teachers will be required.

All schools are required to offer the following Paradigms: Paradigm #1, and Paradigm #4 as a minimal standard Framework Options for Daily Instruction in an effort to meet the needs of families and students.

Middle and High Schools with 150 plus students may offer Paradigm #3.

Each school will provide a Paradigm Report to the Superintendent, for approval, and notify the parent community of the plan.

Please note: These Paradigms are subject to change due to Governor Abbott’s Executive Orders or recommendations from our regional health officials and Texas Catholic Conference of Bishops Education Department.

30 CATHOLIC SCHOOLS

Classroom Environment

Thoughtful decision making will be utilized to create the safest environment that meets the needs of our

students, our families and our faculty and staff. We will collectively plan both traditional and hybrid models

with well-planned scheduling to fit anticipated needs during these challenging times.

Classroom Environment If mandated by governing agencies (State or Local Government, TCCB Ed, TEA,

official health agencies) limit number of students in a classroom (25%, 50%, etc.) as required.

Group size needs to be taken into consideration.

• Peer groups of 2 to 3

Utilize other facility spaces in schools as classrooms (cafeteria, library, after school care, gymnasiums, parish meeting rooms, etc.) to maximize number of students in a workspace.

Coordinate passing periods and times in hallways (designate one-way traffic) to reduce number of students in an enclosed space.

Designate entry and exit ways into school campus, stagger start and end of day times.

Limit the number of visitors to the school campus (parents, family members, volunteers, vendors).

31 CATHOLIC SCHOOLS

Attendance and Absences It will be extremely important that schools recognize and plan for the challenges that will surround a student’s

attendance record in these times of pandemic. The effects on the academic, social and emotional success of a

student need to be considered when enacting attendance policies.

Attendance and Absences

Daily documentation of attendance will be required of all schools as per TEA/TCCB Ed

policies.

During these times of the pandemic crisis, our schools will provide a number of

opportunities for our students to continue the learning process and to achieve

academic success.

If a significant number of students are absent for a prolonged period of time, we will

employ a flexible attendance plan. The school will activate an additional attendance

code allowing teachers to mark students remotely present. Students who are ill and

unable to virtually attend should focus on getting better. They will be marked absent.

• Level 1 – School is open with increased absenteeism. Our focus will be on keeping

students on track without overloading teachers with a flurry of e-mails and requests for

reteaching. The school will create a framework for communicating daily work, keeping

learning moving forward, and supporting students who are trying to get back on track

after an absence.

• Level 2 – School is open with significant and prolonged absenteeism. We must ensure

instructional continuity where a hybrid model is employed whereas some students are

physically present, some are virtually present, and others are absent. We need to find

creative ways to support families with mitigating health circumstances and otherwise

unable to participate in school.

• Level 3 – School is closed utilizing full scale distance learning. As classes are being

held online, we must support the well-being and academic development of our

students. We will continue to foster student learning without being able to meet our

students in person.

32 CATHOLIC SCHOOLS

Communication Based on the critical commitment to family and community engagement and school partnerships, our schools will endeavor to create strong communication pathways.

Communication Each of our schools will be committed to immediately notifying parents of any COVID-

19 developments so that swift and appropriate action may be taken.

In the event of distance learning schools will develop a plan for open, transparent and frequent communication between:

• Principal, Faculty and Staff

• Principal, Teacher and Student

• Principal, Teacher and Parents

There must be a concerted effort for community building amongst the students in each classroom.

Consistent and effective communication with all stakeholders will be critical to the success of your operational plan:

• Students

• Parents

• Teachers and Staff

• Potential Student Families – Marketing

• Other stakeholders (Councils, PTO, Alumni, Donors, etc.)

Schools will achieve greater satisfaction from students, parents, teachers and staff and a higher degree of trust and peace amidst the uncertain times of this pandemic if communication is ongoing, reliable and timely.

Evaluate current strategies or avenues for communication, assess effectiveness, stress the need for modifications due to pandemic, identify new methods for improved communication.

33 CATHOLIC SCHOOLS

Transportation

The safety of students is not only important when they are in our classrooms but also must be taken into

consideration when being transported by a school to their campus. Recommendations for social distancing

and safety protocols will be of the utmost importance when transporting students.

Transportation Safety protocols for school buses include the following:

• Taking bus driver’s temperature at the start of morning and afternoon transportation

cycles.

• Bus drivers must always wear facial coverings when on the bus.

• Schools should have a bus monitor to address social distance and facial coverings

processes for students so the bus driver can be focused solely on driving safety.

• Students should be spread out on the bus to put six feet between them which means

staggering the rows where students are seated.

• There should be no more than one student per row.

34 CATHOLIC SCHOOLS

Excellence is doing a common thing in an uncommon way.”

Albert Einstein

ACADEMIC

EXCELLENCE

35 CATHOLIC SCHOOLS

Academic Excellence

Evaluation of Learning Loss

Instruction and Assessment

Other Instructional Considerations

36 CATHOLIC SCHOOLS

Evaluation of Learning Loss

Schools must assess student learning loss in order that the appropriate support and scaffolding be provided to students when returning to school.

Evaluation of Learning Loss Principals will provide teachers with an opportunity to discuss and explore methods

to determining learning loss.

Assessment tools will be developed and presented to students in the classroom.

Teachers will develop instructional goals for use in the classroom.

End of chapter tests (core subjects), from 3rd and 4th nine weeks, should be administered the first week of school.

Lesson plans for first two weeks of new school year should emphasize skills from last nine weeks of 2019 – 2020 school year.

37 CATHOLIC SCHOOLS

Instruction and Assessment

Our schools will provide a high-quality instructional program and integrate assessment best practices as a

guide.

Instruction and Assessment Moving forward, schools must follow the appropriate steps to ensure a quality

education for its students.

• Curriculum selection and instructional delivery models

• Assessment practices and policies, including local and statewide assessments

• Access and use of instructional technology

• Expanded learning opportunities

Keeping in mind the emotional toll Spring 2020 may have taken on your students (as well as their teachers), academic expectations must be realistic and attainable for all students.

The Gradual Release of Responsibility Instructional Framework (GRR) should be

employed as the curriculum advances into the new school year. This model allows for

cognitive work to shift slowly and intentionally from teacher modeling, to joint

responsibility between teachers and students, to independent practice and application

by the learner. This is a structure for teachers to move from assuming all the

responsibility performing a task to a situation in which the students assume all the

responsibility.

• Focus lessons – Teacher establishes lesson purpose, models his/her thinking,

based on learning outcomes.

• Guided instruction – Teacher uses questions, prompts and cues to facilitate

student understanding; utilizing small groups that are based on instructional

needs, gradually releasing responsibility to students while providing instructional

scaffolding to ensure student success.

• Collaborative learning – Students work in collaborative groups to produce end-product, ensuring that all students are individually accountable for their contributions and have an opportunity to consolidate their understanding before applying it independently.

38 CATHOLIC SCHOOLS

• Independent Learning Tasks – Students apply what they have learned inside and

outside of class, with results being used as formative assessments which are

designed to check for understanding and to identify needs for reteaching,

acknowledging that students need to practice before they can sufficiently apply

knowledge in new situations.

Scaffolding refers to a process in which teachers’ model or demonstrate how to solve a problem, and then step back, offering support as needed. The idea is that when students are given the support they need while learning something new, they stand a better chance of using that knowledge independently.

• The general process is to begin teaching at a level the students can understand

and then build on that understanding.

• Next, present a problem and work aloud when solving it.

• A solution is arrived at by combining actions, images, and language.

• Repeat the process two more times, asking questions of students along the way.

• Each answer, right or wrong, receives a positive response, which encourages

participation.

• More students are asked to respond to the question each time it is repeated.

• Correction is provided as needed but reinforced positively.

• When understanding appears to be achieved, students join the teacher in solving

a new problem.

• Understanding is checked as problems are solved. If more instruction is needed,

more modeling is provided.

• If students then demonstrate knowledge, the teacher steps away and allows

students to work independently, offering support as needed.

• Scaffolding is about moving students from awareness, understanding, and

comprehension to a degree of application, analysis, and synthesis.

Particularly in the home setting, student motivation and engagement can be an issue.

• Students engage when they see value and purpose in the work. Be sure to set the

stage with the purpose of the work and remind students of it often.

• Allow the students to make real world applications. It is difficult to feel motivated

by practice exercises in a workbook.

• Allow students to ask questions, research, solve problems, create models, and

conduct experiments.

• Give students a choice. Allow them to choose what to read and what to write

about. Choose to write their response or record as an audio file.

• Incorporate gaming into your instructional design. Use John Meehan’s templates

that can help you use Google tools to create digital escape rooms and virtual

classrooms.

• Students disengage when they feel overwhelmed. It is important for teachers to coordinate assignments, deadlines, projects, and assessments to ensure a manageable workload.

39 CATHOLIC SCHOOLS

Over reliance on tests, exams, and quizzes for students to demonstrate what they know

and can do should be avoided.

• Allow students to process and express understanding in multiple ways.

• Writing: essays, journals, blogs

• Speaking: podcasts, videos

• Visually: presentations, infographics, drawing

• Tactile: models

Ensure projects are “minds-on” and not just “hands-on.” They should be closely aligned to standards and the choice provided to students should not compromise the teacher’s ability to assess the standards.

Never has it been more crucial to ensure that assessment is well designed and strategic. Both formative assessments, or checks for understanding, and summative assessment, to assess understanding at the end of a unit, need to be integrated into all units.

“Formative” o Thumbs up, thumbs down (physical reactions).

o White boards – students solve a problem or answer a question on a white

board and show it to the teacher.

o Polls – anonymous feedback to give you a general sense for where the class is.

o Exit tickets (paper or pencil – Google forms).

o Reflection or journal entry (video response on Flip grid or Seesaw).

o Progress check on independent work (submit draft for feedback, photos of

progress on a project).

o Conversation, also known as conferring.

o Formative assessment with Early Childhood students requires a strong

partnership with parents. Communication between parent and teacher is

critical to the teacher’s understanding of the student’s mastery of material

and concepts.

“Summative” o As is a traditional face to face learning environment, summative assessments

must be aligned to the goals of the unit and be an authentic way to measure

the student’s progress toward those goals. Tests are just one way to measure

a student’s understanding. They can be limiting, especially when it comes to

measuring application of skills so teachers should plan for a variety of

summative assessment types.

40 CATHOLIC SCHOOLS

o When administering tests, consider if the test can be given as an open-book

test. If a test loses its integrity because a student can utilize available

resources, it is important to question exactly what it is assessing and if it

represents the most important learning of the unit.

o Resist the urge to construct tests with low level questions such as

identification of vocabulary and details of history or stories. More important

would be the ability to connect those details in the explanation or analysis of a

novel question. Real world connections and relevance need to remain a high

priority.

o Projects must be closely aligned to the standards and ask students to

construct their own knowledge by completing a task.

o Projects should be aligned to specific criteria, explained on a rubric. These

criteria should be based on the standards to be assessed rather than the

unrelated aspects such as “neatness.”

o Projects can be collaborative or individual, but assessment should be

individual. This usually requires each student to describe their understanding

individually, perhaps through a written reflection, a video recording, or a

teacher interview.

During times of remote learning, schools are encouraged to be flexible with deadlines,

etc. being supportive and understanding of difficulties that students and families may

be facing.

Rotation of on-line and in-classroom instruction must be considered if closures become

necessary.

Consider allowing in-classroom instruction/assignments to be completed through

virtual means if necessary due to quarantine or illness.

Teachers rotate between classrooms instead of students.

Ensure adequate supplies to minimize sharing of materials to the largest extent

possible; if feasible limit equipment use to one student or one small group at a time.

41 CATHOLIC SCHOOLS

Other Instructional Considerations

Schools will develop flexible instructional models that support anticipated challenges expected during these

unprecedented times.

Other Instructional Considerations It is essential that all schools begin to develop flexible instructional models that support

anticipated challenges that may present themselves.

A flexible instructional model should include planning for 3-levels of school operations.

• Level 1 – School is open with increased absenteeism

• Level 2 – School is open with significant and prolonged absenteeism

• Level 3 – School is closed utilizing full scale distance learning

We must be prepared for high rates of absenteeism.

We must be prepared for intermittent long-term absenteeism for individual students or

staff that are directly exposed to COVID-19 or that live in a household with an exposed

person.

Uneven learning deficits among students will require a need for individualized

instruction and accelerated learning.

Schools will prepare for high-quality independent study (distance learning) programs

for families that fear a return to in-person classrooms.

Schools will prepare for adaptions needed for vulnerable at-risk students and staff.

Be advised there may be mandates issued that restrict school attendance.

42 CATHOLIC SCHOOLS

Educator Resources

1. Diocese of Corpus Christi Catholic Schools. COVID-19 School Continuity Plan, 2020-2021. May

15, 2020.

2. Texas Education Agency, Summer Instruction, Activities and School Visits: Guidance for

Reopening and Student Interaction. tea.texas.gov/coronavirus disasterinfo@tea.texas.gov

3. Texas Department of State Health Services. May 2020. Opening of the State of Texas Protocols

for all Employers. Texas Health and Human Services.

https://dshs.texas.gov/coronavirus/opentexas.asp#protocols

4. Superintendents Rising to the Challenge School Year 2020-2021: A Consideration Model, Los

Angeles County.

5. LACDE: Curriculum and Instructional Services, (CIS) Website.

6. The Formative Assessment Action Plan, Nancy Frey & Douglas Fisher. Gradual Release of

Responsibility Instructional Framework, ASCD, Copyright 2007.

7. Scaffolding in Education: Definition, Theory and Examples,

Study.com.https:/study.com/academy/lesson/scaffolding-in-education-definition-theory-

examples.html.

8. Sacred Heart School Preparatory, D. Neebe/J. Lopez, March 20, 2020. Licensed under a Creative

Commons BY-NC 4.0 license.

9. Leading with Hope: A Reflective Guide for Catholic Schools in a New Reality. Andrew M. Greeley

Center for Catholic Education, School of Education-Loyola University Chicago. Luc.edu/gcce

10. Returning to Learning: A guide for Reopening Catholic Schools During the COVID-19 Pandemic.

The Archdiocese of Galveston-Houston Catholic Schools Office. Summer 2020.

43 CATHOLIC SCHOOLS

“A better world is possible thanks to technological progress if this is accompanied by an ethic inspired by a vision of the common good.”

Pope Francis

TECHNOLOGY

44 CATHOLIC SCHOOLS

Technology

Technology Mission

Guiding Principles

Technology Policies

Technology Hardware

Chromebook Loan Procedures

Technology Professional Development Trainings

Google Accounts

Online Classroom Management

Communications Channels

Distance Learning-Asynchronous Learning

Distance Learning-Synchronous Learning

Educator Resources

45 CATHOLIC SCHOOLS

Technology Mission

The Office of Catholic Schools recognizes the essential need for our students to learn how to navigate and

utilize the digital tool on and off campus to prepare for a technological society. We are committed in

partnership with our families, parish, school leaders, and our global community to prepare our students for

the world ahead as radiants of knowledge.

Guiding Principles

Technology, whether offline or online, needs to be implemented with a purpose. As we prepare our Catholic

Schools for a differentiated and hybrid learning model, we need to be sure to establish standards to help

ensure we have a strong tech foundation to build upon. The areas below are some key fundamentals to

ensure we start off on the right path to prepare our schools for success in 2020-2021. These guidelines will be

applicable for person to person instruction and distance learning.

Diocesan Requirements and Recommendations

All required technology precautions indicated herein must be implemented at all Catholic

schools in the Diocese of Corpus Christi for the return to school 2020-2021. These will be

considered minimum tech standards that are collectively adopted by our system of Catholic

schools.

All recommended technology precautions should be implemented at all Catholic schools in

the Diocese of Corpus Christi. Considerations to guide decision making for implementation of

recommended practices:

1. Does this precaution improve the overall safety of students and/or staff in our individual school setting?

2. Can this precaution be managed by faculty, staff, students and parents? 3. Does this precaution have negative impacts (financial, time, social etc.)? 4. Do the benefits outweigh the costs?

Required and recommended technology precautions are subject to change as the COVID-19

pandemic unfolds and local rates of disease transmission increase or decline. All Catholic

schools shall be prepared to adapt to higher level tech precautions and in some cases relaxed

tech precautions as local circumstances evolve.

46 CATHOLIC SCHOOLS

Technology Policies

Policies were developed by the OCS to guide the technology advancements and operations in our Catholic

Schools. Due to the COVID-19 pandemic, some of the following policies may be re-evaluated and/or amended

to reflect transitions necessary for our updated environment. The OCS will notify the Principal, in the event of

any updates, to pass out the information respectively to the school community.

Current Technology Policies

Required

Appendix H-Form 1- Parent Permission-User Agreement-Revised 3-19-18 (May need to be revised)

Appendix H-Form 2-Parent Permission for Publication of Student Work/Pictures-Revised 3-19-18 (No revision needed)

Appendix H-Form 3-Employee User Agreement-Revised 3-15-18 (May need to be revised)

Appendix H-Form 4-Employee Permission for the Publication of Work/Pictures-Revised 3-15-18 (No revision needed)

Appendix H-Form 5-Student Technology Guidelines-Revised 3-15-18 (May need to be revised)

Appendix H-Form 6-Sample School Technology Appropriate Usage Policy-Revised 3-20-18 (May need to be revised)

Appendix H-Form 7-Social Media Guidelines-Revised 3-20-18 (May need to be revised)

Appendix H-Form 8-Google G Suite Tools Permission Form-Revised 11-12-19 (May need to be revised)

Appendix H-Form 9-Student Chromebook User Guidelines-Revised 3-20-18 (May need to be revised)

Policy 3805-Electronic and/or Digital Communications Policy with Respect to Faculty, Staff, Students, and Parents (May need to be revised)

Policies will be posted at a later time.

47 CATHOLIC SCHOOLS

Technology Hardware

Technology hardware may include a myriad of equipment such as Chromebooks, personal desktop machines (PC’s and MAC’s), IPADS, tablets, laptops, computer monitors and keyboards. All hardware must be maintained and sanitized to aid in the safety of our school communities.

Required Recommended

All hardware must be cleaned prior and after the use of machines, whether it is teacher or student stations.

In Computer/STREAM/or communal environment, each device must be cleaned prior and after each use.

The use of computer/media stations must adhere to all social distancing requirements.

School issued headphones will not be allowed for any devices in school to prevent spread of germs.

Students must provide and keep their own headphones for use on school property.

Chromebook Screens and other monitors must be cleaned with a dry, non-abrasive cloth (microfiber recommended) to wipe smudges or dust. Liquids or solvents may not be used to clean monitors.

Compressed air spray cans for keyboards or other purposes may not be used to avoid spreading of germs.

Computer safe disinfectant wipes to clean keyboards (Make sure to squeeze out any drippy liquid from wipe before wiping gently).

Teacher and/or Janitorial staff must clean all surfaces at the end of the day.

In addition, to cleaning prior and after each use, we recommend that any machine in a common space be cleaned at the end of the day.

Computer stations may need to be staggered to reinforce social distancing requirements such as skipping stations and/or limiting number of students in the area

Students may keep their own headphones to bring for use. We do not recommend that lab teachers store the individual units for use

Resources for Sanitizing Hardware:

• 5 Steps to Sanitizing a Chromebook

• How to Clean a Computer Lab

• How to Clean Your Smartphone or Tablet

Keyboard covers may be a solution to help with wiping surfaces

Compressed air spray can recommendation came from CDC.gov

Can use a disinfectant spray and paper towels on keyboards and non-screen surfaces (Make sure to squeeze out any drippy liquid from wipe before wiping gently)

48 CATHOLIC SCHOOLS

Chromebook Loan Procedures

Many of our campuses are outfitted with Chromebook hardware to be used in the classroom environment and/or computer lab with the students. In the event, our schools are determining whether to loan out 1 device or go to a 1:1 model, the following requirements and recommendations would need to be considered before moving forward.

Required Recommended

Chromebooks issued out must be managed units through a Google Admin console.

Conduct an updated inventory of every Chromebook in your possession. Inventory to include:

• Serial Number

• Model Number

• Physical Count

Designate 1-2 responsible individuals to handle inventory and maintain accurate records of device information to include:

• Who the unit was issued to

• When the unit was issued

• When the unit was returned

• Condition of the unit

Obtain the signed document “Compliance Statement for Loan of Technology Equipment” from each parent prior to issuing out a Chromebook.

Obtain signed G Suite Account Permission Form.

Designate an email/communication system to handle technical support for the device while in use.

Educate student/parent on how to use a Chromebook.

Educate student/parent on Digital Citizenship rules and G Suite account school only purposes.

Offer a limited number of devices for home use, if necessary

Educate student/parent on Cleaning/Caring for Chromebook.

In Google Admin Console, when Chromebook is issued out to specific individual/family, update the Notes on the unit in the console to reflect accurate information.

In Google Admin Console, set Chromebook settings up for extra safety measures, such as:

• Allowing only School users access on Chromebooks

• Do not allow guest browsing

Obtain a Chromebook filtering system to safeguard student’s browsing capabilities off and on campus, such as:

• Securely

• Go Guardian

• Netop

• Blocksi

• Bark: https://www.bark.us/schools

Provide online information through a website or Resource area for topics used to educate student/parent:

• Expectations for use

• Digital Citizenship

• Cleaning a Chromebook

• Caring for a Chromebook

• Troubleshooting Options

• Technical Support Contacts

Additional Items to Consider when deciding:

• If device carries warranty

• Who will be responsible for damage?

• Do you have plan/team to handle troubleshooting?

Education Resource Recommendations:

• Students/Parents:

49 CATHOLIC SCHOOLS

Establish a clear pick up/drop off schedule and/or system for check in/check out throughout the year.

➢ Guardians Guide to Chromebooks

➢ Getting Started Guide with Google Classroom

➢ How to Chromebook Videos ➢ What’s New with Chromebook

• Teachers: ➢ Devices Training

50 CATHOLIC SCHOOLS

Technology Professional Development Trainings

Our mission of Academic Excellence for our schools is supported by the ongoing training for our Staff & Faculty. In preparation for an adaptive teaching/learning model for the upcoming school year, our Staff & Faculty must attend required professional development training.

Required Recommended

Principal to meet with each Teacher to establish requirements for July PD Session and other base needs for a successful classroom online and offline.

July PD Training offered by the OCS to ensure our teachers have a strong foundation in the following topics:

• Google Meet Conferencing

• Google Classroom

• Communication Tools

• Video Recording

• Assessing Students

• How to Use a Chromebook

Designate 1-2 responsible individuals to aid in tech integration and development for the campus:

• Support tech program issues

• Support Google apps

• Support tech integration in a lesson

• Support basic hardware troubleshooting

The OCS will continue to provide ongoing training throughout the year to maximize skills and provide support of teacher efforts.

First Friday or Staff Meetings set to go over at least of 1-hour tech professional development for the campus needs

Pairing up a Tech Buddy with other Faculty to have a partner in growth and learning

Provide opportunities for Staff & Faculty professional development outside of what Office of Catholic offers, such as:

• Tech 2 Teach-Vision 2020: July 29-30th-FREE

• TWTCON 2020 (Teach with Tech): July 27th - $19.99 for 70+sessions

• Teacher Center-Google for Education-FREE (On demand training paths)

51 CATHOLIC SCHOOLS

G Suite Accounts

G Suite school-managed accounts are utilized and issued to each Employee and Student for our Catholic Schools. Accounts are issued to be able to integrate technology with Google applications and software throughout all our school needs.

Required Recommended

Each campus will assign 1-2 Google Admins to manage user accounts and app accessibility.

All employees and students must be issued out a school-managed account.

All parents must sign and agree for their child(ren) to be issued out a Google school account for their child(ren) to obtain an account. (Appendix H-Form 8)

Teacher will provide student with reminders on the purpose of school account at the start of the year and throughout the year to remind of spot checks.

Ensure all with a G Suite Account know how to access their Google waffle, including mail and Drive as primary tools.

Google Admin(s) will spot check the accounts to ensure the students are using the account for school-related purposes and activities.

Students/Parents need to be provided with an email or point of contact if they are having issues with Google account.

Each campus must have a student/parent orientation about G Suite at beginning of the school year.

Google Admin(s) issuing out the accounts use the same format for issuing out account names to ensure uniformity.

Google Admin(s) attend all Google Admin trainings recommended or provided for from the OCS.

BARK, a FREE monitoring software, should be installed on your Google domain console to aid in monitoring and safeguarding your students from cyberbullying, drugs, weapons, suicidal ideation, and more.

Teachers may also spot check to help Google Admins, if many students are on campus.

Staff/Teachers are highly recommended to save their files/lessons in Google Drive to help if they must work from home.

School should set up an email/form communication system to aid the Tech Leaders on campus with prioritizing tech support.

For student/parent orientation, topics to cover:

• Responsibilities for both parties while off and on campus using G Suite for school related purposes

• Overview of the program

• Guardian Summaries

• How to navigate

Parent Resources about G Suite:

• G Suite Overview

• Parent Series: What is GSuite • Communicating with Parents and

Guardians about G Suite for Education

52 CATHOLIC SCHOOLS

Online Classroom Management

An Online Classroom Management system, such as Google Classroom, is beneficial to aid teachers/students/families with daily classroom interactions, homework management, and grades. By implementing an online system from the start of the year, the school community will be prepared for any type of learning model.

Required Recommended

All teachers will establish an Online Classroom through Google Classroom from the start of the school year

Teachers must prepare online Classrooms a minimum of 1-2 weeks ahead of the start of school week

Ensure that all the students can access this platform, if not, come up with alternate plan

Teachers will conduct a basic training for students on how to navigate Google Classroom and submit assignments at the start of the year

All teachers will post classroom resources such as office hours and supportive classroom materials on the Google Classroom platform

If the teacher is unable to setup an online classroom effectively, they will be required to attend the Google Classroom PD Level 1 & Level 2 Session from the OCS PD July training

Teacher/school will provide student/parent training resources on how to use Google Classroom

Teacher will provide all post updates and assignments by a certain time/date for the week’s activities

All assignments will be submitted through Google Classroom, not through email submission by students

Designate 1-2 responsible individuals to aid in tech integration and development for the campus to support with Google Classroom questions

Teachers should start out with a new online class and archive any old classes in their management to avoid confusion of old data.

Teachers should post updates/assignments by a certain day such as Monday by 8:00 am for the week’s assignments to avoid off hour, late night or weekend posts.

Avoid required printing. All tasks should be completed on a device or uploaded as a picture.

Keep tasks simple and directions clear to make sure students understand what they are required to do.

Consider WIFI/bandwidth access, the size of files downloaded by students may prohibit students to progress, may need to provide an alternate offline solution.

If embedding videos on assignments, try to keep the size of the files small.

School should set up an email/form communication system to aid the Tech Leaders on campus with prioritizing tech support.

Google Classroom Support/Resources:

• Google Classroom Topics for All

• Classroom Mobile App FAQ

• Teacher-Troubleshooting

• Student-See your work Topic

• Student-Turn in an assignment

• Student-Troubleshooting

• Student/Parent Navigating Google Classroom Presentation

For Elementary, K-2, an alternate LMS platform, Seesaw may work (Cost minimum of $5.50 per student)

53 CATHOLIC SCHOOLS

The OCS will continue to provide ongoing training throughout the year to maximize skills and provide support of teacher efforts.

54 CATHOLIC SCHOOLS

Communications

Communication is the most important piece of any well-developed technology plan. Communication with our school communities is vital to ensure that we are all working collaboratively to provide the best possible experience for all involved.

Required Recommended

Each campus must adhere to Policy 3805 (May be amended).

Each employee/student will be issued out a Google Account.

Ensure all Employees know how to access their school Google account from home in addition to their work environment.

All employees must be able to check their emails a minimum of 1 time a day to be sure they up to date with all communication from school communities and respond within 24 hours.

Teachers must post online/offline Conference times for parents/students.

Teacher correspondence to parents/students must be done through FACTS Communication Component, unless utilizing Google Classroom for assignments/updates.

Teacher will provide student with reminders on the purpose of school account.

Teachers will communicate with parents a minimum of 1 time a week regarding class upcoming activities.

All communications to parents/students must be during normal business hours.

School must provide a section on current website regarding COVID Preparations and Distance Learning Initiatives.

All social media accounts will be updated at least 1 time a week.

Teachers should post at least 2 alternative times/days for conference options including phone/video conference options.

Teachers may use the following approved channels for communication beyond e-mail:

• Remind-parent alerts

• Guardian Summaries (Google Classroom)

• Parent updates (BARK related issues)

• Parent weekly updates (FACTS)

• Parent News App for Edlio Website Schools

School or Teacher 2 week Check in with Family Survey is suggested.

• Example Survey-Make copy

Example of Sites with Distance Learning/Technology formats for website, including Key Terminology:

• Mounds View Public Schools

• CKSD Google for Education

• IWA-Distance Learning

55 CATHOLIC SCHOOLS

Distance Learning-Asynchronous Learning

Asynchronous online learning happens without real-time, live instruction. Students engage in class materials and complete work at their own pace, typically within a given timeframe. Methods of asynchronous online learning include self-guided lesson modules, streaming video content, virtual libraries, posted instructional notes, and exchanges across discussion boards or social media platforms.

Required Recommended

Learning Management System-Google Classroom:

Utilized to manage self-guided lessons and class interactions without real-time interaction

All lessons/materials will be posted by teacher by a certain time/date of the week for the week’s activities

If the teacher is unable to setup an online classroom effectively, he/she will be required to attend the Google Classroom PD Level 1 & Level 2 Session from the OCS PD July training.

Provide quality Screencasting or pre-recorded videos of instruction for guided support In an effort to help our teachers grow, the OCS will be conducting a July PD Session.

All assignments must meet required curriculum and TEKS standards.

Google Classroom Recommendations:

• In a self-contained classroom, organize one Google Classroom including all content areas with weekly topics and due dates.

• If teacher is not self-contained and teaches one subject, organize topics with weekly dates.

Self-guided lesson modules may include:

• Screencasting-digital video recording your computer screen, usually including audio narration

• Teacher prepared lessons

• Digital textbook modules

• Online subscriptions for educational websites

Streaming video content may include:

• Assigned streaming lessons with teacher or another educator

• Distance learning initiatives from other educational sources, such as Texas State Aquarium

Virtual Libraries may include:

• Online encyclopedias

• Websites created by students

• Websites created by educators

• Accelerated Reader and Epic

• Other educational sites

Discussion Boards may include:

• FlipGrid, Wakelet, Padlet

Social Media Platforms may include:

• Twitter Hashtags for education

• Facebook Groups, approved by Principal

56 CATHOLIC SCHOOLS

Distance Learning-Synchronous Learning

Synchronous online learning happens with real time interaction, live instruction. Methods of synchronous online learning include video conferencing, teleconferencing, live collaboration, live chatting, and live-streaming instruction.

Required Recommended

Live video conferencing:

• Google Meet

• In an effort to help our teachers grow, the OCS will be conducting a July PD Session.

• Establish rules/guidelines for the online session.

• Set up a consistent schedule for meetings with students for online learning.

• Set up a consistent schedule for Office Hours for students/parents.

Live Collaboration

• Utilizing Google Apps for school-related purposes.

Live Chatting

• Only for school-related purposes

• Utilize in Google Classroom through collaboration on Google Apps, such as Docs, Slides, etc.

All assignments must meet required curriculum and TEKS Standards.

Live video conferencing:

• Recording online instruction for playback

• Google Meet Reference for Google Admins

• Google Meet Training and Help

• Google Meet Quick Start PDF

Live Collaboration Tools:

• Google Meet

• Jamboard App

• Canvas App

Live Chatting

• Wakelet

Live Streaming

• Google Meet Reference

• YouTube

57 CATHOLIC SCHOOLS

Educator Resources

Our ultimate goal is to provide a provision for all educators and school communities to be supported and

aligned effectively to provide academic excellence in all of our Catholic Schools. Below are some resources to

aid our schools in preparing for a successful 2020-2021 school year.

Educator Resources

Recommended

Educator Planning Sheet (From bit.ly/PlantoTeach): https://bit.ly/37RCzl8

NIET Example Virtual Weekly and Daily Lesson Plan

Chromebook Lessons (From Chrmbook.com)

Internet Resources for Families/Students

10 Strategies for Leading Online When School is Closed (From GlobalOnline Academy)

10 Best Practices to be an Effective Online Teacher (From eLearning Industry)

Remote Learning at the High School Example

Online Norms Slides (From UWC Singapore)

If I had to do it over again/what they wish I knew (Compiled by Lauren Fernandez)

Middle School/High School-Applied Digital Skills Resources (Google)

Dynamic Learning with Google Toolkit by Kasey Bell

Google Meet Video Series (ControlAltAchieve)

OCS Digital Corner

Google Shared Folder for Teachers (Google Drive, Shared with Me Section)

OCS YouTube Channel-Video Resources in Various Playlists (NEW)